ࡱ>  s~7 nbjbjUU J 7|7|ielPzPzPz8zDzz}~,~,~,~sTǝvxxxxxx$q dUs,~,~)|,~,~vvi:,R,~} makqPzojR$ǚ0<٤RGrade 6 Sixth Grade I. Phonemic Awareness, Word Recognition and Fluency Standard Students in the primary grades learn to recognize and decode printed words, developing the skills that are the foundations for independent reading. They discover the alphabetic principle (sound-symbol match) and learn to use it in figuring out new words. They build a stock of sight words that helps them to read quickly and accurately with comprehension. By the end of third grade, they demonstrate fluent oral reading, varying their intonation and timing as appropriate for the text.BenchmarksGrade level IndicatorsStrategies/Resources This standard is a K-3 standard. Therefore, there are no benchmarks beyond third grade. Instruction in fluency continues in the intermediate grades.  Fluency continues to develop past the primary grades. Readers increase rate of oral reading to near conversational pace; show appropriate use of pauses, pitch, stress and intonation while reading in clauses and sentence units to support comprehension; gain control over a wider, complex sight vocabulary and over longer syntactic structures, in order to read progressively more demanding texts with greater ease; and read silently considerably faster than orally. Silent reading becomes the preferred, more efficient way to process everyday texts.  Choral reading Poems For Two Voices by Paul Fleischman Sixth Grade II. Acquisition of Vocabulary Standard Students acquire vocabulary through exposure to language-rich situations, such as reading books and other texts and conversing with adults and peers. They use context clues, as well as direct explanations provided by others, to gain new words. They learn to apply word analysis skills to build and extend their own vocabulary. As students progress through the grades, they become more proficient in applying their knowledge of words (origins, parts, relationships, meanings) to acquire specialized vocabulary that aids comprehension.BenchmarksGrade level IndicatorsStrategies/ResourcesUse context clues and text structures to determine the meaning of new vocabulary. (A) Infer word meaning through identification and analysis of analogies and other word relationships. (B) Apply knowledge of connotation and denotation to learn the meanings of words. (C) Contextual Understanding Define the meaning of unknown words by using context clues and the authors use of definition, restatement and example. (1) Conceptual Understanding Identify analogies and other word relationships, including synonyms and antonyms, to determine the meaning of words. (3) Interpret metaphors and similes to understand new uses of words and phrases in text. (4) Conceptual Understanding Apply knowledge of connotation and denotation to determine the meaning of words. (2) Graphic Organizer such as web, semantic map (1) Word Sorts (1) Prepare sets of about 20 word cards. Students are instructed to Put these into groups that make sense to you. Be ready to give your reason. word families by topics synonyms antonyms meanings categories parts of speech Students categorize new words according to level of familiarity then predict the meanings of the most unfamiliar words using context clues and confirm with dictionary. (1) Write own similes and metaphors or complete partial comparisons. (4) Describe comparisons and how they relate to the authors purpose. (4) Discuss prior knowledge and experience with words/topics, then contrast with denotative definition. (2) Using free association, list 5 words associated with given words, then share responses to compare connotation and multiple viewpoints. (2) Use knowledge of symbols, acronyms, word origins and derivations to determine the meanings of unknown words. (D) Use knowledge of roots and affixes to determine the meanings of complex words. (E) Use multiple resources to enhance comprehension of vocabulary. (F) Conceptual Understanding Recognize and use words from other languages that have been adopted into the English language. (5) Structural Understanding Identify symbols and acronyms and connect them to whole words. (7) Structural Understanding Apply the knowledge of prefixes, suffixes and roots and their various inflections to analyze the meanings of words. (6) Tools and Resources Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars. (8) Go on an acronym hunt for a few days in search of acronyms used around us. (7) Create own acronyms by generating a lists of words symbolic of a holiday or season. (7)  Affix Square (6)     Definition Definition   Definition Definition Charades (act out meanings) to class or small group. (8)  Sixth Grade III. Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard Students develop and learn to apply strategies, such as predicting and recalling, that help them to comprehend and interpret informational and literary texts. Reading and learning to read are problem-solving processes that require strategies for the reader to make sense of written language and remain engaged with texts. Beginners develop basic concepts about print (e.g., that print holds meaning) and how books work (e.g., text organization). As strategic readers, students learn to analyze and evaluate texts to demonstrate their understanding of text. Additionally, students learn to self-monitor their own comprehension by asking and answering questions about the text, self-correcting errors and assessing their own understanding. They apply these strategies effectively to assigned and self-selected texts read in and out of the classroom. BenchmarksGrade level IndicatorsStrategies/ResourcesDetermine a purpose for reading and use a range of reading comprehension strategies to better understand text. (A) Apply effective reading comprehension strategies, including summarizing and making predictions, and comparisons, using information in text, between text and across subject areas. (B) Comprehension Strategies Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems. (1) Select, create and use graphic organizers to interpret textual information. (5) Comprehension Strategies Predict or hypothesize as appropriate from information in the text, substantiating with specific references to textual examples that may be in widely separated sections of text. (2) Make critical comparisons across texts, noting authors style as well as literal and implied content of text. (3) Summarize the information in texts, recognizing important ideas and supporting details, and noting gaps or contradictions. (4) KWL (1) Repeated readings guided by teacher prompts of a short selection in which readers assume various reasons for reading. Example: Read a selection of an amusement park alternating perspectives during each reading, i.e. such as employee, child, and first-time visitor. (1) Predictions that are logical are good predictions. Avoid,, Lets see if you are right. Instead ask, Does that make sense? Could that happen? (2) Pre-vocabulary (2) Prior to reading the text, give students about 20 strips of paper with words or short phrases from the text. Ask them to sort into groups. (Some possibilities) words that suggest conflict words that suggest overcoming conflict words that refer to characters words that provide a clue to the setting unusual or interesting words Discuss rationale for where words were placed. Write short paragraph predicting what the story could be about. DRTA (2) David Lettermans top ten list of most important ideas (4) Use symbols as you read, such as (, (, ?, ! to help summarize and recognize important ideas for discussion after reading (Use post- it notes) (4) SWBS (somebody-wanted-but this happened-so this occurred next) (4) Record specific number of important ideas after each third of a novel is read. Condense ideas by combining/deleting into 10 most important ideas which are used as captions for a picture book. (4)  Make meaning through asking and responding to a variety of questions related to text. (C) Comprehension Strategies Answer literal, inferential and evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. (6) Teacher think-aloud to model specific strategies. (6) Have questions posted so kids can practice. Sample questions for genres can be found in Mosaic of Thought and Teaching Reading in the Middle Grades (6) Classroom Poster (6) Where are answers found? Right there (literal) Think and search (inferential) On your own (evaluative applied)  EMBED Paper.Document  EMBED Paper.Document   EMBED Paper.Document   Apply self-monitoring strategies to clarify confusion about text and to monitor comprehension. (D) No Benchmark Self-Monitoring Strategies Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text. (7) List questions and search for answers within the text to construct meaning. (8) Independent Reading Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others). (9) Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task). (10) Teach students to make literacy connections Text-to-self: Make connections between personal experiences and the text Text-to text: Discuss other texts in relation to the text just read Text-to-world: Link what is read to what is already known about the world Place sticky note on page where connection is made with TS, TT, TW indicated. (7) For note taking, use audio or video selections as students record significant ideas heard or seen and compare notes in groups. (7) Divide a sheet in half and mark one column, What the text says, and the next column, What I say and think about the text, to generate deeper thinking. (8) Brainstorm (whole group) what criteria currently are being used to select a book; separate into categories (inside/outside book). Using the library, select three books that appeal to you as a reader, explain why based on the generated list. (9) Students keep a book log to graphically organize books read independently using a checklist for purpose. (10) Sixth Grade IV. Reading Applications: Informational, Technical and Persuasive Text Standard Students gain information from reading for the purposes of learning about a subject, doing a job, making decisions and accomplishing a task. Students need to apply the reading process to various types of informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and workplace documents, reference materials, multimedia and electronic resources. They learn to attend to text features, such as titles, subtitles and visual aids, to make predictions and build text knowledge. They learn to read diagrams, charts, graphs, maps and displays in text as sources of additional information. Students use their knowledge of text structure to organize content information, analyze it and draw inferences from it. Strategic readers learn to recognize arguments, bias, stereotyping and propaganda in informational text sources.BenchmarksGrade level IndicatorStrategies/ResourcesUse text features and graphics to organize, inferences from content and to gain additional information. (A) Recognize