LANGUAGE ARTS

(Unless otherwise noted, all
resource material referred to 
on the Standards Pages can 
be found in Elements of 
Literature Fourth Course.) 
 

 
Standard 1

WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT.

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Students apply their knowledge of word origins both to determine the meaning of new words encountered in reading materials and to use those words accurately.
 

 
Vocabulary and Concept Development.

 
Skills:

 
1.1 Identify and use the literal and figurative meanings of
words, and understand word derivation.

 
1.2 Distinguish between the denotative and connotative 
meanings of words, and interpret the connotative power 
of words.

 
1.3 Identify and use knowledge of the origins of Greek, 
Roman, and Norse mythology to understand the meaning
of new words.

 
Standard 2

READING COMPREHENSION. (FOCUS ON INFORMATIONAL 
MATERIALS)

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Students read and understand grade-level-appropriate material. They analyze the organization patterns, arguments, and positions advanced. The quality and complexity of the materials to be read by students are illustrated in the California Reading List. In addition, by grade 12, students read two million words annually on their own, including a wide variety of classic and contemporary literature as well as magazines, newspapers, and on-line information.
 

 
Structural Features of Informational Materials.

 
Skills:

 
2.1 Analyze both (1) the structure and format of functional
workplace documents, including format, graphics, and 
headers and (2) how authors use the features to achieve
their purposes.

 
2.2 Prepare a bibliography of reference materials for a 
report using a variety of consumer, workplace, and public 
documents.

 
Comprehension and Analysis of Grade-Level-Appropriate Text.

 
Skills:

 
2.3 Generate relevant questions about readings that can 
be researched.

 
2.4 Synthesize the content and ideas from several sources 
dealing with a single issue or written by a single author, and 
paraphrase the ideas and connect them to other sources and 
related topics to demonstrate comprehension.

 
2.5 Extend ideas presented in primary or secondary sources
through original analysis, evaluation, and elaboration.

 
2.6 Demonstrate use of sophisticated learning tools by following
technical directions.

 
Expository Critique.

 
Skills:

 
2.7 Critique the logic of functional documents by examining 
the sequence of information and procedures and the anticipation
of possible reader misunderstandings.

 
2.8 Evaluate the credibility of an author's argument or defense 
of a claim by critiquing the relationship between generalizations
and evidence, the comprehensiveness of evidence, and how the
author's intent affects the text's structure and tone.

 
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 conduct in-depth analyses of recurrent patterns and themes. 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 Articulate the relationship between the expressed purposes
and the characteristics of different forms of dramatic literature.
( comedy, tragedy, drama, dramatic monologue)

 
3.2 Compare and contrast the presentation of a similar 
theme or topic across genres to explain how the selection 
of genre shapes the theme or topic.

 
Narrative Analysis of Grade-Level-Appropriate Text.

 
Skills:

 
3.3 Analyze interactions between main and subordinate 
characters in literary text and how they affect the plot.

 
3.4 Determine characters' traits by what they say about 
themselves in narration, dialogue, dramatic monologue, 
soliloquy.

 
3.5 Compare works that express a universal theme, and
provide evidence to support the ideas expressed in each work.

 
3.6 Analyze and trace an author's development of time and
sequence, including the use of complex literary devices.

 
3.7 Recognize and understand the significance of a wide range
of literary elements and techniques, including figurative language, imagery, allegory, and symbolism, and explain their appeal.

 
3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in text.

 
3.9 Explain how voice, persona, and narrator affect tone, 
characterization, plot, and credibility.

 
3.10 Identify and describe the function of dialogue, scene 
design, soliloquies, and asides and character foils in dramatic
literature.

 
Literary Criticism.

 
Skills:

 
3.11 Evaluate the aesthetic qualities of style, including the
impact that diction and figurative language have on tone, 
mood, and theme, using the terminology of literary criticism.

 
3.12 Analyze how a work of literature is related to the themes 
and issues of its historical period.

 
Standard 1. 

WRITING STRATEGIES.

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Students write coherent and focused texts that convey a well defined perspective and tightly reasoned argument. Student writing demonstrates awareness of audience and purpose and use of the stages of the writing process, as needed.
 

 
Organization and Focus.

 
Skills:

 
1.1 Establish a controlling impression or coherent thesis that
conveys a clear and distinctive perspective on the subject and
maintains a consistent tone and focus throughout the piece 
of writing.

 
1.2 Use precise language, action verbs, sensory details, 
appropriate modifiers, and active rather than passive voice.

 
Research and Technology.

