Tennessee English Language Arts Standards Effective 2009

A Correlation and Narrative Brief of

Prentice Hall Literature Grade 9 © 2012

to the

Tennessee English Language Arts

Standards

Grade 9

TEXTBOOK NARRATIVE FOR THE STATE OF TENNESSEE PRENTICE HALL LITERATURE COMMON CORE EDITION ©2012 Prentice Hall Literature Common Core Edition, Grade 6 9780133195521 Prentice Hall Literature Common Core Edition, Grade 7 9780133195538 Prentice Hall Literature Common Core Edition, Grade 8 9780133195545 Prentice Hall Literature Common Core Edition, Grade 9 9780133195552 Prentice Hall Literature Common Core Edition, Grade 10 9780133195569 Prentice Hall Literature Common Core Edition, Grade 11 9780133195576 Prentice Hall Literature Common Core Edition, Grade 12 9780133195583 Prentice Hall Literature Common Core Edition ©2012 is aligned 100% to the Common Core State Standards (CCSS). The program incorporates instruction of both literature and language arts skills. Language Arts instruction is fully integrated throughout the program with instruction and practice with grammar, conventions and writing through Integrated Language Skills Workshops. Listening and Speaking activities are standards-based, providing students with formal and informal opportunities to master key communication skills while strengthening writing, listening, speaking and research skills. Communications Workshops provide opportunities to meet key listening and speaking standards, as well as develop media literacy skills. A Writing Workshop with step-by-step instruction guides students to develop ideas into full-length composition, addressing the key stages in the writing process. The readings in Prentice Hall Literature comprise the best classic and contemporary literature, representing diverse authors in the context of a rich literary tradition. Informational texts are current, and were selected for their relevance to today’s sources and topics. Together, the literary and informational texts provide extensive opportunities for students to deepen their understanding of the CCSS. The questioning strategies and opportunities that surround the readings further encourage students to cultivate critical thinking. The Critical Thinking questions that appear after selections use appropriate instructional scaffolding to cultivate students’ ability to interpret, analyze, evaluate, synthesize, and apply their understanding. Post-reading questions on the After You Read pages help students develop their critical thinking abilities by applying their understanding of literary and reading skills to the literature they have read. Prentice Hall Literature provides integrated support for all levels of learners. A hallmark feature of the program is the ability to differentiate instruction and deliver content customized for each student. Students are assigned a learner level and selections and support provided to each student is based on this level. This differentiation allows students to develop skills as needed, eventually allowing them to read more complex texts to prepare them for high school and beyond. The program also features PHLitOnline - an integrated Digital Center for teachers and students. PHLitOnline can be used as a companion to the print program or as complete support for a total 21st century digital learning experience. You can easily move between print and digital resources to give students exactly what they need. For teachers, all print teacher resources are online as well as classroom management tools such as the online lesson planner and standards reporting. For students, PHLitOnline.com includes:

Student Edition eText Interactive selections with an interactive journal Vocabulary games and interactive flashcards Full selection audio in English with summaries in Spanish and Haitian Creole Background videos

Grammar Tutorials BQ Tunes

PHLitOnline also offers SuccessTracker where students can take tests online. Tests are scored automatically and remediation is assigned based on skills missed. Reports are available and show how students are meeting both the TN Standards and the CCSS. SUPPORT FOR TENNESSEE STANDARDS To assist in the transition to the CCSS, a Tennessee Overview & Implementation Guide has been designed specifically for Tennessee teachers. This Guide includes author essays, an annotated walk-through of the CCSS, and cross-walk correlations of the Tennessee SPIs to the CCSS to Prentice Hall Literature. These correlations will help teachers using the program by identifying where the SPIs are taught and which CCSS aligns with each SPI. Practice tests are provided to help prepare students for the TCAP and EOC tests. These tests contain the same number of test items found on the actual Achievement Test. These tests will help familiarize students with the test format because the design and layout of the Practice Test is similar to the TCAP and EOC. Supporting the TCAP and EOC while preparing to take the national assessments in 2014-15 will be a key factor to student success with the CCSS. RESEARCH Pearson has used a variety of research methods as a base on which to build Prentice Hall Literature © 2012. In addition, a scientific efficacy study conducted by Cobblestone Evaluation found that students in classrooms where Prentice Hall Literature was implemented with high fidelity significantly outperformed their peers using other language arts programs on the GMRT Vocabulary test and the MAT8 Writing test. Participants came from eight ethnically and economically diverse schools, including sites in Arizona, California, Ohio, and Oregon. The sample included 29 teachers and 2,729 students in seventh, eighth, and tenth grades and varying levels of language arts ability. The full report is available upon request. ASSESSMENT Prentice Hall Literature provides built-in, frequent and systematic progress monitoring and benchmarking to ensure results. Systematic diagnostic and progress monitoring assessments catch small problems before they become big ones, while built-in benchmarking tools ensure thorough skills coverage and evaluation. Progress monitoring occurs with every selection, while benchmarking assessments at predictable intervals ensure students are mastering content.

The Beginning-of-Year Benchmark Test assesses students’ skills and deficiencies at the onset of the year.

The Reading Readiness Diagnostic Test assesses students’ reading ability at the

beginning of the year. Subsequently, the Vocabulary in Context diagnostics assesses students’ reading readiness for selections in each upcoming unit.

Selection Tests assess student understanding of the literary works and the skills and

vocabulary associated with them.

At the end of each unit, Cumulative Review allows students to read passages and respond to multiple choice questions and short answer writing prompts to apply Reading Literature, Reading Informational Text, Writing, and Language standards from the unit.

Six Performance Tasks assess the Reading Literature and Reading Informational Text

standards taught in the unit. These Performance Tasks are modeled after those provided in Appendix B to the CCSS and the assignments call on students to apply Writing, Speaking and Listening, and Language standards taught in the unit, as relevant.

A series of twelve Benchmark Tests, together with comprehensive Mid-Year and End-of-Year Summative Tests, help you identify students who have mastered the skills taught and those who need re-teaching.

Table of Contents

Standard 1 - Language ................................................................1 Standard 2 - Communication ........................................................7 Standard 3 -Writing................................................................... 18 Standard 4 - Research ............................................................... 29 Standard 5 - Logic .................................................................... 35 Standard 6 - Informational Text .................................................. 40 Standard 7 - Media ................................................................... 46 Standard 8-Literature ................................................................ 51

Prentice Hall Literature © 2012 Grade 9 Correlated to

Tennessee English Language Arts Standards Effective 2009-2010 English I

Tennessee English Language Arts Standards

Effective 2009-2010 English I

Prentice Hall Literature © 2012 Grade 9

Standard 1 - Language

Course Level Expectations CLE 3001.1.1 Demonstrate control of Standard English through grammar usage and mechanics (punctuation, capitalization, and spelling).

SE/TE: Conventions, 40, 70, 122, 150, 254, 280, 309, 344, 372, 462, 488, 536, 562, 640, 666, 716, 738, 932, 976, 1084, 1116, 1190, 1206; Writing Workshop: Editing and Proofreading, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241; Grammar, Usage, and Mechanics Handbook, R50–R54

CLE 3001.1.2 Employ a variety of strategies and resources to determine the definition, pronunciation, etymology, spelling, and usage of words and phrases.

SE/TE: Spelling, focus on, 179, 311, 589; Vocabulary Workshop, 180–181, 410–411, 590–591, 764–765, 1014–1015, 1242–1243; Spelling skills, use basic, 1143; also see: Vocabulary Development, 24, 27, 33, 34, 39, 44, 57, 58, 69, 102, 111, 112, 121, 126, 135, 136, 149, 212, 237, 238, 253, 258, 267, 268, 279, 314, 329, 330, 343, 348, 359, 360, 371, 442, 453, 453, 461, 466, 475, 476, 487, 520, 527, 528, 535, 540, 549, 550, 561, 618, 629, 630, 639, 644, 651, 652, 665, 694, 703, 704, 715, 722, 729, 730, 737, 804, 831, 832, 860, 891, 892, 911, 912, 931, 968, 975, 1042, 1083, 1088, 1115, 1146, 1163, 1164, 1189, 1194, 1199, 1200, 1205

CLE 3001.1.3 Understand and use a variety of sentence structures.

SE/TE: Writer’s Toolbox: Sentence Fluency, 515, Revising to Vary Sentence Patterns, 689, Revising to Combine Sentences with Phrases, 963, Revising to Combine Sentences Using Adverb Clauses, 1009, Revising to Correct Fragments and Run-ons, 1141, Varying Sentence Structure and Length, 1239; also see: Grammar (Integrated Language Skills): Simple and Compound Sentences, 1084, Complex and Compound-Complex Sentences, 1116

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Checks for Understanding (Formative/Summative Assessment)

3001.1.1 Demonstrate a mastery of the definitions, usage, and functions of the eight parts of speech.

SE/TE: Nouns, 40, 70, 97; Adverbs, 342, 562; Verbs, 254, 280, 309, 514; Adjectives, 536, 760; Prepositions, 640, 689; Gerund, Participle, 932; Grammar, Usage, and Mechanics Handbook: Parts of Speech, R50–R51

3001.1.2 Apply a variety of strategies to correct sentence fragments and run-on sentences.

SE/TE: Writer’s Toolbox: Revising to Correct Fragments and Run-ons, 1141; also see: Grammar (Integrated Language Skills): Simple and Compound Sentences, 1084, Complex and Compound-Complex Sentences, 1116

3001.1.3 Know and apply a variety of sentence-combining techniques.

SE/TE: Writer’s Toolbox: Revising to Combine Sentences with Phrases, 963, Revising to Combine Sentences Using Adverb Clauses, 1009; also see: Grammar (Integrated Language Skills): Simple and Compound Sentences, 1084, Complex and Compound-Complex Sentences, 1116

3001.1.4 Identify basic sentence patterns (e.g., subject-verb, subject-action verb-direct object, subject-action verb-indirect object-direct object, subject-linking verb-subject complement, subject-action verb-direct object-object complement).

SE/TE: Grammar (Integrated Language Skills): Simple and Compound Sentences, 1084, Complex and Compound-Complex Sentences, 1116; also see: Writer’s Toolbox: Sentence Fluency, 515, Revising to Vary Sentence Patterns, 689, Revising to Combine Sentences with Phrases, 963, Revising to Combine Sentences Using Adverb Clauses, 1009, Revising to Correct Fragments and Run-ons, 1141, Varying Sentence Structure and Length, 1239

3001.1.5 Know and use Standard English conventions for punctuation, capitalization, and spelling.

SE/TE: Grammar: Common and Proper Nouns, 40; Editing: Proper names and places, 99; Using Quotations, 761; Grammar: Commas and Dashes, 1190; Colon, Semicolons, and Ellipses, 1206; Grammar, Usage, and Mechanics Handbook: Capitalization and Punctuation, R52–R54

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3001.1.6 Use print and electronic reference sources as aids in understanding all aspects of a word (e.g., spelling, part of speech, definition, cognates, etymology, synonyms).

SE/TE: Spelling, focus on, 179, 311, 589; Vocabulary Workshop: Using a Dictionary and Thesaurus, 180–181, Words with Multiple Meanings: consult a dictionary, 590; Spelling skills, use basic, 1143; also see: Spanish-English Dictionary User Guide, 377, 378

3001.1.7 Use previously learned strategies to determine and clarify word meanings (e.g., roots, affixes, textual context).

SE/TE: Explain context cues, 237, 253; Use context clues, 592; also see: Prefixes, 24, 27, 33, 34, 39, 258, 267, 268, 279, 644, 651, 652, 665, 694, 703, 704, 715, 804, 831, 832, 859, 892, 911, 912, 931, 1042, 1083, 1088, 1115; Suffixes, 44, 57, 58, 69, 126, 135, 136, 149, 212, 237, 238, 253, 348, 359, 360, 371, 722, 729, 730, 737; Roots, 102, 111, 112, 121, 314, 329, 330, 343, 442, 453, 461, 466, 475, 476, 487, 520, 527, 528, 535, 540, 549, 550, 561, 618, 629, 630, 639, 860, 891, 968, 975, 1146, 1163, 1164, 1189, 1194, 1199, 1200, 1205

3001.1.8 Recognize and use the appropriate word among frequently confused words (e.g., to/too/two, their/there/they’re, it/it’s, you/you’re, whose/who’s, which/that/who, accept/except, affect/effect, between/among, capitol/capital, principal/principle, stationary/stationery, who/whom, allusion/illusion, complement/compliment, cite/site/sight, counsel/council, coarse/course, farther/further, lose/loose, fewer/less).