the difference between cause and effect and fact and opinion to analyze text. (B) Explain how main ideas connect to each other in a variety of sources. (C) Use text features, such as chapter titles, headings and subheadings; parts of books, including index, appendix, table of contents and online tools (search engines) to locate information. (1) Analyze information found in maps, charts, tables, graphs, diagrams and cutaways. (5) Analyze examples of cause and effect and fact and opinion. (2) Compare and contrast important details about a topic, using different sources of information including books, magazines, newspapers and online resources. (3) Pre-reading Activities such as: preview the chapter & scavenger hunt. (1) Use a graphic organizer as note taking strategy during reading to record reasons and results. (2)   Highlight key words in sentences that distinguish between fact and opinion. (2) Semantic Feature Analysis (Vacca and Vacca) (3) Characteristics Categories (events, historical subjects) Venn diagram (3)  Identify arguments and persuasive techniques used in informational text. (D) Explain the treatment, scope and organization of ideas from different texts to draw conclusions about a topic. (E) Determine the extent to which a summary accurately reflects the main idea, critical details and underlying meaning of original text. (F)Identify an authors argument or viewpoint and assess the adequacy and accuracy of details used. (6) Identify and understand an authors purpose for writing, including to explain, entertain, persuade or inform. (7) Summarize information from informational text, identifying the treatment, scope and organization of ideas. (8) Compare original text to a summary to determine the extent to which the summary adequately reflects the main ideas and critical details of the original text. (4)Questions about point of view (6) What was the point of view of the author? How could you tell the point of view? What evidence does the author use to present this viewpoint? Does the evidence sufficiently defend the authors point of view? (why or why not) Questioning the Author (QTA) What is the author trying to say? Why is the author telling us that? Does the author explain this clearly? What would you say instead? (7) Use note cards to develop an outline or web. (8) Readers Handbook/ Great Source (8) Students evaluate peers summary to determine the effectiveness of the summary.(4) Sixth Grade V. Reading Applications: Literary Text Standard Students enhance their understanding of the human story by reading literary texts that represent a variety of authors, cultures and eras. They learn to apply the reading process to the various genres of literature, including fables, tales, short stories, novels, poetry and drama. They demonstrate their comprehension by describing and discussing the elements of literature (e.g., setting, character and plot), analyzing the authors use of language (e.g., word choice and figurative language), comparing and contrasting texts, inferring theme and meaning and responding to text in critical and creative ways. Strategic readers learn to explain, analyze and critique literary text to achieve deep understanding.BenchmarksGrade level IndicatorsStrategies/ResourcesDescribe and analyze the elements of character development. (A) Analyze the importance of setting. (B) Identify the elements of plot and establish a connection between an element and a future event. (C) Differentiate between the points of view in narrative text. (D)  Analyze the techniques authors use to describe characters, including narrator or other characters point of view; characters own thoughts, words or actions. (1) Identify the features of setting and explain their importance in literary text. (2) Identify the main and minor events of the plot, and explain how each incident gives rise to the next. (3) Explain first, third and omniscient points of view, and explain how voice affects the text. (4) Character sketches (Effective Reading Strategies, Rasinski & Padak) (1) Character map  Discuss how story would be different in a different time or environment. (2) Story map(3)  Retell familiar tales from the alternate (antagonistic) point of view, i.e. the wolf in the Three Little Pigs. (4)Demonstrate comprehension by inferring themes, patterns and symbols. (E) Identify similarities and differences of various literary forms and genres. (F) Explain how figurative language expresses ideas and conveys mood. (G)Identify recurring themes, patterns and symbols found in literature from different eras and cultures. (5) Explain the defining characteristics of literary forms and genres, including poetry, drama, myths, biographies, autobiographies, fiction and non-fiction. (6) Distinguish how an author establishes mood and meaning through word choice, figurative language and syntax. (7) Using multicultural folklore, students identify common themes after reading myths, compare patterns using fairy tales, and choose symbols to represent legendary figures. (5) Keep a reading log of genres read (6) Read excerpts of selections from various genres. Analyze traits of each genre and record on a genre chart along with examples of familiar works from each genre. (6) Color code figurative language using colored pencils, highlighters, or post-its.