 
Skills:

 
1.3 Use clear research questions and coherent research methods
to elicit and present evidence from primary and secondary sources.

 
1.4 Develop key ideas within the body of the composition through supportive evidence.

 
1.5 Synthesize information from multiple sources and identify 
complexities and discrepancies in the information and how 
different perspectives are found in each medium.

 
1.6 Integrate quotations and citations into written text, while 
maintaining the flow of ideas.

 
1.7 Use appropriate conventions for documentation in text, 
notes, and bibliographies, adhering to style manuals.

 
1.8 Design and publish multi-page documents using advanced 
publishing software and graphic programs.

 
Revising and Evaluating Strategies.

 
Skills:

 
1.9 Revise writing to improve the logic and coherence of the
organization and controlling perspective, the precision of word
choice, and the tone, taking into consideration the audience, 
purpose, and formality of the context.

 
Standard 2. 

WRITING APPLICATION (GENRES AND THEIR CHARACTERISTICS)

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Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce text of at least 1,500 words, when appropriate. Student writing demonstrates a command of standard English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
 

 
Using the Grades 9/10 Writing Strategies.

 
Skills:

 
2.1 Write biographical, autobiographical narratives, and/or 
short stories that (1) narrate a sequence of events and 
communicate their significance to the audience; (2) locate
scenes and incidents in specific places; (3) develop the narrative
elements with concrete sensory details and language; (4) pace
the presentation of actions to accommodate time/mood changes;
(5) make effective use of descriptions of appearance, images, 
shifting perspectives, and/or sensory details.

 
2.2 Write responses to literature that (1) advance a judgment
that demonstrates a comprehensive grasp of the significant
ideas of works or passages; (2) support key ideas and viewpoints
through accurate and detailed references to the text or to other 
works (3) demonstrate awareness of the author's use of stylistic 
devices and an appreciation of the effects created; (4) identify 
and assess the impact of perceived ambiguities, nuances, and 
complexities within text.

 
2.3 Write expository compositions, including analytical essays
and research reports that (1) marshal evidence in support of a
thesis and related claims, including information on all relevant perspectives; (2) convey information and ideas from primary and secondary sources accurately and coherently; (3) make distinctions
about the relative value and significance of specific data, facts,
and ideas; (4) organize and record information on charts, maps,
and graphs for use as visuals, employing appropriate technology;
(5) anticipate and address readers' potential misunderstandings, 
biases, and expectations; (6) use technical terms and notations
accurately.

 
2.4 Write persuasive compositions that (1) structure ideas and
arguments in a sustained and logical fashion; (2) use specific 
rhetorical devices to support assertions; (3) clarify and defend
positions with precise and relevant evidence, including facts, 
expert opinions, quotations, and/or expressions of commonly 
accepted beliefs and logical reasoning; (4) address readers' 
concerns, counterclaims, biases, and/or expectations.

 
2.5 Write business letters that (1) are clear and purposeful, 
and address the intended audience appropriately; (2) use
appropriate vocabulary, tone, and style to take into account
the nature of the relationship with, and the knowledge and
interests, of the recipients (3) highlight central ideas or images; 
(4) follow conventional style, and use page formats, fonts, and 
spacing that contribute to the documents' readability and impact.

 
2.6 Write technical documents that (1) report and/or convey
information and ideas logically and correctly; (2) offer detailed 
and accurate specifications; (3) include scenarios, definitions,
and examples to aid comprehension; (4) anticipate readers'
problems, mistakes, and misunderstandings.

 
Standard 1.

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS.

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Students write and speak with a command of standard English conventions.
 

 
Grammar and Mechanics.

 
Skills:

 
1.1 Identify and use clauses, phrases, mechanics, usage, 
and sentence structure.

 
Manuscript Form.

 
Skills:

 
1.2 Demonstrate control of grammar, paragraph and sentence
structure, diction, syntax, and usage.

 
1.3 Produce legible work that shows accurate spelling and 
correct use of the conventions of punctuation and capitalization.

 
1.4 Reflect appropriate manuscript requirements, including
(1) title page presentation; (2) pagination; (3) spacing and margins;
(4) integration of source and support material with appropriate
citations.

 
Standard 1. 

LISTENING AND SPEAKING STRATEGIES

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Students formulate adroit judgments about oral communication. They deliver
focused and coherent presentations of their own that convey clear and distinct perspectives and solid reasoning. They incorporate gestures, tone, and
vocabulary tailored to audience and purpose.