SE/TE: Glossary of Common Usage, R54; Vocabulary Workshop: Using a Dictionary and Thesaurus, 180–181, Words With Multiple Meanings, 590–591; also see: Writing Workshop: Editing and Proofreading, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241

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3001.1.9 Demonstrate understanding of common foreign words and phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, English I Page 2 verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam).

SE/TE: Vocabulary Workshop: Borrowed and Foreign Words, 1014–1015; also see: Vocabulary (bottom of page), 1148, 1149, 1150, 1151, 1152, 1156, 1159, 1161, 1167, 1168, 1169, 1174, 1178

State Performance Indicators

SPI 3001.1.1 Demonstrate an understanding of the eight parts of speech, including their troublesome aspects, such as how to form the past and past participle of irregular but commonly used verbs.

SE/TE: Nouns, 40, 70, 97; Adverbs, 342, 562; Verbs, 254, 280, 309, 514; Adjectives, 536, 760; Prepositions, 640, 689; Gerund, Participle, 932; Grammar, Usage, and Mechanics Handbook: Parts of Speech, R50–R51

SPI 3001.1.2 Identify the patterns of a given set of sentences (i.e., subject-verb, subject-action verb-direct object, subject-action verb-indirect object-direct object, subject-linking verb-subject complement, subject-action verb-direct object-object complement).

SE/TE: Grammar (Integrated Language Skills): Simple and Compound Sentences, 1084, Complex and Compound-Complex Sentences, 1116; also see: Writer’s Toolbox: Sentence Fluency, 515, Revising to Vary Sentence Patterns, 689, Revising to Combine Sentences with Phrases, 963, Revising to Combine Sentences Using Adverb Clauses, 1009, Revising to Correct Fragments and Run-ons, 1141, Varying Sentence Structure and Length, 1239

SPI 3001.1.3 Use a variety of techniques to correct sentence fragments.

SE/TE: Writer’s Toolbox: Revising to Correct Fragments and Run-ons, 1141; also see: Grammar (Integrated Language Skills): Simple and Compound Sentences, 1084, Complex and Compound-Complex Sentences, 1116

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SPI 3001.1.4 Combine a set of simple sentences into a single compound or complex sentence.

SE/TE: Writer’s Toolbox: Revising to Combine Sentences with Phrases, 963, Revising to Combine Sentences Using Adverb Clauses, 1009; also see: Grammar (Integrated Language Skills): Simple and Compound Sentences, 1084, Complex and Compound-Complex Sentences, 1116

SPI 3001.1.5 Use commas correctly with appositives and introductory words, phrases, or clauses.

SE/TE: Appositive phrase, 716, 963; Commas, 1190; Introductory words, phrases and clauses, R53

SPI 3001.1.6 Correct a run-on sentence by using a comma and coordinating conjunction, subordinate conjunction, or semicolon.

SE/TE: Writer’s Toolbox: Revising to Correct Fragments and Run-ons, 1141; also see: Conjunctions: coordinating, 406, subordinate, 1009

SPI 3001.1.7 Recognize correct subject-verb agreement with intervening elements.

SE/TE: Subject-verb agreement, 407; also see: Writing Workshop: Editing and Proofreading, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241; Verb tenses, 254, 280, 309; Subject, 344; Verbs, 514

SPI 3001.1.8 Select correct pronoun usage in a sentence (e.g., with compound elements such as between you and me, or following than or as).

SE/TE: Pronoun-antecedent agreement, 177; also see: Writing Workshop: Editing and Proofreading, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241; Pronouns, 122, 150

SPI 3001.1.9 Select correct pronoun-antecedent agreement using collective nouns or indefinite pronouns.

SE/TE: Pronoun-antecedent agreement, 177; also see: Writing Workshop: Editing and Proofreading, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241; Pronouns, 122, 150

SPI 3001.1.10 Recognize the correct placement of end marks with quotation marks.

SE/TE: Quotations, punctuating, 761; also see: Writing Workshop: Editing and Proofreading, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241

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SPI 3001.1.11 Recognize the correct usage of quotation marks in direct and indirect quotations.

SE/TE: Quotations, punctuating, 761; also see: Writing Workshop: Editing and Proofreading, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241

SPI 3001.1.12 Use context clues and/or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words.

SE/TE: Explain context cues, 237, 253; Use context clues, 592; also see: Prefixes, 24, 27, 33, 34, 39, 258, 267, 268, 279, 644, 651, 652, 665, 694, 703, 704, 715, 804, 831, 832, 859, 892, 911, 912, 931, 1042, 1083, 1088, 1115; Suffixes, 44, 57, 58, 69, 126, 135, 136, 149, 212, 237, 238, 253, 348, 359, 360, 371, 722, 729, 730, 737; Roots, 102, 111, 112, 121, 314, 329, 330, 343, 442, 453, 461, 466, 475, 476, 487, 520, 527, 528, 535, 540, 549, 550, 561, 618, 629, 630, 639, 860, 891, 968, 975, 1146, 1163, 1164, 1189, 1194, 1199, 1200, 1205

SPI 3001.1.13 Select the appropriate word among frequently confused words (i.e., to/too/two, their/there/they’re, it/it’s, you/you’re, whose/who’s, which/that/who, accept/except, affect/effect, between/among, capitol/capital, principal/principle, who/whom, stationary/stationery, allusion/illusion, complement/compliment, cite/site/sight, counsel/council, coarse/course, farther/further, lose/loose, fewer/less)

SE/TE: Glossary of Common Usage, R54; Vocabulary Workshop: Using a Dictionary and Thesaurus, 180–181, Words With Multiple Meanings, 590–591; also see: Writing Workshop: Editing and Proofreading, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241

SPI 3001.1.14 Proofread a written passage for errors in punctuation and/or capitalization and/or spelling.

SE/TE: Proofreading, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241

SPI 3001.1.15 Use a sample reference source to determine aspects of a given word (e.g., spelling, part of speech, definition, cognates, etymology, synonyms).

SE/TE: Vocabulary Workshop: Using a Dictionary and Thesaurus, 180–181; Spelling skills, use basic, 1143; also see: Spanish-English Dictionary User Guide, 377, 378

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SPI 3001.1.16 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam).

SE/TE: Vocabulary Workshop: Borrowed and Foreign Words, 1014–1015; also see: Vocabulary (bottom of page), 1148, 1149, 1150, 1151, 1152, 1156, 1159, 1161, 1167, 1168, 1169, 1174, 1178

Standard 2 - Communication

Course Level Expectations

Listening CLE 3001.2.1 Demonstrate critical listening skills essential for comprehension, evaluation, problem solving, and task completion

SE/TE: Communication Workshop: Giving and Following Oral Instructions, 182–183, Evaluating a Speech, 412–413; also see: Collaboration: Consider which of their points seem credible and which do not, 2, Listen carefully and ask questions, 1028, Listening and Speaking: Interview, 41, Debate, 281, 1117, Panel discussion, 463, 739, 1207; Vocabulary Workshop: Comprehension and Collaboration, 181, 411, 591, 765, 1015, 1243; Performance Tasks (Common Core Assessment Workshop): Evaluate a Speaker’s Views, 599

CLE 3001.2.2 Summarize, paraphrase, and critique information presented orally by other.

SE/TE: Communication Workshop: Evaluating a Speech, 412–413; also see: Collaboration: Consider which of their points seem credible and which do not, 2; Listening and Speaking: Interview, 41, Debate, 281, 1117; Performance Tasks (Common Core Assessment Workshop): Evaluate a Speaker’s Views, 599

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CLE 3001.2.3 Identify the thesis and main points of a challenging speech

SE/TE: Evaluating a Speech: Evaluate the development of arguments, 412, Are the speaker’s points supported with facts, details, and opinions from experts?, 413; Performance Tasks (Common Core Assessment Workshop): Determine the Central Idea, 599, Deliver a Speech Analyzing a Central Idea, 773, Analyze the Development of a Theme, 1023, Analyze Theme, 1251

CLE 3001.2.4 Analyze the style and structure of a challenging speech

SE/TE: Evaluating a Speech: What traditional, cultural, or historical influences shape the message?, 412, Does the speaker use logical reasoning? How can you tell?, 413; Performance Tasks (Common Core Assessment Workshop): Evaluate a Speaker’s Views, 599; also see: Listening and Speaking: Debate, 281, 1117, Mock trial, 934

Speaking

CLE 3001.2.5 Understand strategies for expressing ideas clearly and effectively in a variety of oral context.

SE/TE: Communication Workshop: Giving and Following Oral Instructions, 182–183, Delivering a Persuasive Speech, 592–593, Oral Interpretation of Literature, 766–767, Multimedia Presentation of a Research Report, 1016–1017; also see: Exploring the Big Question: Collaboration, 2, 194, 424, 604, 778, 1028; Listening and Speaking: Retell from another point of view, 71, Oral presentation, 255, Debate, 281, 1117, Dialogue, 373, 717, Panel discussion, 463, 739, 1207, Radio news report, 563, Impromptu speech, 641, Illustrated presentation, 667, Staged performance, 934, Mock trial, 934, Conversations, improvise everyday, 1085; Vocabulary Workshop: Comprehension and Collaboration, 181, 411, 591, 765, 1015, 1243

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CLE 3001.2.6 Deliver effective oral presentation

SE/TE: Communication Workshop: Giving and Following Oral Instructions, 182–183, Delivering a Persuasive Speech, 592–593, Oral Interpretation of Literature, 766–767, Multimedia Presentation of a Research Report, 1016–1017; also see: Listening and Speaking: Retell from another point of view, 71, Oral presentation, 255, Radio news report, 563, Impromptu speech, 641, Illustrated presentation, 667, Staged performance, 934, Mock trial, 934

CLE 3001.2.7 Participate in work teams and group discussion

SE/TE: Exploring the Big Question: Collaboration, 2, 194, 424, 604, 778, 1028; Vocabulary Workshop: Comprehension and Collaboration, 181, 411, 591, 765, 1015, 1243; Communications Workshop: Comprehension and Collaboration, 183, 413, 593, 767, 1017, 1245; also see: Listening and Speaking: Debate, 281, 1117, Dialogue, 373, 717, Panel discussion, 463, 739, 1207, Staged performance, 934, Conversations, improvise everyday, 1085

Checks for Understanding (Formative/Summative Assessment

Listening

3001.2.1 Follow multi-tasked or multi-dimensional instructions to perform a specific role in a task, answer difficult questions, and solve challenging problem

SE/TE: Communication Workshop: Giving and Following Oral Instructions, 182–183, Comparing Media Coverage, 1244–1245; also see: Collaboration: Participate effectively by building on the ideas of others, 2, Establish rules, 194, Set rules that will lead to a cooperative exchange, 424, Come to an agreement, 1028; Listening and Speaking: Debate, 281, 1117, Panel discussion, 463, 739, 1207

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3001.2.2 Identify the thesis of a challenging speech in which the ideas may be subtle or implied, regardless of whether the organizational pattern is linear


3001.2.3 Summarize information presented orally by others, including the purposes, major ideas, and supporting details or evidence

SE/TE: Evaluating a Speech: jot down notes on your classmates’ views, 413; Comparing Media Coverage: present a summary of your findings, 1245; also see: Collaboration: Listening and Speaking: Interview, 41, Debate, 281, 1117; Performance Tasks (Common Core Assessment Workshop): Determine the Central Idea, 599

3001.2.4 Paraphrase accurately multiple, challenging ideas and information presented orally by others.


3001.2.5 Critique ideas and information presented orally by others.

SE/TE: Communication Workshop: Evaluating a Speech, 412–413; Performance Tasks (Common Core Assessment Workshop): Evaluate a Speaker’s Views, 599; also see: Collaboration: Consider which of their points seem credible and which do not, 2; Listening and Speaking: Debate, 281, 1117

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3001.2.6 Analyze the ways in which the style, structure, and rhetorical devices of a challenging speech support or confound its meaning or purpose, taking into account the speaker’s nonverbal gestures, credibility, and point of view

SE/TE: Evaluating a Speech: What traditional, cultural, or historical influences shape the message?, 412, Does the speaker use logical reasoning? How can you tell?, 413; Performance Tasks (Common Core Assessment Workshop): Evaluate a Speaker’s Views, 599; also see: Listening and Speaking: Debate, 281, 1117, Mock trial, 934

3001.2.7 Listen actively in group discussions by posing relevant questions and by eliminating barriers to communication.

SE/TE: Collaboration: Listen attentively, 2, Share your examples with a group, 194, Set rules that will lead to a cooperative exchange, 424, Listen carefully and ask questions, 1028; also see: Listening and Speaking: Debate, 281, 1117, Panel discussion, 463, 739, 1207

Speaking

3001.2.8 Include facts, reasons, details, and examples to support increasingly complex points.

SE/TE: Delivering a Persuasive Speech: Anticipate questions and counterarguments, 592, What facts and expert opinions support my claim?, 593; Oral Interpretation of Literature: How will I organize and present ideas in my introduction?, 767; Multimedia Presentation of a Research Report: Choose media appropriate to your content, 1016, 1017; also see: Listening and Speaking: Debate, 281, 1117

3001.2.9 Organize oral presentations to emphasize the purpose of the presentation, citing first the simple examples or arguments and then the more abstract ones.