(7) Create bookmarks printed with names of various figures of speech and place in text when one is noted and discuss. (7) Share and model examples of readers reactions to authors words. (7) Sixth Grade VI. Writing Process Standard Students writing develops when they regularly engage in the major phases of the writing process. The writing process includes the phases of prewriting, drafting, revising and editing and publishing. They learn to plan their writing for different purposes and audiences. They learn to apply their writing skills in increasingly sophisticated ways to create and produce compositions that reflect effective word and grammatical choices. Students develop revision strategies to improve the content, organization and language of their writing. Students also develop editing skills to improve writing conventions.BenchmarksGrade level IndicatorsStrategies/ResourcesGenerate writing topics and establish a purpose appropriate for the audience. (A) Determine audience and purpose for self-selected and assigned writing tasks. (B) Clarify ideas for writing assignments by using graphics or other organizers. (C)Prewriting Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. (1) Conduct background reading, interviews or surveys when appropriate. (2) Establish a thesis statement for informational writing or a plan for narrative writing. (3) Prewriting Determine a purpose and audience. (4) Prewriting Use organizational strategies (e.g., rough outlines, diagrams, maps, webs and Venn diagrams) to plan writing. (5)  Keep an ongoing Idea List. When children share stories from home or school encourage them to add a phrase to their idealist. This avoids, I dont know what to write about, later. (1) Teacher or student generated questionnaires: Ask, What do I need to know to write about my chosen topic? How can I best obtain the information I need to write about this topic? Then follow plan based on ideas generated from answers to above questions.(2) Provide a variety of examples, frequent conferencing with students during development of thesis or plan. (3) Why am I writing this? Who is my audience? How does my purpose affect how I will write? How does my audience affect how I will write?(4) Inspiration software allows students to create, update, and work with visual organizers, concept maps, idea maps, webs, and other visual diagrams. (5) Use revision strategies to improve the overall organization, the clarity and consistency of ideas within and among paragraphs and the logic and effectiveness of word choices. (D)Drafting, Revising and Editing Organize writing beginning with an introduction, body and a resolution of plot, followed by a closing statement or a summary of important ideas and details. (6) Vary simple, compound and complex sentence structures. (7) Group related ideas into paragraphs, including topic sentences following paragraph form, and maintain a consistent focus across paragraphs. (8) Vary language and style as appropriate to audience and purpose. (9) Use available technology to compose text. (10) Reread and analyze clarity of writing. (11) Add and delete information and details to better elaborate on a stated central idea and to more effectively accomplish purpose. (12) Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning. (13)Questions for teacher-student writing conference. (6) Did you run into any stumbling blocks? How is it going? Have you spoken with anyone about it? What will you write next? How do you think it will end? What will you do with it when you finish? Sentence Relay- In classroom rows, students compose a sentence on the paper by adding words in turn to a one word beginning prompt. Vary sentence structure and complexity by altering the prompt. (7) Mini lessons for skill development (7-13) Peer sharing (7-13) Write Source 2000 by Patrick Sebranek, Dave Kemper, Vern Meyer, publisher Write Source (7-13)  Select more effective vocabulary when editing by using a variety of resources and reference materials. (E) Edit to improve fluency, grammar and usage. (F) Apply tools to judge the quality of writing. (G) Prepare writing for publication that is legible, follows an appropriate format and uses techniques such as electronic resources and graphics. (H)Drafting, Revising and Editing Use resources and reference materials (e.g., dictionaries and thesauruses) to select more effective vocabulary. (14) Drafting, Revising and Editing Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization) and identify and correct fragments and run-ons. (15) Drafting, Revising and Editing Apply tools such as rubric, checklist and feedback to judge the quality of writing. (16) Publishing Prepare for publication (e.g., for display or for sharing with others) writing that follows a format appropriate to the purpose, using techniques such as electronic resources, principles of design (e.g., margins, tables, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product. (17)  Introduce consistent use of editing symbols. (15) Various rubrics are available on the Internet.  