-Language Expressions-

The learner will be able to:

• write a sentence that best develops a given topic sentence.
• combine two sentences into one correct sentence.
• edit a series of sentences from fragments or run-ons.
• edit a series of sentences for errors such as double negatives, verb forms, subject-verb agreement, and redundancies.
• evaluate a paragraph from coherence.
• arrange a given series of sentences in sequential and logical order.
• complete and/or edit a given sentence with the correct verb tense.
• create coherent passages by eliminating irrelevant information.

The learner will be able to:

• use capitalization correctly in the first word of a sentence, the pronoun "I", titles with last names, proper nouns, and titles.
• edit sentences for the correct use of punctuation.
• edit for the correct use of contractions.
• edit written works for correct use of end punctuation.
• edit written works for correct use of apostrophes.

The learner will be able to:

• read and study a literary selection and communicate an interpretation in an essay.
• identify story detail from a novel.
• determine character description.
• identify the main idea in a long passage.
• identify the plot of reading passages.
• read a given passage, and summarize the main ideas, facts, and details of the passage.
• demonstrate the ability to predict the outcome of a given non-fiction passage (using details from the text to justify an outcome).
• analyze the elements of a story (characters, setting, plot, mood, tone, climax, resolution).
• analyze a short story for details, emotions, and events; predict the outcomes of the story.
• analyze characters depicted in short stories.
• predict character response.
• identify persuasive language.
• identify persuasive techniques.
• identify archetypal characters in reading selections.
• analyze how setting affects a story.
• identify the main idea, events, and supporting details of passage.
• analyze how symbols function in a reading selection.
• analyze informational sources.
• identify conflict in a reading passage.

The learner will be able to:

• identify the word that is spelled incorrectly in a given sentence.
• correctly spell words where an affix may or may not change the spelling of the root word.
• correctly spell words which have a suffix.

The learner will be able to:

• research and write an investigative paper which evaluates and synthesizes data from primary and secondary sources.  In its final form, the paper should include a Works Cited Page and detailed research notes.
• draw a conclusion about data presented in a table.
• select appropriate reference source.
• identify irrelevant information.
• analyze a diagram.
• determine which information is found in an atlas, thesaurus, almanac, index, bibliography, dictionary, and timetable.
• determine the most effective method for organizing notes for a paper (i.e., alphabetical, chronological, etc.).
• record observations pertaining to his/her individual learning style.
• interpret information from graphical forms of data.
• download resource information.
• use library software to locate resource materials.
• take notes from resource materials to be used for writing papers or for other projects.

The learner will be able to:

• show sensitivity to sexism, and the physical and cultural biases inherent in certain vocabulary words.
• define unfamiliar words using context clues such as affixes, figures of speech, root words, possessives, plurals, verb tense, sentence construction, and the details of a given sentence or passage.
• read a story, novel, or newspaper or periodical article, and demonstrate comprehension of the vocabulary words used in these sources, by paraphrasing one of these selections.
• determine the meaning of unfamiliar words by analyzing the context (a paragraph) in which the words are used.
• determine the meaning of unfamiliar words by analyzing word structure (bases, affixes).
• determine the meaning of unfamiliar technical terms by analyzing the context (a paragraph or more) in which the words are used.

The learner will be able to:

• read and understand various fiction stories.
• read and understand a historical passage.
• read and understand a journal entry.
• question and make associations about selected reading text.
• construct meaning from non-fiction essays.

The learner will be able to:

• edit a passage to ensure word choices are accurate, and make substantiated judgments about words that should be replaced with more vivid, interesting, or logical words.
• compile a portfolio of writing samples which includes a variety of writing styles (personal reflection, imaginative, persuasive, narrative, and expository, with drafts from each stage of the writing process.  the writing should reflect the writer's growth in such areas as writing strategies, vocabulary, language conventions, and interests throughout the year.  Each piece should have peer responses to the pieces.  The presentation portfolio should also include an expressive self-evaluation of each piece of writing.
• write an expository essay which includes a clear thesis statement, an effective introduction, paragraphs which provide supporting details, elaboration, and examples, and a strong conclusion which ties together the ideas and concepts presented in the essay.
• develop a narrative piece.
• choose appropriate, vivid, and precise words which suit a given audience, topic, and writing style.
• write to persuade a given audience on a given topic.
• organize ideas and details in a composition.
• revise writing to improve narrative voice.
• use effective transitions, and evaluate the writing of others for effective transitions.
• write a composition which includes a main idea and supporting details.
• write to express feelings and emotions.
• proofread sentences for punctuation errors.
• use outside resources, such as a dictionary, to edit written works.
• revise writing to improve the structure of sentences.
• revise writing to improve transition sentences.
• revise writing to improve the organization of ideas.
• utilize pre-writing strategies (drawing, webbing, brainstorming, discussing) to begin the writing process.
• understand the drafting stage of the writing process and how to write drafts using ideas generated in the prewriting stage.
• understand the revising stage of the writing process, and how to approach drafts with specific goals for revisions.
• understand the rewriting stage of the writing process as an opportunity to apply peer and teacher input, to add to the content, and to improve the style.
• understand the editing stage of the writing process, and how to apply editing skills to his/her own written works and to the written works of peers.
• prepare and present written works to be shared with others.
• utilize word processing software.

The learner will be able to:

• develop and present an informative or persuasive speech.  The delivery should be catered to a specific audience and utilize verbal and non-verbal techniques to strengthen the message.
• orally present reports.
• express ideas and opinions to a peer group.
• exhibit the following behaviors while involved in a group discussion: take turns, respect the ideas and opinions of others, and face speakers.
• describe an event using the correct sequencing of details.
• order ideas logically in a speech.

The learner will be able to:

• develop the patience required to listen to a speaker, analyze the content of a speech, and respond with comments and questions which convey an understand of the speech.
• predict the outcome of a set of events.
• listen to and follow directions.
• make predictions about how a story read aloud will end.
• distinguish between relevant irrelevant details in an orally read passage.