SE/TE: Giving and Following Oral Instructions, 182–183; Delivering a Persuasive Speech: Parallel structures, 592, Which organization of ideas best serves my topic and argument?, 593; Oral Interpretation of Literature: How will I organize and present ideas in my introduction?, 767; Multimedia Presentation of a Research Report (Write an Informative Text):Outline, 1016

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3001.2.10 Utilize an organizational structure that enhances the appeal to the audience and is appropriate for the purpose (e.g., sequential, problem-solution, comparison-contrast, cause-effect).

SE/TE: Giving and Following Oral Instructions: Use instructions for different purposes, 182, How could your directions help your classmates solve a problem?, 183; Delivering a Persuasive Speech: Respond to the interests of your listeners, 592, What counterarguments and questions should I anticipate and address?, 593; Oral Interpretation of Literature: How will I organize and present ideas in my introduction?, 767; Multimedia Presentation of a Research Report (Write an Informative Text):Organizing Content, 1016

3001.2.11 Arrange ideas logically and maintain a consistent focus.

SE/TE: Giving and Following Oral Instructions: Present information, 182, How could your directions help your classmates solve a problem?, 183; Delivering a Persuasive Speech: Parallel structures, 592, Which organization of ideas best serves my topic and argument?, 593; Oral Interpretation of Literature: How will I organize and present ideas in my introduction?, 767; Multimedia Presentation of a Research Report (Write an Informative Text):Outline, 1016

3001.2.12 Signal clear connections among ideas through the consistent and effective use of a variety of transitions.

SE/TE: For related material see: Giving and Following Oral Instructions: What are the steps in the task or process?, 183; also see: Transitions, focus on, 691; Transitions, provide, 962; Performance Tasks (Common Core Assessment Workshop): Oral Presentation, 189, 419, 599, 773, 1023, 1251

3001.2.13 Provide a coherent and effective conclusion that reinforces the focus of the presentation.

SE/TE: Listening and Speaking: Conclusion, write, 255

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3001.2.14 Use effective rhetorical devices such as rhetorical questions, parallelism and repetition, analogies, and hyperbole.

SE/TE: Rhetorical devices: identify, 563; Delivering a Persuasive Speech: Use rhetorical devices, 592, What rhetorical devices will strengthen my appeal to logic and emotion?, 593

3001.2.15 Employ effective presentation skills, including good eye contact, careful enunciation, appropriate rate and volume, and relaxed body language.

SE/TE: Delivering a Persuasive Speech: Use your voice and gestures effectively, 592; Oral Interpretation of Literature: Rehearse the interpretation, 766, What pace and tone of voice best enhances this particular piece?, 767; also see: Listening and Speaking: Staged performance, 934

3001.2.16 Participate productively in self-directed work teams for a particular purpose (e.g., to interpret literature, solve a problem, make a decision) by adhering to the list below.


Behavior of Individuals within the Group • Paraphrase all points of essential information from the input of others, emphasizing points of agreement and points of disagreement.

SE/TE: Collaboration: Consider which of their points seem credible and which do not, 2; Evaluating a Speech: Evaluate the development of arguments, 412, Jot down notes on your classmates’ views, 413; also see: Listening and Speaking: Retelling, evaluate, 71, Debate, 281, 1117, Panel Discussion, 463, 739, 1207

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• Contribute relevant and appropriate information and ideas that move the team towards its goal.

SE/TE: Collaboration: Participate effectively by building on the ideas of others, 2, Share your examples with a group, 194, Set rules that will lead to a cooperative exchange, 424, Listen carefully and ask questions, 1028; also see: Listening and Speaking: Debate, 281, 1117, Panel Discussion, 463, 739, 1207; Peer review, use, 176, 406, 586, 760, 1006, 1238

• Ask relevant, focused questions. SE/TE: Collaboration: Listen carefully and ask questions, 1028; also see: Listening and Speaking: Interview, 41, Debate, 281, 1117, Panel Discussion, 463, 739, 1207; Peer review, use, 176, 406, 586, 760, 1006, 1238; Giving and Following Oral Instructions: Answer questions, 182; Delivering a Persuasive Speech: Anticipate questions and counterarguments, 592

• Gain the floor in orderly, respectful ways and listen with civility to the ideas of others.

SE/TE: Collaboration: Listen attentively, 2, Establish rules, 194, Set rules that will lead to a cooperative exchange, 424, Come to an agreement, 1028; also see: Listening and Speaking: Debate, 281, 1117, Panel Discussion, 463, 739, 1207

Goals and Aims of the Group

• Understand the purpose for working as a team and work according to that purpose.


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• Articulate the goals for the team work, based on general task assigned.

SE/TE: Collaboration: Agree upon specific goals you want to achieve, 194, Assign a mediator, 424, Come to an agreement, 1028; also see: Peer review, use, 176, 406, 586, 760, 1006, 1238; Listening and Speaking: Evaluations, comparing, 184, Debate, 281, 1117, Dialogue, 373, 717, 783, Panel Discussion, 463, 739, 1207

• Identify the needs of the team and share various resources to respond to those needs.

SE/TE: Collaboration: Contribute information that is relevant, 2, Share your examples with a group, 194, Capture the rules in a format everyone can use, 424; also see: Peer review, use, 176, 406, 586, 760, 1006, 1238; Listening and Speaking: Evaluations, comparing, 184, Debate, 281, 1117, Panel Discussion, 463, 739, 1207

Group Dynamics and Roles

• Assign roles and responsibilities for team members based on an understanding of their strengths and weaknesses and the dynamics of the team, identify task(s) needed to meet goal and purpose, distinguish between tasks that are best completed as a team vs. tasks best completed individually, and set deadlines for completing each task.

SE/TE: Collaboration: Write down the rules, 194, Assign a mediator, 424; also see: Peer review, use, 176, 406, 586, 760, 1006, 1238; Listening and Speaking: Evaluations, comparing, 184, Debate, 281, 1117, Panel Discussion, 463, 739, 1207

• Establish clear group agreements and ensure appropriate individual contributions are respected by the team.

SE/TE: Collaboration: Participate effectively by building on the ideas of others, 2, Agree upon timeframes for completing your objectives, 194, Capture the rules in a format everyone can use, 424, Come to an agreement, 1028; also see: Peer review, use, 176, 406, 586, 760, 1006, 1238; Listening and Speaking: Evaluations, comparing, 184, Debate, 281, 1117, Panel Discussion, 463, 739, 1207

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• Set the ground rules for decision making, either by reaching consensus, following the majority, or some other method.

SE/TE: Collaboration: Establish rules, 194, Set rules that will lead to a cooperative exchange, 424, Come to an agreement, 1028; also see: Peer review, use, 176, 406, 586, 760, 1006, 1238; Listening and Speaking: Evaluations, comparing, 184, Debate, 281, 1117, Dialogue, 373, 717, 783, Panel Discussion, 463, 739, 1207


SPI 3001.2.1 Identify the thesis and main points of a challenging speech.


SPI 3001.2.2 Distinguish between a summary and a paraphrase.


SPI 3001.2.3 Distinguish between a critique and a summary.

SE/TE: Communication Workshop: Evaluating a Speech, 412–413; also see: Collaboration: Consider which of their points seem credible and which do not, 2; Listening and Speaking: Interview, 41, Debate, 281, 1117; Performance Tasks (Common Core Assessment Workshop): Evaluate a Speaker’s Views, 599

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SPI 3001.2.4 Discern the structure of a challenging speech (e.g., sequential, problem, solution, comparison-contrast, cause-effect).

SE/TE: Communication Workshop: Evaluating a Speech, 412–413, Delivering a Persuasive Speech, 592–593; also see: Listening and Speaking: introduction and conclusion, 255, Arguments, anticipate opposing, 281

SPI 3001.2.5 Identify rhetorical devices used in a challenging speech (i.e., rhetorical questions, parallelism and repetition, analogies, and hyperbole).

SE/TE: Delivering a Persuasive Speech: Use rhetorical devices, 592, What rhetorical devices will strengthen my appeal to logic and emotion?, 593; also see: Rhetorical Devices (literature), 429, 430, 431, 433, 435, 436, 438

SPI 3001.2.6 Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).

SE/TE: Facial expressions, use, 71; Delivering a Persuasive Speech: Use your voice and gestures effectively, 592; Eye contact, make appropriate, 641, 717, 934; Voice register, use appropriate, 667; Voice, use appropriate, 717; Oral Interpretation of Literature: Rehearse the interpretation, 766, What pace and tone of voice best enhances this particular piece?, 767; Nonverbal techniques, Verbal techniques, use, 1085

SPI 3001.2.7 Select the most appropriate strategies for participating productively in a team (e.g., gaining the floor in orderly, respectful ways and listening with civility to the ideas of others; identifying the needs of the team and sharing various resources to respond to those needs; establishing clear group agreements and ensuring appropriate individual contributions are respected by the team).

SE/TE: Collaboration: Participate effectively by building on the ideas of others, 2, Agree upon timeframes for completing your objectives, 194, Capture the rules in a format everyone can use, 424, Come to an agreement, 1028; also see: Peer review, use, 176, 406, 586, 760, 1006, 1238; Listening and Speaking: Evaluations, comparing, 184, Debate, 281, 1117, Panel Discussion, 463, 739, 1207

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Standard 3 -Writing


CLE 3001.3.1 Write in a variety of modes for different audiences and purposes.

SE/TE: Writing Workshop: Autobiographical Narrative (Write a Narrative), 94–99, Problem-and-solution Essay (Write an Argument), 172–179, Short Story (Write a Narrative), 306–311, Cause-and-Effect Essay (Write an Explanatory Text), 402–409, Business Letter (Write Explanatory Text), 512–517, Editorial (Write an Argument), 582–589, Descriptive Essay (Write and Informative Text), 686–691, Exposition: Response to Literature (Write an Explanatory Text), 756–763, Exposition: How-to Essay (Write an Explanatory Text), 960–965, Research Report (Write an Informative Text), 1002–1013, Technical Document (Write an Explanatory Text), 1138–1143, Exposition: Comparison-and-Contrast Essay (Write an Explanatory Text), 1234–1241; also see: Writing Assignments, 41, 71, 123, 151, 255, 281, 345, 373, 463, 489, 537, 563, 641, 667, 717, 933, 977, 1085, 1117, 1191, 1207; Timed Writing, 79, 93, 159, 171, 289, 305, 381, 401, 497, 511, 571, 581, 675, 685, 755, 943, 959, 985, 1125, 1137, 1215, 1233; Performance Tasks (Common Core Assessment Workshop): Writing, 188, 418, 598, 772, 1022, 1250

CLE 3001.3.2 Employ various prewriting strategies.

SE/TE: Writing Workshop: Prewriting, 94, 173, 306, 403, 512, 583, 686, 757, 960, 1003, 1138, 1235

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CLE 3001.3.3 Organize ideas into an essay with a thesis statement in the introduction, well constructed paragraphs, a conclusion, and transition sentences that connect paragraphs into a coherent whole.

SE/TE: Writing Workshop: Problem-and-solution Essay (Write an Argument), 172–179, Cause-and-Effect Essay (Write an Explanatory Text), 402–409, Exposition: Response to Literature (Write an Explanatory Text), 756–763, Exposition: How-to Essay (Write an Explanatory Text), 960–965, Research Report (Write an Informative Text), 1002–1013, Exposition: Comparison-and-Contrast Essay (Write an Explanatory Text), 1234–1241; also see: Timed Writing, 79, 93, 159, 171, 289, 305, 381, 401, 497, 511, 571, 581, 675, 685, 755, 943, 959, 985, 1125, 1137, 1215, 1233; Performance Tasks (Common Core Assessment Workshop): Essay, 188, 418, 598, 772, 1022

CLE 3001.3.4 Revise documents to develop or support ideas clearly, address potential objections, ensure effective transitions between paragraphs, and correct errors in logic.

