LANGUAGE ARTS

 
Standard 1. 

WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT.

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Students use their knowledge of word origins and word relationships, as 
well as historical and literary context clues, both to determine the meaning of specialized vocabulary and to understand the precise meaning of
grade-level-appropriate words.

 
Word Recognition

 
Skills: 

 
1.1 Read narrative and expository text aloud with
fluency and accuracy, and with appropriate pacing, intonation, and expression. 

 
Vocabulary and Concept Development

 
Skills:

 
1.2 Distinguish and interpret figurative language and multiple-meaning words.

 
1.3 Recognize the origins and meanings of frequently used foreign
words in English and use these words accurately in speaking and
writing.

 
1.4 Monitor expository text for unknown words or words with
novel meanings, using word, sentence and paragraph clues to
determine meaning.

 
1.5 Understand and explain ""shades of meaning"" for related
words.

 
Standard 2. 

READING COMPREHENSION (FOCUS ON INFORMATIONAL
MATERIALS)

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Students read and understand grade-level-appropriate material. They
describe and connect the essential ideas, arguments, and perspectives
of text, and they relate text structure, organization, and purpose. The 
quality and complexity of the materials to be read by students are
illustrated in the California Reading List. In addition, by grade 8, students
read one million words annually on their own, including a good
representation of narrative (i.e., classic and contemporary literature) and
expository (e.g., magazines, newspapers, on-line information) text 
appropriate for each grade.
 

 
Structural Features of Informational Materials

 
Skills:

 
2.1 Identify and use the structural features of, and differences
among, newspapers, magazines, and editorials to gain meaning
from text.

 
2.2 Analyze text which uses compare-and-contrast patterns.

 
Comprehension and Analysis of Grade-Level-Appropriate Text

 
Skills:

 
2.3 Connect and clarify main ideas, identifying their relationship 
to other sources and related topics.

 
2.4 Clarify understanding of texts by creating outlines, logical
notes, summaries, reports.

 
2.5 Follow multiple-step instructions for preparing applications.

 
Expository Critique

 
Skills:

 
2.6 Determine the adequacy and appropriateness of an author's
evidence for his or her conclusions.

 
2.7 Make reasonable assertions about text through accurate, 
supportive citations.

 
2.8 Note instances of unsupported inferences, fallacious
reasoning, persuasion, and propaganda in text.

 
Standard 3.

LITERARY RESPONSE AND ANALYSIS

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Students read and respond to historically or culturally significant works of
world literature, particularly American and British literature. They clarify 
the ideas and connect them to other literary works. The quality and 
complexity of the materials to be read by students are illustrated in the
California Reading List.
 

 
Structural Features of Literature

 
Skills:

 
3.1 Distinguish among forms of fiction and describe the major 
characteristics of each form.

 
Narrative Analysis of Grade-Level- Appropriate Text

 
Skills:

 
3.2 Analyze how the qualities of the character affect the plot and
resolution of the conflict.

 
3.3 Analyze the influence of setting on the problem and its 
resolution.

 
3.4 Define how tone or meaning is conveyed in poetry through 
word choice, figurative language, sentence structure, line length,
punctuation, rhythm, repetition, and rhyme.

 
3.5 Identify the speaker and recognize the difference between first
and third person narration.

 
3.6 Identify and analyze features of themes conveyed through 
characters, actions, and images.

 
3.7 Explain the effects of key literary devices in a variety of fictional
and non fictional texts.

 
Literary Criticism

 
Skills:

 
3.8 Critique the credibility of characterization and the degree to 
which a plot is contrived or realistic.

 
Standard 1. 

WRITING STRATEGIES

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Students write clear, coherent, and focused essays. Writing exhibits 
awareness of audience and purpose. Essays contain formal introductions,
bodies of supporting evidence, and conclusions. Students successfully use
the stages of the writing process, as needed.
 

 
Organization and Focus

 
Skills:

 
1.1 Choose the form of writing that best suits the intended purpose.

 
1.2 Create a multiple paragraph expository composition that
(1) engages the interest of the reader and states a clear purpose;
(2) develops the topic with supportive details, precise verbs, 
nouns, and adjectives to paint a visual image in the mind of the reader;
(3) concludes with a detailed summary linked to the purpose of the composition.

 
1.3 Use a variety of effective and coherent organizational patterns,
including comparison and contrast; organization by categories; and arrangement of spatial order, order or importance, or climatic order. 

 
Research and Technology

 
Skills:

 
1.4 Use organizational features of electronic text to locate 
information.

 
1.5 Compose documents with appropriate formatting by using word-processing skills and principles of design.

 
Revising and Evaluating Writing

 
Skills:

 
1.6 Revise writing to improve organization and consistency of 
ideas within and between paragraphs.

 
Standard 2. 