HYPERLINK "http://www.teach-nology.com/" www.teach-nology.com/ click on rubrics. (16) Student generated rubric (16) Sixth Grade VII. Writing Applications Standard Students need to understand that various types of writing require different language, formatting and special vocabulary. Writing serves many purposes across the curriculum and takes various forms. Beginning writers learn about the various purposes of writing; they attempt and use a small range of familiar forms (e.g., letters). Developing writers are able to select text forms to suit purpose and audience. They can explain why some text forms are more suited to a purpose than others and begin to use content-specific vocabulary to achieve their communication goals. Proficient writers control effectively the language and structural features of a large repertoire of text forms. They deliberately choose vocabulary to enhance text and structure their writing according to audience and purpose. BenchmarksGrade level IndicatorsStrategies/ResourcesUse narrative strategies such as, dialogue and action to develop characters, plot and setting and maintain a consistent point of view. (A) Write responses to literature that extend beyond the summary and support judgments through references to the text. (B) Produce letters such as, business, letters to the editor, job applications that address audience needs, stated purpose and context in a clear and efficient manner. (C) Write narratives that maintain a clear focus and point of view and use sensory details and dialogue to develop plot, characters, and a specific setting. (1) Write responses to novels, stories, poems and plays that provide an interpretation, critique or reflection and support judgments with specific references to the text. (2) Write letters that state the purpose, make requests or give compliments and use business letter format. (3) Mini lessons to develop awareness of literary elements and practice skills. (1)  HYPERLINK "http://www.fanfiction.net" www.fanfiction.net Students post their writings and receive feedback from teachers and other students around the world.(1)  HYPERLINK "http://www.mcrel.org/standards-benchmarks/activities/output.asp?Activity=105" http://www.mcrel.org/standards-benchmarks/activities/output.asp?Activity=105 (1) Mosaic of Thought and Teaching Reading in the Middle Grades give Journaling questions for each genre. (2) Gem Journal- Students record passages they consider valuable to them and explain why they chose them. (2) Choral reading- After reading, students compose choral readings for class presentations that relate to the plot. (2) Write to authors with opinions of novels or requests for sequel. (3) Students use business letter format to compose a fictional letter from a fairy tale character to a make-believe business. (3)  Produce informational essays or reports that convey a clear and accurate perspective and support the main ideas with facts, details, examples and explanations. (D) Use persuasive strategies including establishing a clear position in support of a proposition or proposal with organized and relevant evidence. (E) Write informational essay or reports, including research, that present a literal understanding of the topic, include specific facts, details and examples from multiple sources and create an organizing structure appropriate to the purpose, audience and context. (4) Write persuasive essays that establish a clear position and include organized and relevant information to support ideas. (5) Produce informal writings (e.g., journals, notes and poems) for various purposes. (6)For each source read, add information in a different colored ink , pencil or note card to aid in seeing what different texts have to offer for each subtopic. (4) Mini lessons - introduce MLA as a style of citing sources. (4)  HYPERLINK "http://www.landmark-project.com/citation._machine/index.php" http://www.landmark-project.com/citation._machine/index.php Brainstorm transitional words for persuasion; examples- mainly, strongest, better, greatest, as a result, therefore, consequently. (5) Make a 2-column list of pros and cons for one issue, then chose either the pros or cons to develop an essay. (5) Defend a position using written work in a class debate with a student choosing the opposing view to determine if further revision is necessary. (5) Daily learning logs: What did I understand about todays lesson? What was the point of the lesson? What didnt I understand? Where in the lesson did I get confused? What did I like/dislike about todays lesson? How would I explain what I learned to a friend or younger brother or sister?(6)  Sixth Grade VIII. Writing Conventions Standard Students learn to master writing conventions through exposure to good models and opportunities for practice. Writing conventions include spelling, punctuation, grammar and other conventions associated with forms of written text. They learn the purpose of punctuation: to clarify sentence meaning and help readers know how writing might sound aloud. They develop and extend their understanding of the spelling system, using a range of strategies for spelling words correctly and using newly learned vocabulary in their writing. They grow more skillful at using the grammatical structures of English to effectively communicate ideas in writing and to express themselves. BenchmarksGrade level IndicatorsStrategies/ResourcesUse correct spelling conventions. (A) Use conventions of punctuation and capitalization in written work. (B) Use grammatical structures to effectively communicate ideas in writing. (C) Spelling Spell frequently misspelled and high-frequency words correctly. (1) Punctuation and Capitalization Use commas, end marks, apostrophes and quotation marks correctly. (2) Use semicolons, colons, hyphens, dashes and brackets. (3) Use correct capitalization. (4) Grammar and Usage Use all eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection). (5) Use verbs, including perfect tenses, transitive and intransitive verbs and linking verbs. (6) Use nominative, objective, possessive, indefinite and relative pronouns. (7) Use subject-verb agreement with collective