SE/TE: Writing Workshop: Revising, 96, 177, 308, 406, 514, 596, 688, 761, 962, 1006, 1140, 1238; Writer’s Toolbox: Revising, 97, 177, 309, 407, 587, 689, 963, 1009, 1141

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3001.3.1 Write in a variety of modes (e.g., summary, explanation, description, persuasion, informational, literary analysis, creative expression).

SE/TE: Writing Workshop: Autobiographical Narrative (Write a Narrative), 94–99, Problem-and-solution Essay (Write an Argument), 172–179, Short Story (Write a Narrative), 306–311, Cause-and-Effect Essay (Write an Explanatory Text), 402–409, Business Letter (Write Explanatory Text), 512–517, Editorial (Write an Argument), 582–589, Descriptive Essay (Write and Informative Text), 686–691, Exposition: Response to Literature (Write an Explanatory Text), 756–763, Exposition: How-to Essay (Write an Explanatory Text), 960–965, Research Report (Write an Informative Text), 1002–1013, Technical Document (Write an Explanatory Text), 1138–1143, Exposition: Comparison-and-Contrast Essay (Write an Explanatory Text), 1234–1241; also see: Writing Assignments, 41, 71, 123, 151, 255, 281, 345, 373, 463, 489, 537, 563, 641, 667, 717, 933, 977, 1085, 1117, 1191, 1207; Timed Writing, 79, 93, 159, 171, 289, 305, 381, 401, 497, 511, 571, 581, 675, 685, 755, 943, 959, 985, 1125, 1137, 1215, 1233; Performance Tasks (Common Core Assessment Workshop): Writing, 188, 418, 598, 772, 1022, 1250

3001.3.2 Create increasingly complex work-related texts (e.g., instructions, directions, letters, bios, memos, e-mails, proposals, project plans, work orders, reports) that employ the strategies listed below.

SE/TE: Writing Workshop: Business Letter (Write Explanatory Text), 512–517; Exposition: How-to Essay (Write an Explanatory Text), 960–965; Technical Document (Write an Explanatory Text), 1138–1143; also see: Writing Assignments: Abstract, 537, Proposal, 563; Writing Business Letters, R34; Writing a Resume, R35

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• Select a medium or format appropriate to purpose for writing, and maintain focus on the purpose.

SE/TE: Defining the form: Business Letter, 512, How-to Essay, 960, Technical Document, 1138; also see: Writing Assignments: Abstract, 537, Proposal, 563; Writing Business Letters, R34; Writing a Resume, R35

• Effectively vary strategies (e.g., provide facts, describe the subject) to achieve complex purposes.

SE/TE: Drafting Strategies: Business Letter, 514, How-to Essay, 962, Technical Document, 1140; also see: Writing Assignments: Abstract, 537, Proposal, 563

• Select a medium or format, arrange supporting ideas, and craft diction and tone that anticipate the audience’s needs.

SE/TE: Defining the form & Drafting: Business Letter, 512, 514, How-to Essay, 960, 962, Technical Document, 1138, 1140; also see: Writing Assignments: Abstract, 537, Proposal, 563; Writing Business Letters, R34; Writing a Resume, R35

• Anticipate problems, mistakes, and misunderstandings that might arise for the audience.

SE/TE: Business Letter: Identifying audience, 513; How-to Essay: Revise for clarity, 962, troubleshooting chart, 1140

• Translate technical language into non-technical English.

SE/TE: Writing Workshop: Technical Document (Write an Explanatory Text), 1138–1143

• Provide ideas, examples, and comparisons to support the main points in the text.

SE/TE: Drafting Strategies: Business Letter, 514, How-to Essay, 962, Technical Document, 1140

• Follow customary formats (e.g., use salutation, closing, and signature for business letters, and format for memos).

SE/TE: Business Letter: formatting, 514, 516; How-to Essay: formatting, 962, 965; Technical Document: choose the best format, 1138; also see: Writing Assignments: Abstract, 537, Proposal, 563; Writing Business Letters, R34; Writing a Resume, R35

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• Use a variety of techniques to format the text.

SE/TE: Business Letter: formatting, 514, 516; How-to Essay: formatting, 962, 965; Technical Document: choose the best format, 1138; Writing Business Letters, R34; Writing a Resume, R35

• Effectively employ formatting and other visual elements (e.g., headings, bulleted lists, effective use of white space on the page).

SE/TE: Business Letter: formatting, 514, 516; How-to Essay: formatting, 962, 965; Technical Document: choose the best format, 1138; Writing Business Letters, R34; Writing a Resume, R35

• Use graphics and illustrative material effectively to support ideas in the text.

SE/TE: Communications Workshop: Multimedia Presentation of a Research Report, 1016–1017; Technical Document: use visual aids, 1139; also see: Research and Technology: Introduction for Multimedia Presentation, 123, Comparative Chart, 537, Research Report Informational Chart, 977

3001.3.3 Develop topics that address unfamiliar concepts removed from the student’s personal experiences and require in-depth analysis.

SE/TE: Writing Workshop: Exposition: Response to Literature (Write an Explanatory Text), 756–763, Research Report (Write an Informative Text), 1002–1013; also see: Timed Writing (comparative essays), 93, 171, 305, 401, 511, 581, 685, 755, 959, 1137, 1233; Performance Tasks (Common Core Assessment Workshop): Essay, 188, 418, 598, 772, 1022

3001.3.4 Use a variety of strategies when appropriate (e.g., comparisons, anecdotes, detailed descriptions) to provide facts, details, reasons, and examples that support the thesis.

SE/TE: Main point, identify, 96; Problem, outline, 174; Chart, positive/negative, 563; Issues, consider all sides of, 583; Expert opinion, provide, 584; Readers' concerns, address, 586; Thesis, identify, 758; Thesis, underline, 760; Clarity, provide, 962; Thesis statement, propose, 1005; Specifics, support generalizations with, 1236; also see: Details: use significant, 41, select, 174, personality traits, 373, list/itemize/identify, 512, provide, 584, eliminate irrelevant, 688, jot down, 717, response to literature, 757, provide supporting, 758, revise, 760, discuss, 977

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3001.3.5 Develop ideas as appropriate to audience and respond to readers’ potential questions and counterarguments.

SE/TE: Problem-and-Solution Essay: Problem Profile, 173, Address readers’ concerns, 174; Editorial: Issues, consider all sides of, 583, Logic, appeal to, 583, Readers' concerns, address, 586; Response to Literature: Consider audience, 758, Check words of praise or criticism, 760

3001.3.6 Include relevant, specific, and compelling details.

SE/TE: Details: use significant, 41, select, 174, list/itemize/identify, 512, jot down, 717, response to literature, 757, provide supporting, 758, discuss, 977; Examples: include, 151, 960, use, 174, 758; Expert opinion, provide, 174, 584; Evidence: use logical, 404, provide, 584, find supporting, 757

3001.3.7 Employ varied and appropriate organizational structures that support the topic.

SE/TE: Problem, outline, 174; Text structure, choose, 345, 1005; Cause-and-effect chart, 403; Chronological order, use, 404; Organizational pattern, establish, 582; Outline, use, 584, 1005; Parallelism, create, 587; Organization, choose, 688, 1236; Cause-effect sequences, add, 1085

3001.3.8 Use transitional words and phrases to signal organizational patterns and to indicate relationships among ideas.

SE/TE: Transitional words, use, 209; Transitions, focus on, 691; Transitions, provide, 962; also see: Cause-and-effect chart, 403; Organizational pattern, establish, 582; Cause-effect sequences, add, 1085

3001.3.9 Create text features (e.g., headings, subheadings, formatting) as appropriate to signal important points.


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3001.3.10 Use precise language, considering audience and purpose (e.g., technical writing, creative expression).

SE/TE: Word choice, 95, 687, 933; Vocabulary, evaluate, 176; Language, use active, 308; Words, choose powerful, 586; Sensory words list, 641, 667; Figurative language, use, 686; Vivid words, choose, 687; Word choice, revise to vary, 1006; Word choice, review, 1140

3001.3.11 Use compelling verbs and a variety of figurative language (e.g., personification, sarcasm, word play) for effect to meet the needs of audience and purpose.

SE/TE: Sensory words list, 641, 667; Figurative language, use, 686; Vivid words, choose, 687

3001.3.12 Use a variety of correct sentence structures for effect.

SE/TE: Writer’s Toolbox: Sentence Fluency, 515, Revising to Vary Sentence Patterns, 689, Revising to Combine Sentences with Phrases, 963, Revising to Combine Sentences Using Adverb Clauses, 1009, Revising to Correct Fragments and Run-ons, 1141, Varying Sentence Structure and Length, 1239; also see: Grammar (Integrated Language Skills): Simple and Compound Sentences, 1084, Complex and Compound-Complex Sentences, 1116

3001.3.13 When sources are used or referenced (e.g., in research, informational essays, literary essays), adhere to the list below.

SE/TE: Use a variety of sources, 1003; Source and notecards, 1004; Credit sources, 1005; Consistent research format, 1006; Professional Model, 1007; Documenting sources, 1008; Works Cited, 1012; Citing Sources and Preparing Manuscript, R36–R37; also see: Sources, identify primary and secondary, 739; Find appropriate sources, 1003; Question sources, 1004; Make direct references to sources, 1005

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• Acknowledge source material and create a reliable bibliography in a standard format.

SE/TE: Works Cited, 1012; Citing Sources and Preparing Manuscript: Works Cited, R36; also see: Use a variety of sources, 1003; Source and notecards, 1004; Credit sources, 1005; Consistent research format, 1006; Professional Model, 1007; Documenting sources, 1008

• Cite sources using a standard format (e.g., MLA, APA) with a high degree of accuracy.

SE/TE: Citing Sources and Preparing Manuscript (MLA Style, R36–R37; also see: Use a variety of sources, 1003; Source and notecards, 1004; Credit sources, 1005; Consistent research format, 1006; Professional Model, 1007; Documenting sources, 1008; Works Cited, 1012

• Appropriately quote, paraphrase, or summarize text, ideas, or other information taken from print or electronic sources.

SE/TE: Use a variety of sources, 1003; Source and notecards, 1004; Credit sources, 1005; Consistent research format, 1006; Professional Model, 1007; Documenting sources, 1008; Works Cited, 1012; Citing Sources and Preparing Manuscript, R36–R37; also see: Sources, identify primary and secondary, 739; Make direct references to sources, 1005

• Correctly incorporate ideas within text. SE/TE: Source and notecards, 1004; Credit sources, 1005; Documenting sources, 1008; Citing Sources and Preparing Manuscript: Parenthetical Citations, R36; also see: Make direct references to sources, 1005

• Embed quotations and graphics from other sources, when appropriate.

SE/TE: Quote accurately, 1004; Direct quotation, 1005; also see: Communications Workshop: Multimedia Presentation of a Research Report, 1016–1017, Research and Technology: Introduction for Multimedia Presentation, 123, Research Report Informational Chart, 977

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3001.3.14 Generate notes while collecting information, following a logical note-taking system.

SE/TE: Source and notecards, 1004; also see: Notes, jot down/take, 41, 151, 345; Consult multiple sources,1191

3001.3.15 Create a detailed outline based on research, note-taking, or other methods of generating content.

SE/TE: Problem, outline, 174; Organizational pattern, establish, 582; Outline, use, 584, 1005; also see: Notes, jot down/take, 41, 151, 345; Cause-and-effect chart, 403; Chart, positive/negative, 563; Cause-effect sequences, add, 1085; Venn diagram, use, 1207

3001.3.16 Revise to craft a tone, mood, and style that convey the writer’s attitude and are appropriate to audience.

SE/TE: Audience, consider, 688, 758; Purpose, clarify, 757, specify, 1235; Audience, teach, 1139; Audience, consider, 1140; also see; Language, use active, 308; Voice, create, 513; Voice, highlight, 514; Words, choose powerful, 586; Revise to vary word choice, 1006; Word choice, review, 1140

3001.3.17 Based on readers’ comments, revise papers to focus on the thesis, develop ideas, address potential objections, employ effective transitions, identify a clear beginning and ending, correct logic errors, and identify areas for further development.