.

 
Comprehension.

 
Skills:

 
1.1 Formulate judgments about the ideas under discussion 
and support those judgments with convincing evidence.

 
1.2 Compare and contrast how media genres cover the same
event

 
Organization and Delivery of Oral Communication.

 
Skills:

 
1.3 Choose logical patterns of organization to inform and to 
persuade by soliciting agreement or action, or to unite audiences
behind a common belief or cause.

 
1.4 Choose appropriate devices for introduction and conclusion.

 
1.5 Recognize and use elements of classical speech form 
(introduction, first and second transitions, body, and conclusion), formulating rational arguments and applying the art of persuasion
and debate.

 
1.6 Present and advance a clear thesis statement and choose
appropriate types of proofs that meet standard tests for evidence, including credibility, validity, and relevance.

 
1.7 Use props, visual aids, graphs, and electronic media to
enhance the appeal and accuracy of presentations.

 
1.8 Produce concise notes for extemporaneous delivery.

 
1.9 Analyze interests of the audience and implications of the
occasion to choose effective verbal and non-verbal strategies
for presentations.

 
Analysis and Evaluation of Oral and Media Communications.

 
Skills:

 
1.10 Analyze a group of historically significant speeches to
find the rhetorical devices and features that make them 
memorable.

 
1.11 Assess how language and delivery affect the mood and
tone of the oral communication and impact the audience.

 
1.12 Evaluate the clarity, quality, effectiveness, and overall 
coherence of a speaker's key points, arguments, evidence, 
organization of ideas, delivery, diction, and syntax.

 
1.13 Analyze types of arguments used by the speaker, including 
argument by causation, analogy, authority, emotion, and logic.

 
1.14 Identify the aesthetic effects of a media presentation and evaluate the techniques used to create them.

 
Standard 2.

SPEAKING APPLICATIONS. (GENRES AND THEIR CHARACTERISTICS)

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Students deliver polished formal and extemporaneous presentations that combine traditional rhetorical strategies of 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 Grades 9/10 Speaking Strategies.

 
Skills:

 
2.1 Deliver narrative presentations (autobiographical or fictional)
that (1) Narrate a sequence of events and communicate their 
significance to the audience; (2) Locate scenes and incidents 
in specific places; (3) develop the narrative elements with concrete sensory details and language; (4) Pace the presentation of actions to accommodate time or mood changes.

 
2.2 Deliver expository presentations that (1) Marshal evidence
in support of a thesis and related claims, including information 
on all relevant perspectives; (2) Convey information and ideas 
from primary and secondary sources accurately and coherently
(3) Make distinctions about the relative value and significance
of specific data, facts, and ideas; (4) Organize and record
information on charts, maps, and graphs for use as visuals,
employing appropriate technology; (5) Anticipate and address 
the listener's potential misunderstandings, biases, and 
expectations; (6) Use technical terms and notations accurately.

 
2.3 Apply appropriate interviewing techniques (1) Prepare 
and ask relevant questions; (2) Make notes of responses; 
(3) Use language that conveys maturity, sensitivity, and 
respect; (4) Respond correctly and effectively to questions; 
(5) Demonstrate knowledge of the subject or organization;
(6) Compile and report responses; (7) Evaluate the effectiveness
of the interview.

 
2.4 Deliver oral responses to literature that (1) Advance a
judgment that demonstrates a comprehensive grasp of the 
significant ideas of works or passages; (2) Support key ideas 
and viewpoints through accurate and detailed references to the 
text or to other works; (3) Demonstrate awareness of the author's
use of stylistic devices and an appreciation of the effects created; 
(4) Identify and assess the impact of perceived ambiguities, 
nuances, and complexities within text.

 
2.5 Deliver persuasive arguments, including evaluation and 
analysis of problems/ solutions and clauses/ effects that 
(1) Structure ideas and arguments in a coherent, logical fashion;
(2) Use specific rhetorical devices to support assertions; 
(3) Clarify and defend positions with precise and relevant 
evidence, including facts, expert opinions, quotations, and/or 
expressions of commonly accepted beliefs and logical reasoning;
(4) Anticipate and address the listener's concerns and 
counter-arguments.

 
2.6 Deliver descriptive presentations that (1) Provide a clear
spatial perspective on the subject of the presentation; 
(2) Clearly establish the speaker's relationship with that subject 
(3) Use factual descriptions of appearance, concrete images, 
shifting perspectives and vantage points, and sensory detail 
effectively.