WRITING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS)

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Students write narrative,
expository, persuasive, and descriptive text of at least 500 to 700 words. 
Student writing demonstrates a command of standard English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
 

 
Using the Grade 6 Writing Strategies

 
Skills:

Using the Grade 6 writing strategies outlined in Writing Standard
1.0, students:
 

 
2.1 Write narratives that (1) establish and develop plot and 
setting, and choose a point of view that is appropriate to stories; 
(2) include sensory details and concrete language to develop plot 
and character; (3) use a range of narrative strategies.

 
2.2 Write expository compositions that (1) state the thesis or 
purpose; (2) explain the situation; (3) follow an organizational
pattern appropriate to the type of composition (4) offer persuasive
evidence for the validity of the description, proposed solution.

 
2.3 Write research reports that (1) pose relevant questions narrow
to be thoroughly covered; (2) support the main idea with facts, details, examples, and explanations from multiple authoritative sources;
(3) use a bibliography"

 
2.4 Write responses to literature that (1) develop an interpretation
which exhibits careful reading, understanding and insight;
(2) organize the interpretation around several clear ideas, premises,
or images; (3) develop and justify the interpretation through sustained
use of examples and textual evidence.

 
2.5 Write persuasive compositions that (1) state a clear position
in support of a proposition or proposal; (2) support the position 
with organized and relevant evidence; (3) anticipate and address
reader concerns and counter-arguments.

 
Standard 1.

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

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Students write and speak with a command of standard English conventions 
that are appropriate to each grade level.
 

 
Sentence Structure

 
Skills:

 
1.1 Use simple, compound, and compound-complex sentences;
use effective coordination and subordination of ideas to express 
complete thoughts.

 
Grammar

 
Skills:

 
1.2 Identify and use present perfect, past perfect, and future
perfect tenses; subject-verb agreement with compound subjects;
and indefinite pronouns.

 
Punctuation

 
Skills:

 
1.3 Use colons in business letters, semi-colons to connect 
independent clauses, and commas when linking two clauses 
with a conjunction in compound sentences.

 
Capitalization

 
Skills:

 
1.4 Use correct capitalization.

 
Spelling

 
Skills:

 
1.5 Spell frequently misspelled words correctly. 

 
Standard 1.

LISTENING AND SPEAKING STRATEGIES

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Students deliver focused, coherent presentations that convey ideas clearly
and relate to the background and interests of the audience.They evaluate 
the contentof oral communication.
 

 
Comprehension

 
Skills:

 
1.1 Relate the speaker's verbal communication and non-verbal 
messages.

 
1.2 Identify the tone, mood, and emotion conveyed in the oral 
communication.

 
1.3 Restate and execute multi-step oral instructions and directions.

 
Organization and Delivery of Oral Communication

 
Skills:

 
1.4 Select a focus, organizational structure, and point of view, 
matching purpose, message, occasion, and vocal modulation to 
the audience.

 
1.5 Emphasize salient points to assist the listener in following 
main ideas and concepts.

 
1.6 Support opinions expressed with detailed evidence and with
visual or media displays that use appropriate technology.

 
1.7 Use effective rate, volume, pitch, and tone, and align non-verbal
elements to sustain audience interest and attention.

 
Analysis and Evaluation of Oral and Media Communications

 
Skills:

 
1.8 Analyze the use of rhetorical devices for their intent and effects.

 
1.9 Identify persuasive and propaganda techniques used in 
television, and identify false and misleading information.

 
Standard 2.

SPEAKING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS)

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Students deliver well-organized formal presentations employing traditional
rhetorical strategies (i.e., narration, exposition, persuasion, and description).
Student speaking demonstrates a command of standard English and the
organization and delivery strategies outlined in Listening and Speaking 
Standard 1.0.
 

 
Using the Grade 6 Speaking Strategies

 
Skills: 

Using the Grade 6 speaking strategies outlined in Listening and
Speaking Standard 1.0, students:
 

 
2.1 Deliver narrative presentations that (1) establish a context, 
plot, and/or point of view; (2) include sensory details and concrete 
language to develop plot and character; (3) use a range of narrative strategies.

 
2.2 Deliver informative presentations that (1) pose relevant questions
that are sufficiently limited to be completely and thoroughly answered;
(2) develop the topic with facts, details, examples, and explanations
from multiple authoritative sources.

 
2.3 Deliver oral responses to literature that (1) develop an 
interpretation which exhibits careful reading, understanding, and
insight; (2) organize the selected interpretation around several 
clear ideas, premises, or images; (3) develop and justify the selected interpretation through sustained use of examples and textual evidence.

 
2.4 Deliver persuasive presentations that (1) provide a clear 
statement of the position; (2) include relevant evidence; (3) offer
logical sequence of information (4) engage the listener and foster
acceptance of the proposition or proposal.