SE/TE: Peer review, use, 176, 406, 586, 760, 1006, 1238; also see: Writing Workshop: Revising, 96, 177, 308, 406, 514, 596, 688, 761, 962, 1006, 1140, 1238; Writer’s Toolbox: Revising, 97, 177, 309, 407, 587, 689, 963, 1009, 1141

3001.3.18 Practice writing to a prompt within a specified time limit.

SE/TE: Timed Writing, 79, 93, 159, 171, 289, 305, 381, 401, 497, 511, 571, 581, 675, 685, 755, 943, 959, 985, 1125, 1137, 1215, 1233

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3001.3.19 Demonstrate confidence in using the Tennessee Writing Assessment Rubric while evaluating one’s own writing and the writing of others.

SE/TE: Performance Tasks (Common Core Assessment Workshop): Writing, 188, 418, 598, 772, 1022, 1250; also see: Timed Writing, 79, 93, 159, 171, 289, 305, 381, 401, 497, 511, 571, 581, 675, 685, 755, 943, 959, 985, 1125, 1137, 1215, 1233; Rubric for Self–Assessment, 99, 179, 311, 409, 589, 691, 763, 763, 965, 1013, 1143, 1241; Peer review, use, 176, 406, 586, 760, 1006, 1238; Guide to Rubrics, R38–R41

3001.3.20 Use both basic and specialized software to incorporate graphics into writing products.

SE/TE: Communications Workshop: Multimedia Presentation of a Research Report, 1016–1017, Research and Technology: Introduction for Multimedia Presentation, 123; also see: Writing Workshop: Publishing, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241


SPI 3001.3.1 Proofread a passage for correct punctuation, mechanics, and usage.

SE/TE: Writing Workshop: Editing and Proofreading, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241

SPI 3001.3.2 Choose the most effective order of sentences in a paragraph.

SE/TE: Paragraph development, use TRI method, 404; also see: Details, add paragraphs providing, 281

SPI 3001.3.3 Choose the transitional device that appropriately connects sentences or paragraphs within a writing sample.

SE/TE: Transitional words, use, 209; Conjunctions: coordinating, 406, subordinate, 1009; Transitions, focus on, 691; Transitions, provide, 962; also see: Cause-and-effect chart, 403; Organizational pattern, establish, 582; Cause-effect sequences, add, 1085

SPI 3001.3.4 Select a vivid word (e.g., adjective, adverb, verb) to strengthen a written description.

SE/TE: Sensory words list, 641, 667; Figurative language, use, 686; Vivid words, choose, 687

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SPI 3001.3.5 Demonstrate the ability to combine a set of simple sentences into a longer, more interesting sentence.

SE/TE: Writer’s Toolbox: Revising to Combine Sentences with Phrases, 963, Revising to Combine Sentences Using Adverb Clauses, 1009, Varying Sentence Structure and Length, 1239; also see: Grammar (Integrated Language Skills): Simple and Compound Sentences, 1084, Complex and Compound-Complex Sentences, 1116

SPI 3001.3.6 Select the thesis statement in a writing sample or passage.

SE/TE: Common Core Assessment Workshop: Reading, 185, 186, 415, 416, 595, 596, 769, 770, 1019, 1020, 1247, 1248

SPI 3001.3.7 Evaluate the relevance of supporting sentences by deleting an irrelevant sentence in a passage.

SE/TE: Common Core Assessment Workshop: Writing and Language Conventions, 187, 417, 597, 771, 1021, 1249

SPI 3001.3.8 Rearrange the order of supporting paragraphs within a writing sample given a specified organizational pattern (e.g., comparison-contrast, chronological).

SE/TE: Common Core Assessment Workshop: Writing and Language Conventions, 187 (question 1), 417 (question 6), 771 (question 3), 1021 (questions 1 & 4), 1249 (question 4)

SPI 3001.3.9 Identify a statement that reveals the writer’s attitude.


SPI 3001.3.10 Identify the targeted audience for a selected passage.


SPI 3001.3.11 Determine the writer’s purpose in a writing sample.


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SPI 3001.3.12 Identify sentences with nonparallel construction.

SE/TE: Common Core Assessment Workshop: Writing and Language Conventions, 187, 417, 597, 771, 1021, 1249

SPI 3001.3.13 Select the proper format to convey a set of work-related information.


SPI 3001.3.14 Select the most precise word to provide clarity appropriate to audience and purpose.

SE/TE: Cause and effect, clarify, 406; Sentence clarity, focus on, 409; Purpose, clarify, 757; Clarity, provide, 962; Comparisons and contrasts, clarify, 1238

SPI 3001.3.15 Identify the mode in which a writing sample is written.

SE/TE: Common Core Assessment Workshop: Reading, 185, 186, 415, 416, 595, 596, 769, 770, 1019, 1020, 1247, 1248; also see: Student Models, 98, 178, 310, 408, 516, 588, 690, 762, 964, 1010, 1142, 1240; Professional Models, 175, 405, 585, 759, 1007, 1237

Standard 4 - Research


CLE 3001.4.1 Define and narrow a problem or research topic.

SE/TE: Research Report (Write an Informative Text):Identify an open-ended research question, 1003; propose thesis statement, 1005

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CLE 3001.4.2 Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.


CLE 3001.4.3 Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites.

SE/TE: Find appropriate sources, 1003; Question your sources, 1004; Evaluate your sources, 1006; also see: Reading for Information: evaluate sources (web sites), 980–985

CLE 3001.4.4 Write an extended research paper, using primary and secondary sources and technology and graphics, as appropriate.

SE/TE: Writing Workshop: Research Report, 1002–1013; also see: Research report, 935, 977, 1008; Communication Workshop: Multimedia Presentation of a Research Report, 1016–1017

CLE 3001.4.5 Use a standard format to arrange text, to cite sources correctly, and to document quotations, paraphrases, and other information.



3001.4.1 Narrow an increasingly complex topic so that the research process is manageable and a clear research question is identified.

SE/TE: Research Report (Write an Informative Text):Identify an open-ended research question, 1003; propose thesis statement, 1005

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3001.4.2 Take and organize notes on information relevant to the topic and identify areas for research.

SE/TE: Source and notecards, 1004; also see: Notes, jot down/take, 41, 151, 345

3001.4.3 Consider both implicit and explicit information relevant to the topic.

SE/TE: Find appropriate sources, 1003; Question your sources, 1004; Evaluate your sources, 1006; also see: Reading for Information: evaluate sources (web sites), 980–985

3001.4.4 Use relevant data to support the research topic.


3001.4.5 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic search by including resources that are written by authorities in the topic area and written for an informed audience in the field.


3001.4.6 Evaluate resources for their credibility, reliability, strengths, and limitations, using criteria appropriate to the discipline.

SE/TE: Question your sources, 1004; Evaluate your sources, 1006; also see: Reading for Information: evaluate sources (web sites), 980–985

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3001.4.7 Collect evidence in varied ways to answer the research question.

SE/TE: Sources, identify primary and secondary, 739; Find appropriate sources, 1003; Question sources, 1004; Make direct references to sources, 1005

3001.4.8 Summarize, paraphrase, and report research information supporting or refuting the thesis, as appropriate.


3001.4.9 Craft an introductory section in which a research topic is stated, point of view is stated or implied, terms are defined, and a research context is provided.

SE/TE: Research Report (Write an Informative Text):Identify an open-ended research question, 1003; propose thesis statement, 1005; also see: Research and Technology: Introduction for a multimedia presentation, 123, Multimedia presentation, 935, Oral report, 1191; Communications Workshop: Multimedia Presentation of a Research Report, 1016–1017

3001.4.10 Maintain coherence through the consistent use of transitions.

SE/TE: Research Paper (Writer’s Toolbox): Conjunctions: subordinate, 1009; also see: Transitions, focus on, 691; Transitions, provide, 962

3001.4.11 Create an effective organizing structure based on increasingly complex research information, sometimes using multiple organizing structures within the essay.

SE/TE: Research Report (Write an Informative Text):Choose a text structure, 1005; Focus on Format, 1013; also see: Research and Technology: Introduction for a multimedia presentation, 123, Multimedia presentation, 935, Oral report, 1191; Communications Workshop: Multimedia Presentation of a Research Report, 1016–1017

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3001.4.12 Craft a conclusion in which the research question and topic are re-emphasized, the main findings are summarized, and conclusions are drawn.

SE/TE: Research Report (Write an Informative Text):Summary, 1005; Student Model: Conclusion, 1012; also see: Research and Technology: Introduction for a multimedia presentation, 123, Multimedia presentation, 935, Oral report, 1191; Communications Workshop: Multimedia Presentation of a Research Report, 1016–1017

3001.4.13 Acknowledge source material and create a bibliography, following a standard format and with a high degree of accuracy.


3001.4.14 Cite sources using a standard format (e.g., MLA, APA), with a high degree of accuracy.


3001.4.15 Appropriately quote, paraphrase, or summarize text, ideas, or other information taken from print or electronic sources.


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3001.4.16 Support a research topic by following a standard format and using appropriate technology to embed text graphics, including a title, numbered pages, and a bibliography.

SE/TE: Research Paper: Plan for visuals, 1005, Consistent research format, 1006, Professional Model, 1007, Documenting sources, 1008, Works Cited, 1012; also see: Communications Workshop: Multimedia Presentation of a Research Report, 1016–1017, Research and Technology: Introduction for Multimedia Presentation, 123, Research Report Informational Chart, 977


SPI 3001.4.1 Select the research topic with the highest degree of focus.

SE/TE: Research Report (Write an Informative Text):Identify an open-ended research question, 1003; propose thesis statement, 1005; also see: Research and Technology: Introduction for a multimedia presentation, 123, Multimedia presentation, 935, Oral report, 1191; Communications Workshop: Multimedia Presentation of a Research Report, 1016–1017

SPI 3001.4.2 Differentiate between primary and secondary sources.

SE/TE: Library resources, use, 151, 489; Sources, identify primary and secondary, 739; Document sources, 935; Cite sources, 977; Use a variety of sources, 1003; Multiple sources, refer to, 1191

SPI 3001.4.3 Evaluate the reliability and credibility of sources for use in research.

SE/TE: Question your sources, 1004; Evaluate your sources, 1006; also see: Reading for Information: evaluate sources (web sites), 980–985

SPI 3001.4.4 Evaluate the validity of Web pages as sources of information.

SE/TE: Reading for Information: evaluate sources (web sites), 980–985; Evaluate your sources, 1006; also see: Information, analyze, 151; Reliability, evaluate, 935; Use a variety of sources, 1003; Multiple sources, refer to, 1191

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SPI 3001.4.5 Determine which statement presents an opposing view from those stated on a Web page.

SE/TE: For related material see: Reading for Information: evaluate sources (web sites), 980–985; Evaluate your sources, 1006

SPI 3001.4.6 Identify information that must be cited or attributed within a writing sample.


Standard 5 - Logic


CLE 3001.5.1 Use logic to make inferences and draw conclusions in a variety of challenging oral and written contexts.

SE/TE: Inferences, make, 211, 213, 219, 220, 223, 226, 227, 228, 231, 235, 237, 242, 247, 250, 253, 257, 261, 267, 272, 276, 279; Draw conclusions, 967, 971, 974, 975, 978

CLE 3001.5.2 Analyze text for fact and opinion, cause/effect, inferences, evidence, and conclusions.

SE/TE: Cause and effect, 313, 320, 323, 324, 326, 328, 334, 335, 340, 341, 343, 347, 351, 356, 358, 359, 365, 369, 370, 371, 913; Evaluating a Speech: Evaluate the development of arguments, 412, Does the speaker use logical reasoning?, 413; Persuasive Essay (language & techniques), 519, 523, 525, 527, 531, 535; Evaluate persuasive techniques, 539, 546, 549, 554, 561; Reading for Information: evaluate credibility (and argument), 566–571; also see: Inferences, make, 211, 213, 219, 220, 223, 226, 227, 228, 231, 235, 237, 242, 247, 250, 253, 257, 261, 267, 272, 276, 279; Draw conclusions, 967, 971, 974, 975, 978; Performance Tasks (Common Core Assessment Workshop): Analyze the Development of Ideas or Events, 598, Evaluate a Speaker’s Views, 599, Analyze the Author’s Purpose and Rhetoric, 1250

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CLE 3001.5.3 Evaluate an argument, considering false premises, logical fallacies, and the quality of evidence presented.

SE/TE: Reading for Information: evaluate credibility (and argument), 566–571; also see: Persuasive Essay (language & techniques), 519, 523, 525, 527, 531, 535; Evaluate persuasive techniques, 539, 546, 549, 554, 561

CLE 3001.5.4 Analyze the logical features of an argument.

SE/TE: Evaluating a Speech: Evaluate the development of arguments, 412, Does the speaker use logical reasoning?, 413; Reading for Information: evaluate credibility (and argument), 566–571; also see: Evaluate persuasive techniques, 539, 546, 549, 554, 561

CLE 3001.5.5 Analyze written and oral communication for persuasive devices.

SE/TE: Persuasive Essay (language & techniques), 519, 523, 525, 527, 531, 535; Evaluate persuasive techniques, 539, 546, 549, 554, 561

CLE 3001.5.6 Analyze deductive and inductive arguments.

SE/TE: Evaluating a Speech: Evaluate the development of arguments, 412, Does the speaker use logical reasoning?, 413: Reading for Information: evaluate credibility (and argument), 566–571


3001.5.1 Construct and complete challenging word analogies.

SE/TE: Vocabulary (acquisition and use): analogy, 57, 69, 111, 121, 153, 359, 371, 527, 535, 549, 561, 629, 639, 703, 1163, 1189

3001.5.2 Analyze text for stated or implied cause/effect relationships.

SE/TE: Cause and effect, 313, 320, 323, 324, 326, 328, 334, 335, 340, 341, 343, 347, 351, 356, 358, 359, 365, 369, 370, 371, 913

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3001.5.3 Describe the structure of a multifaceted argument with a stated main claim or conclusion and explicit or implicit premises.

SE/TE: Evaluating a Speech: Evaluate the development of arguments, 412, Does the speaker use logical reasoning?, 413: Reading for Information: evaluate credibility (and argument), 566–571; also see: Persuasive Essay (language & techniques), 519, 523, 525, 527, 531, 535; Evaluate persuasive techniques, 539, 546, 549, 554, 561

3001.5.4 Identify the elements of deductive and inductive arguments.


3001.5.5 Identify the roles premises play in developing deductive and inductive arguments.


3001.5.6 Evaluate the relevance and quality of evidence given to support or oppose an argument.

SE/TE: Evaluating a Speech: Evaluate the development of arguments, 412, Does the speaker use logical reasoning?, 413: Reading for Information: evaluate credibility (and argument), 566–571; Performance Tasks (Common Core Assessment Workshop): Analyze the Author’s Purpose and Rhetoric, 1250

3001.5.7 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions.

SE/TE: Reading for Information: Evaluate Credibility, 566, from “Nothing to Fear: Lessons in Leadership from FDR”, 567-568; Radio Address on Drought Conditions, 569-570; also see: Evaluating a Speech: Evaluate the development of arguments, 412, Does the speaker use logical reasoning?, 413

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3001.5.8 Distinguish between evidence which is directly stated and evidence which is implied.

SE/TE: Big question: Can Truth Change? (ideas and evidence), 2, 44; also see: Critical Thinking: Respond (nonfiction), 439, 452, 460, 474, 486, 507, 510, 526, 534, 548, 560

3001.5.9 Identify false statements and explain how they are used in certain kinds of persuasive arguments.


3001.5.10 Explain why common logical fallacies (e.g., the appeal to fear, personal attack {ad hominem}, false dilemma, false analogy) do not prove the point being argued.

SE/TE: Reading for Information: evaluate credibility (and argument), 566–571; also see: Evaluate persuasive techniques, 539, 546, 549, 554, 561

3001.5.11 Identify and analyze persuasive devices that are used in written and oral communication (e.g., bandwagon, loaded words, testimonial, name-calling, plain folks, snob appeal, misuse of statistics).


3001.5.12 Identify and analyze similarities and differences in evidence, premises, and conclusions between two or more arguments on the same topic.

SE/TE: Comparing Reading for Information: Historical Research Study, Speech, 571; Commentary, Movie Review, 1125; Comparing Contemporary Interpretations, 1126; Timed Writing (compare contemporary interpretations), 1137

3001.5.13 Evaluate the function of verbal techniques such as ambiguity and paradox in constructing an argument.


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SPI 3001.5.1 Make inferences and draw conclusions based on evidence in text.

SE/TE: Inferences, make, 211, 213, 219, 220, 223, 226, 227, 228, 231, 235, 237, 242, 247, 250, 253, 257, 261, 267, 272, 276, 279; Draw conclusions, 967, 971, 974, 975, 978

SPI 3001.5.2 Choose a logical word to complete an analogy.

SE/TE: Vocabulary (acquisition and use): analogy, 57, 69, 111, 121, 153, 359, 371, 527, 535, 549, 561, 629, 639, 703, 1163, 1189

SPI 3001.5.3 Evaluate text for fact and opinion.


SPI 3001.5.4 Analyze cause/effect relationships in text.

SE/TE: Cause and effect, 313, 320, 323, 324, 326, 328, 334, 335, 340, 341, 343, 347, 351, 356, 358, 359, 365, 369, 370, 371, 913

SPI 3001.5.5 Select the persuasive device (i.e., bandwagon, loaded words, testimonial, name calling, plain folks, snob appeal, misuse of statistics).


SPI 3001.5.6 Identify and analyze the logical fallacy (i.e., appeal to fear, personal attack {ad hominem}, false dilemma, false analogy) within a given argument.

SE/TE: Reading for Information: evaluate credibility (and argument), 566–571; also see: Evaluate persuasive techniques, 539, 546, 549, 554, 561

SPI 3001.5.7 Differentiate between the stated and implied evidence of a given argument.

SE/TE: Big question: Can Truth Change? (ideas and evidence), 2, 44; also see: Critical Thinking: Respond (nonfiction), 439, 452, 460, 474, 486, 507, 510, 526, 534, 548, 560

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SPI 3001.5.8 Determine whether a given argument employs deductive or inductive reasoning.


SPI 3001.5.9 Identify a statement that reveals the writer’s biases, stereotypes, assumptions, or values within a writing sample.


SPI 3001.5.10 Identify a false premise in text.

SE/TE: Evaluating a Speech: Evaluate the development of arguments, 412, Does the speaker use logical reasoning?, 413: Persuasive Essay (language & techniques), 519, 523, 525, 527, 531, 535; Evaluate persuasive techniques, 539, 546, 549, 554, 561

SPI 3001.5.11 Distinguish the strongest or weakest point of an argument within a passage.


Standard 6 - Informational Text


CLE 3001.6.1 Comprehend and summarize the main ideas of informational and technical texts and determine the essential elements that elaborate them.

SE/TE: Central Idea or Main Idea, 7, 16, 21, 430, 431, 435, 436, 437, 438; Main idea, identify/determine, 441, 448, 453, 458, 461, 465, 470, 475, 481, 486, 487, 490; Reading for Information: paraphrase, find main idea, 742–747

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CLE 3001.6.2 Analyze the organizational structures of informational and technical texts.

SE/TE: Reading for Information: read to perform task (sequence), 74–79, analyze text structure, features, format, 154–159, critique logic of functional documents (text features, graphics), 284–289, analyze text structure, features, format, 376–381, follow technical directions (analyze structure, features, format), 670–675, analyze text information, 938–943

CLE 3001.6.3 Read, interpret, and analyze graphics that support informational and technical texts.

SE/TE: Informational Texts (with pictures and symbols): read to perform task (sequence), 74–79, critique logic of functional documents (text features, graphics), 284–289

Checks for Understanding (Formative/Summative Assessments)

3001.6.1 Identify the main ideas in informational and technical texts.


3001.6.2 Identify and distinguish the essential and non-essential details that support the main idea of informational texts.

SE/TE: Details, identify supporting, 441; Central Idea or Main Idea, 7, 16, 21, 430, 431, 435, 436, 437, 438; Main idea, identify/determine, 441, 448, 453, 458, 461, 465, 470, 475, 481, 486, 487, 490; Reading for Information: paraphrase, find main idea, 742–747

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3001.6.3 Recognize clear, subtle, or implied relationships among ideas in informational and technical texts.

SE/TE: Central Idea or Main Idea, 7, 16, 21, 430, 431, 435, 436, 437, 438; Main idea, identify/determine, 441, 448, 453, 458, 461, 465, 470, 475, 481, 486, 487, 490; Expository Essay (organizational structures), 465, 471, 472, 475, 479, 480, 483, 485, 487; for related activities, also see: Reading for Information: critique logic of functional documents (text features, graphics), 284–289, analyze text structure, features, format, 376–381, follow technical directions (analyze structure, features, format), 670–675, analyze text information, 938–943

3001.6.4 Draw appropriate inferences and conclusions in informational and technical texts.

SE/TE: Reading for Information: paraphrase, find main idea, 742–747; evaluate sources, 980–985, primary sources, analyze, 1210–1215; also see: Central Idea or Main Idea, 7, 16, 21, 430, 431, 435, 436, 437, 438; Main idea, identify/determine, 441, 448, 453, 458, 461, 465, 470, 475, 481, 486, 487, 490;

3001.6.5 Summarize in a concise and well-organized way the main ideas and supporting details in informational and technical texts.

SE/TE: Reading for Information: paraphrase, find main idea, 742–747; also see: Details, identify supporting, 441; Central Idea or Main Idea, 7, 16, 21, 430, 431, 435, 436, 437, 438; Main idea, identify/determine, 441, 448, 453, 458, 461, 465, 470, 475, 481, 486, 487, 490

3001.6.6 Summarize, paraphrase, and critique information in texts (informational, technical, and literary).

SE/TE: Reading for Information: critique logic of functional documents (text features, graphics), 284–289, analyze text structure, features, format, 376–381, analyze text information, 938–943, evaluate sources, 980–985

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3001.6.7 Distinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique.

SE/TE: Reading for Information: critique logic of functional documents (text features, graphics), 284–289, analyze text structure, features, format, 376–381, analyze text information, 938–943, evaluate sources, 980–985

3001.6.8 Synthesize information across multiple informational and technical texts and sources.

SE/TE: Comparing Informational Texts, 79, 159, 289, 381, 497, 571, 675, 943, 985, 1125, 1215

3001.6.9 Analyze the organizational structure of an informational or technical text (e.g., sequential, problem-solution, comparison-contrast, cause-effect).

SE/TE: Reading for Information: read to perform task (sequence), 74–79, analyze text structure, features, format, 154–159, critique logic of functional documents (text features, graphics), 284–289, analyze text structure, features, format, 376–381, follow technical directions (analyze structure, features, format), 670–675, analyze text information, 938–943

3001.6.10 Identify and analyze involved or unconventional organizational structures that may be found in informational and technical texts.

SE/TE: Reading for Information: read to perform task (sequence), 74–79, analyze text structure, features, format, 154–159, critique logic of functional documents ( text features, graphics), 284–289, analyze text structure, features, format, 376–381, follow technical directions (analyze structure, features, format), 670–675, analyze text information, 938–943

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3001.6.11 Evaluate informational and technical texts for clarity, coherence and appropriateness of graphics.

SE/TE: Informational Texts: read to perform task (sequence), 74–79, analyze text structure, features, format, 154–159, critique logic of functional documents ( text features, graphics), 284–289, analyze text structure, features, format, 376–381, questions, generate relevant (use background knowledge), 492–497, evaluate credibility (and argument), 566–571, follow technical directions (analyze structure, features, format), 670–675, paraphrase, find main idea, 742–747, analyze text information, logic, sequence, 938–943, evaluate sources, 980–985, texts, identify characteristics of types of (primary and secondary sources), 1120–1125, primary sources, analyze, 1210–1215

3001.6.12 Follow extended multi-tasked or multidimensional instructions in informational and technical texts to perform specific tasks, answer questions, or solve problems.

SE/TE: Reading for Information: Recipe, How-to Article, 74–79, Train Schedule, Brochure, 154–159, Signs and Instructions, Technical Instructions, 284–289, Technical Document, Web Article, 492–497, Technical Directions, News Article, 670–675

State Performance Indicators SPI 3001.6.1 Discern the stated or implied main idea and supporting details of informational and technical passages.


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SPI 3001.6.2 Use the graphics of informational and technical passages to answer questions.


SPI 3001.6.3 Determine the appropriateness of a graphic used to support an informational or technical passage.


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SPI 3001.6.4 Identify the organizational structure of an informational or technical text (e.g., sequential, problem-solution, comparison-contrast, cause-effect).

SE/TE: Reading for Information: read to perform task (sequence), 74–79, analyze text structure, features, format, 154–159, critique logic of functional documents ( text features, graphics), 284–289, analyze text structure, features, format, 376–381, follow technical directions (analyze structure, features, format), 670–675, analyze text information, 938–943

SPI 3001.6.5 Synthesize information across two or more informational or technical texts.

SE/TE: Comparing Informational Texts, 79, 159, 289, 381, 497, 571, 675, 943, 985, 1125, 1215

Standard 7 - Media


CLE 3001.7.1 Evaluate the aural, visual, and written images and other special effects used in television, radio, film, and the Internet for their ability to inform, persuade, and entertain.

SE/TE: Communication Workshop: Comparing Media Coverage, 1244–1245; also see: Reading for Information: Commentary, Movie Review, 1120–1125; Media Literacy Handbook, lxx–lxxv

CLE 3001.7.2 Examine the agreements and conflicts between the visual (e.g., media images, painting, film, graphic arts) and the verbal.

SE/TE: Communication Workshop: Comparing Media Coverage, 1244–1245; Media Literacy Handbook, lxx–lxxv

CLE 3001.7.3 Recognize how visual and sound techniques or design (e.g., special effects, camera angles, music) carry or influence messages in various media.

SE/TE: Communication Workshop: Comparing Media Coverage, 1244–1245; also see: Reading for Information: Commentary, Movie Review, 1120–1125; Media Literacy Handbook, lxx–lxxv

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CLE 3001.7.4 Apply and adapt the principles of written composition to create coherent media productions.

SE/TE: Communications Workshop: Multimedia Presentation of a Research Report, 1016–1017; also see: Research and Technology: Technologies, use, 123, Brochure, design, 345, Include appropriate media, 537, Electronic media, use, 935, Photographs, include, 1039; Media Literacy Handbook, lxx–lxxv; Performance Tasks: Multimedia Presentation, 773; Visual Presentation, 599, 1023

Checks for Understanding (Formative/Summative Assessment) 3001.7.1 Recognize the effects of sound, visual images, and language on audience.

SE/TE: Communication Workshop: Comparing Media Coverage, 1244–1245; Media Literacy Handbook, lxx–lxxv; also see: Research and Technology activities: Media, choose appropriate, 123, Brochure, design, 345, Media, include relevant, 537, Electronic media, use, 935, Visual aids, use/develop, 1191; Communication Workshop: Multimedia Presentation of a Research Report, 1016–1017

3001.7.2 Analyze and apply visual and verbal presentations of the same subject matter that agree or conflict in matters of culture, audience, and medium.


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3001.7.3 Analyze and apply visual and sound techniques and design elements (e.g., special effects, camera angles, lighting and music in television and film; layout, pictures, and typeface in newspaper, magazines, and print advertisements; layout, navigation, links, and interactive features on websites).


3001.7.4 Present clearly identifiable messages using an appropriate medium and increasingly complex visual, audio, and graphic effects and interactive features.


3001.7.5 Demonstrate consistent and effective audience focus through purposeful choice of medium; compelling images, words, and sounds; and focused supporting ideas.


3001.7.6 Demonstrate awareness of the transactional nature of media by considering audience in preparing productions.


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3001.7.7 Use visual images, text, graphics, music, and/or sound effects that relate to and support clear, explicit messages.



SPI 3001.7.1 Draw an inference from a non-print medium.

SE/TE: For related material see: Communication Workshop: Comparing Media Coverage, 1244–1245; Media Literacy Handbook, lxx–lxxv; also see: Research and Technology: Technologies, use, 123, Include appropriate media, 537, Electronic media, use, 935, Photographs, include, 1039; Performance Tasks: Multimedia Presentation, 773; Visual Presentation, 599, 1023

SPI 3001.7.2 Select the type of conflict represented in a non-print medium.

SE/TE: Film Review, 935; also see: Reading for Information: Commentary, Movie Review, 1120–1125; Media Literacy Handbook, lxx–lxxv

SPI 3001.7.3 Choose a visual image that best reinforces a viewpoint.


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SPI 3001.7.4 Determine the impact of production elements (e.g., font, color, layout, graphics, light, camera angle) on a message.


SPI 3001.7.5 Match a focused message to an appropriate medium.


SPI 3001.7.6 Infer the mood represented in a non-print medium.

SE/TE: Communication Workshop: Comparing Media Coverage, 1244–1245; Media Literacy Handbook, lxx–lxxv; also see: Performance Tasks (Common Core Assessment Workshop): Speaking and Listening, 189, 419, 599, 773, 1023, 1251

SPI 3001.7.7 Consider the treatment of a particular subject or event in two or more media (e.g., newspaper and visual art, narrative and poem, diary and magazine article).

SE/TE: Communication Workshop: Comparing Media Coverage, 1244–1245; Media Literacy Handbook, lxx–lxxv; also see: Drama, 801, 808, 813, 819, 821, 822, 824, 827, 828, 829; Dramatic speech, 861, 870, 878, 887, 891

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Standard 8-Literature


CLE 3001.8.1 Demonstrate knowledge of significant works of world literature.

SE/TE: Works of world literature are integrated through the program. For examples see the following selections: Ama Ata Aidoo, “The Girl Who Can, ” 86-90; Isabel Allende, “Uncle Marcos, ” 138–146; Guy de Maupassant, “The Necklace, ” 332–343; Gabriela Mistral, “Meciendo, ” 624–625; William Shakespeare The Seven Ages of Man, ” 734; William Shakespeare Sonnet 30, ” 754; “The Tragedy of Romeo and Juliet, ” William Shakespeare, 806–831, 834–858, 862–890, 894–910, 914–930; Ovid, “Pyramus and Thisbe, ” 946–949; Anton Chekhov, “The Inspector-General, ” 970–975: Homer, “The Odyssey, ” 1044–1084, 1089–1089

CLE 3001.8.2 Understand the characteristics of various literary genres (e.g., poetry, novel, biography, short story, essay, drama).

SE/TE: Elements of Fiction and Nonfiction, 4–5; Literary Analysis Workshop: Fiction and Nonfiction, 6–22; Elements of a Short Story, 196–197; Literary Analysis Workshop: Short Stories, 198–209; Elements of Essays, Articles, and Speeches, 426–427; Literary Analysis Workshop: Types of Nonfiction, 428–439; Elements of Poetry, 606–607; Literary Analysis Workshop: Poetry, 608–615; Elements of Drama, 780–781; Literary Analysis Workshop: Drama, 782–797; Theme and the Oral Tradition, 1030–1031; Literary Analysis Workshop: Themes in Literature, 1030–1039; Writing Workshop: Response to Literature, 756–763; Writing Applications: Critique, 71, Comparing Literary Works: Contemporary Interpretations, 1126, 1137

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CLE 3001.8.3 Recognize the conventions of various literary genres and understand how they articulate the writer’s vision.

SE/TE: Elements of Fiction and Nonfiction, 4–5; Literary Analysis Workshop: Fiction and Nonfiction, 6–22; Elements of a Short Story, 196–197; Literary Analysis Workshop: Short Stories, 198–209; Elements of Essays, Articles, and Speeches, 426–427; Literary Analysis Workshop: Types of Nonfiction, 428–439; Elements of Poetry, 606–607; Literary Analysis Workshop: Poetry, 608–615; Elements of Drama, 780–781; Literary Analysis Workshop: Drama, 782–797; Theme and the Oral Tradition, 1030–1031; Literary Analysis Workshop: Themes in Literature, 1030–1039

CLE 3001.8.4 Analyze works of literature for what is suggested about the historical period in which they were written.

SE/TE: Historical and cultural context, 1030, 1033, 1034, 1035, 1036, 1038, 1040A–1040F, 1041, 1048, 1050, 1052, 1056, 1062, 1064, 1067, 1068, 1072, 1076, 1083, 1087, 1092, 1094, 1097, 1098, 1099, 1101, 1107, 1108, 1110, 1115; Performance Tasks: Analyze Cultural Perspective, 1250; also see: Literature In Context, 65, 91, 106, 115, 132, 147, 164, 221, 233, 263, 302, 354, 368, 386, 450, 472, 505, 533, 557, 663, 789, 810, 842, 848, 872, 883, 907, 918, 952, 999, 1078, 1095, 1169, 1181, 1222

CLE 3001.8.5 Know and use appropriate literary terms to derive meaning from various literary genres.

SE/TE: Response to Literature, 756–763; also see: Comparing Literary Works, 80, 93, 160, 171, 290, 305, 382, 401, 498, 511, 572, 581, 676, 685, 748, 755, 944, 959, 1126, 1137, 1216, 1233

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3001.8.1 Analyze the setting, plot, theme, characterization, and narration of classic and contemporary short stories and novels.

SE/TE: Point of View, 80, 83, 84, 85, 87, 89, 93, 199, 200, 203, 205, 426, 430, 431, 432, 437, 438, 1033, 1039; Theme, 6, 8, 15, 160, 162, 163, 165, 166, 167, 170, 171, 196, 198, 200, 202, 204, 207, 209, 780, 784; Themes in literature, 1030, 1032; Performance Tasks: Analyze the Development of Theme, 188; Analyze Theme in Related Works, 1022; Analyze Character and Theme, 419; Analyze the Development of a Theme, 1023; Analyze Theme, 1251; Characters, 8, 9, 11, 12, 15, 125, 130, 134, 135, 141, 144, 146, 149, 196, 198, 200, 201, 203, 205, 206, 255, 347, 371, 708, 780, 782, 783, 784, 793, 796, 1034, 1035, 1036; Characterization, 198, 313, 318, 319, 320, 321, 324, 329, 333, 334, 336, 339, 343, 783, 784, 786, 787, 789, 792, 794; Characters, comparing and contrasting, 1145; Performance Tasks: Analyze a Complex Character, 418; Make and Support Inferences About a Main Character, 418; Analyze a Complex Character, 1022; Analyze the Development of a Complex Character, 189; Analyze Character and Theme, 419; Present a Tragic Character, 1023; Analyze a Complex Hero, 1251; Setting, 8, 9, 10, 12, 196, 199, 200, 201, 204, 206, 290, 293, 294, 296, 297, 300, 303, 304, 305, 697, 708, 711, 1034, 1037; Plot, 8, 43, 48, 50, 51, 53, 57, 64, 69, 196, 197, 199, 200, 201, 202, 203, 204, 205, 206, 207, 208, 209, 307

3001.8.2 Demonstrate understanding of non-linear plot progressions.

SE/TE: Foreshadowing, 43, 51, 57, 64, 69, 199; Flashback, 199, 1041, 1048, 1079

3001.8.3 Analyze how plot elements (e.g., exposition, rising action, climax, falling action, resolution/denouement) function and advance action.

SE/TE: Plot, 8, 43, 48, 50, 51, 53, 57, 64, 69, 196, 197, 199, 200, 201, 202, 203, 204, 205, 206, 207, 208, 209, 307

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3001.8.4 Analyze the role and function of characters (major/minor, protagonists/antagonists) and determine ways in which the author reveals those characters (e.g., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks).

SE/TE: Characters, 8, 9, 11, 12, 15, 125, 130, 134, 135, 141, 144, 146, 149, 196, 198, 200, 201, 203, 205, 206, 255, 347, 371, 708, 780, 782, 783, 784, 793, 796, 1034, 1035, 1036; Characterization, 198, 313, 318, 319, 320, 321, 324, 329, 333, 334, 336, 339, 343, 783, 784, 786, 787, 789, 792, 794; Characters, comparing and contrasting, 1145; Performance Tasks: Analyze a Complex Character, 418; Make and Support Inferences About a Main Character, 418; Analyze a Complex Character, 1022; Analyze the Development of a Complex Character, 189; Analyze Character and Theme, 419; Present a Tragic Character, 1023; Analyze a Complex Hero, 1251

3001.8.5 Analyze the moral dilemmas in works of literature, as revealed by character motivation and behavior.

SE/TE: Character, motives/traits, 135, 144, 146, 149, 196, 198; also see: Conflict, 8, 12, 13, 194, 196, 198, 200, 201, 202, 203, 204, 208, 211, 216, 218, 222, 253, 307, 713, 780, 780, 782, 784, 786, 789, 792, 796; Performance Tasks: Analyze Conflict, 419

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3001.8.6 Identify ways that the plot shapes the character and the presentation of moral dilemmas in texts.

SE/TE: Plot, 8, 43, 48, 50, 51, 53, 57, 64, 69, 196, 197, 199, 200, 201, 202, 203, 204, 205, 206, 207, 208, 209, 307; Characters, 8, 9, 11, 12, 15, 125, 130, 134, 135, 141, 144, 146, 149, 196, 198, 200, 201, 203, 205, 206, 255, 347, 371, 708, 780, 782, 783, 784, 793, 796, 1034, 1035, 1036; Characterization, 198, 313, 318, 319, 320, 321, 324, 329, 333, 334, 336, 339, 343, 783, 784, 786, 787, 789, 792, 794; Characters, comparing and contrasting, 1145; Performance Tasks: Analyze a Complex Character, 418; Make and Support Inferences About a Main Character, 418; Analyze a Complex Character, 1022; Analyze the Development of a Complex Character, 189; Analyze Character and Theme, 419; Present a Tragic Character, 1023; Analyze a Complex Hero, 1251

3001.8.7 Identify how setting and changes in setting can affect the literary elements (e.g., plot, character, theme, tone) in texts.

SE/TE: Setting, 8, 9, 10, 12, 196, 199, 200, 201, 204, 206, 290, 293, 294, 296, 297, 300, 303, 304, 305, 697, 708, 711, 1034, 1037

3001.8.8 Analyze the narration and point of view in increasingly complex texts in which the narrator and point of view shift, with multiple characters acting as narrators.

SE/TE: Narrator, 4, 781; also see: Point of View, 80, 83, 84, 85, 87, 89, 93, 199, 200, 203, 205, 426, 430, 431, 432, 437, 438, 1033, 1039

3001.8.9 Explain the impact of the author’s choice of a particular point of view (e.g., first person, third-person objective, third-person limited, third-person omniscient).

SE/TE: Point of View, 80, 83, 84, 85, 87, 89, 93, 199, 200, 203, 205, 426, 430, 431, 432, 437, 438, 1033, 1039

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3001.8.10 Demonstrate understanding that form relates to meaning (e.g., compare a poem, an essay, and a novel on the same theme or topic)

SE/TE: Comparing Archetypal Themes, 944, 947, 948, 949, 952, 955, 957, 959; Comparing Contemporary Interpretations, 1126; Comparing Tall Tale and Myth, 1216, 1218, 1219, 1220, 1223, 1224, 1226, 1229, 1230, 1232, 1233

3001.8.11 Recognize and identify the characteristics of lyric poetry, blank verse, free verse, epic, sonnet, dramatic poetry, and ballad.

SE/TE: Elements of Poetry, 606–607; Analyzing Poetic Language, 608–609; Close Read: Poetic Language and Meaning, 610–615; Poetry, 620, 633, 646, 655, 678, 679, 680, 682, 697, 706, 725, 732, 750, 751, 752, 754

3001.8.12 Identify, analyze, and evaluate the effect and use of metrics (especially iambic pentameter), rhyme scheme (e.g., end, internal, slant, eye), rhythm, alliteration, and other conventions of verse in more challenging poetry (including poetic forms such as lyric, blank verse, epic, sonnet, dramatic poetry).

SE/TE: Sound Devices, 607, 610, 611, 613, 614, 643, 649, 651, 656, 657, 659, 661, 663, 665; Narrative poetry, 606, 688, 693, 697, 698, 706, 708, 711; Rhyme, 607, 610, 611, 612; Rhyme and meter, 729, 737, 725, 726, 732, 735; also see: Elements of Poetry, 606–607; Analyzing Poetic Language, 608–609; Close Read: Poetic Language and Meaning, 610–615; Analyze the Structure in a Narrative Poem, 772

3001.8.13 Identify and analyze elements of literary drama (e.g., dramatic irony, dialogue, soliloquy, monologue, aside).

SE/TE: Elements of Drama, 780–781; Analyzing Character Development, 782–783; Close Read: Character, Plot, and Theme, 784–797; Drama, 806, 834, 862, 895, 915, 970, 988, 996; Tragedy, 913, 916, 919, 920, 921, 922, 925, 926, 928, 930, 931

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3001.8.14 Identify, analyze, and evaluate the development of the theme(s) of a literary text.

SE/TE: Theme, 6, 8, 15, 160, 162, 163, 165, 166, 167, 170, 171, 196, 198, 200, 202, 204, 207, 209, 780, 784; Themes in literature, 1030, 1032; Performance Tasks: Analyze the Development of Theme, 188; Analyze Theme in Related Works, 1022; Analyze Character and Theme, 419; Analyze the Development of a Theme, 1023; Analyze Theme, 1251

3001.8.15 Identify, analyze, and evaluate the development of similar or contrasting themes across two or more literary texts of varying complexity.

SE/TE: Comparing Themes, 160, 171; Comparing Archetypal Themes, 944, 959; Universal themes in the oral tradition, 1030, 1032; Model Selection (themes), 1034–1039

3001.8.16 Analyze literary texts to identify the author’s attitudes, viewpoints, and beliefs and to compare these to the larger historical context of the texts.

SE/TE: Historical Speeches, 541–549; Biographical Writing, 498, 503, 504, 506, 507, 510, 511; Author's philosophical assumptions, 1193, 1199, 1205; also see: Historical and cultural context, 1030, 1033, 1034, 1035, 1036, 1038, 1040A–1040F, 1041, 1048, 1050, 1052, 1056, 1062, 1064, 1067, 1068, 1072, 1076, 1083, 1087, 1092, 1094, 1097, 1098, 1099, 1101, 1107, 1108, 1110, 1115; Performance Tasks: Analyze Cultural Perspective, 1250

3001.8.17 Identify and analyze the use of literary elements such as allegory, paradox, satire, and foreshadowing.

SE/TE: Foreshadowing, 43, 51, 57, 64, 69, 199; Allegory, 382; Paradox, 617, 629, 639; Satire, 986, 989, 991, 992, 993, 994, 995, 996, 997, 998, 1001

3001.8.18 Comprehend and use figurative language (e.g., idioms, metaphors, similes, personification, hyperbole, pun).

SE/TE: Foreshadowing, 43, 51, 57, 64, 69, 199; Flashback, 199, 1041, 1048, 1079

3001.8.19 Identify and analyze biblical, classical, cultural, historical, and literary allusions.

SE/TE: Allusion, 891, 1126, 1137

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SPI 3001.8.1 Identify and analyze examples of idiom, metaphor, simile, personification, hyperbole, or pun in poetry or prose.

SE/TE: Hyperbole, 572, 581, 1216; Figurative language, 429, 430, 434, 437, 609, 610, 611, 612, 613, 614, 617, 625, 627, 629, 633, 637, 639, 693; Performance Tasks: Analyze Figurative Language in a Poem, 772; Imagery, 608, 613, 676, 678, 679, 683, 684, 685; Personification, 429, 609; Puns, 893, 897, 904, 910, 911

SPI 3001.8.2 Differentiate among verbal, situational, and dramatic irony.

SE/TE: Irony, 199, 257, 265, 267, 273, 274, 276, 277, 278, 379, 893; Performance Tasks: Analyze Situational Irony in a Short Story, 418

SPI 3001.8.3 Identify and analyze an author’s point of view (i.e., first person, third-person objective, third-person limited, third-person omniscient).

SE/TE: Point of View, 80, 83, 84, 85, 87, 89, 93, 199, 200, 203, 205, 426, 430, 431, 432, 437, 438, 1033, 1039

SPI 3001.8.4 Identify and analyze how the author reveals character (i.e., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks).

SE/TE: Characters, 8, 9, 11, 12, 15, 125, 130, 134, 135, 141, 144, 146, 149, 196, 198, 200, 201, 203, 205, 206, 255, 347, 371, 708, 780, 782, 783, 784, 793, 796, 1034, 1035, 1036; Characterization, 198, 313, 318, 319, 320, 321, 324, 329, 333, 334, 336, 339, 343, 783, 784, 786, 787, 789, 792, 794; Characters, comparing and contrasting, 1145

SPI 3001.8.5 Determine the significance/meaning of a symbol in poetry or prose.

SE/TE: Symbols, 8, 11, 13, 14, 196, 200, 204, 207, 208, 209; Symbolism, comparing, 382, 384, 385, 387, 388, 390, 391, 393, 394, 395, 397, 398, 400, 401

SPI 3001.8.6 Identify and analyze standard literary elements (i.e., allegory, paradox, parody, foreshadowing, flashback).

SE/TE: Foreshadowing, 43, 51, 57, 64, 69, 199; Flashback, 199, 1041, 1048, 1079; Allegory, 382; Paradox, 617, 629, 639; Satire, 986, 989, 991, 992, 993, 994, 995, 996, 997, 998, 1001

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SPI 3001.8.7 Differentiate between mood and tone in poetry or prose.

SE/TE: Tone, 430, 432, 435, 608; Mood, 196, 693, 698, 703, 714, 715

SPI 3001.8.8 Determine the impact of setting on literary elements (i.e., plot, character, theme, tone).

SE/TE: Setting, 8, 9, 10, 12, 196, 199, 200, 201, 204, 206, 290, 293, 294, 296, 297, 300, 303, 304, 305, 697, 708, 711, 1034, 1037

SPI 3001.8.9 Identify the common stated or implied theme in a series of passages.

SE/TE: Comparing Themes, 160, 171; Comparing Archetypal Themes, 944, 959; Universal themes in the oral tradition, 1030, 1032; Model Selection (themes), 1034–1039

SPI 3001.8.10 Demonstrate knowledge of sound and metric devices (i.e., rhyme {internal, slant}, rhythm, repetition, alliteration, onomatopoeia).

SE/TE: Sound Devices, 607, 610, 611, 613, 614, 643, 649, 651, 656, 657, 659, 661, 663, 665; Narrative poetry, 606, 688, 693, 697, 698, 706, 708, 711; Rhyme, 607, 610, 611, 612; Rhyme and meter, 729, 737, 725, 726, 732, 735; also see: Elements of Poetry, 606–607; Analyzing Poetic Language, 608–609; Close Read: Poetic Language and Meaning, 610–615; Analyze the Structure in a Narrative Poem, 772

SPI 3001.8.11 Demonstrate knowledge of the characteristics of lyric poetry, epics, sonnets, dramatic poetry, and ballads.

SE/TE: Elements of Poetry, 606–607; Analyzing Poetic Language, 608–609; Close Read: Poetic Language and Meaning, 610–615; Poetry, 620, 633, 646, 655, 678, 679, 680, 682, 697, 706, 725, 732, 750, 751, 752, 754

SPI 3001.8.12 Identify the elements of drama (i.e., stage directions, dialogue, soliloquy, monologue, aside).

SE/TE: Elements of Drama, 780–781; Analyzing Character Development, 782–783; Close Read: Character, Plot, and Theme, 784–797; Drama, 806, 834, 862, 895, 915, 970, 988, 996; Tragedy, 913, 916, 919, 920, 921, 922, 925, 926, 928, 930, 931

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SPI 3001.8.13 Locate words or phrases in a passage that provide historical or cultural cues.

SE/TE: Historical and cultural context, 1030, 1033, 1034, 1035, 1036, 1038, 1040A–1040F, 1041, 1048, 1050, 1052, 1056, 1062, 1064, 1067, 1068, 1072, 1076, 1083, 1087, 1092, 1094, 1097, 1098, 1099, 1101, 1107, 1108, 1110, 1115; Performance Tasks: Analyze Cultural Perspective, 1250; also see: Literature In Context, 65, 91, 106, 115, 132, 147, 164, 221, 233, 263, 302, 354, 368, 386, 450, 472, 505, 533, 557, 663, 789, 810, 842, 848, 872, 883, 907, 918, 952, 999, 1078, 1095, 1169, 1181, 1222

SPI 3001.8.14 Identify classical, historical, and literary allusions in context.

SE/TE: Allusion, 891, 1126, 1137

SPI 3001.8.15 Identify and analyze basic elements of plot (i.e., exposition, rising action, climax, falling action, resolution/denouement).

SE/TE: Plot, 8, 43, 48, 50, 51, 53, 57, 64, 69, 196, 197, 199, 200, 201, 202, 203, 204, 205, 206, 207, 208, 209, 307

SPI 3001.8.16 Analyze how form relates to meaning (e.g., compare a poem and a newspaper article on the same theme or topic).

SE/TE: Comparing Archetypal Themes, 944, 947, 948, 949, 952, 955, 957, 959; Comparing Contemporary Interpretations, 1126; Comparing Tall Tale and Myth, 1216, 1218, 1219, 1220, 1223, 1224, 1226, 1229, 1230, 1232, 1233

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Tennessee English Language Arts Standards Effective 2009