nouns, indefinite pronouns, compound subjects and prepositional phrases. (8) Words Their Way by Bear, Ivernizzi, Tempelton (1)  Sixth Grade IX. Research Standard Students define and investigate self-selected or assigned issues, topics and problems. They locate, select and make use of relevant information from a variety of media, reference and technological sources. Students use an appropriate form to communicate their findings. Research is used in all content areas and should be incorporated within the instruction and assessment of the content-specific standards and benchmarks. BenchmarksGrade level IndicatorsStrategies/ResourcesFormulate open-ended research questions suitable for inquiry and investigation and develop a plan for gathering information. (A) Locate and summarize important information from multiple sources. (B) Organize information in a systematic way. (C) Generate a topic, assigned or personal interest, and open-ended questions for research and develop a plan for gathering information. (1) Identify appropriate sources, and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources). (2) Identify elements of validity in sources including publication date, coverage, language, points of view, and discuss primary and secondary sources. (3) Identify important information found in sources and paraphrase the findings in a systematic way (e.g., notes, outlines, charts, tables, graphic organizers). (4) Compare and contrast important findings and select sources to support central ideas, concepts and themes. (5) Teacher generated questionnaires to develop research questions and plan. (1) Web organizer- Topic is the middle surrounded by sub topic circles. (1) Use color-coded or numbered note cards for various sub topics while gathering information. (4) Acknowledge quoted and paraphrased information and document sources used. (D) Communicate findings orally, visually and in writing or through multimedia. (E) Use quotations to support ideas. (6) Use an appropriate form of documentation, with teacher assistance, to acknowledge sources (e.g., bibliography, works cited). (7) Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information that supports a clear position with organized and relevant evidence about the topic or research question. (8) Use format to cite sources such as MLA. (7) Sixth Grade X. Communication: Oral and Visual Standard Students learn to communicate effectively through exposure to good models and opportunities for practice. By speaking, listening and providing and interpreting visual images, they learn to apply their communication skills in increasingly sophisticated ways. Students learn to deliver presentations that effectively convey information and persuade or entertain audiences. Proficient speakers control language and deliberately choose vocabulary to clarify their points and adjust their presentations according to audience and purpose. Communication is used in all content areas and should be incorporated within the instruction and assessment of the content-specific standards and benchmarks.BenchmarksGrade level IndicatorsStrategies/ResourcesUse effective listening strategies, summarize major ideas and draw logical inferences from presentations and visual media. (A) Explain a speakers point of view and use of persuasive techniques in presentations and visual media. (B) Vary language choice and use effective presentation techniques, including voice modulation and enunciation. (C) Listening and Viewing Demonstrate active listening strategies (e.g., asking focused questions, responding to cues, making visual contact). (1) Summarize the main idea and draw conclusions from presentations and visual media. (2) Listening and Viewing Interpret the speakers purpose in presentations and visual media (e.g., to inform, to entertain, to persuade). (3) Identify the persuasive techniques (e.g., bandwagon, testimonial, glittering generalities, emotional word repetition and bait and switch) used in presentations and media messages. (4) Speaking Skills and Strategies Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience. (5) Use clear diction and tone, and adjust volume, phrasing and tempo to stress important ideas. (6) Adjust speaking content and style according to the needs of the situation, setting and audience. (7) See standards book glossary for definitions of each persuasive technique. Locate commercials and advertisements and classify which technique is used and why it works.(4) Create a speakers checklist as a class; listeners evaluate peers during speaking activity.(5-7) Select an organizational structure appropriate to the topic, audience, setting and purpose. (D) Present ideas in a logical sequence and use effective introductions and conclusions that guide and inform a listeners understanding of key ideas. (E) Give presentations using a variety of delivery methods, visual materials and technology. (F)Speaking Applications Deliver informational presentations (e.g., expository, research) that: a. demonstrate an understanding of the topic and present events or ideas in a logical sequence; b. support the controlling idea or thesis with relevant facts, details, examples, quotations, statistics, stories and anecdotes; c. include an effective introduction and conclusion and use a conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast); d. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology; and e. draw from multiple sources and identify sources used. (8) Speaking Applications Deliver formal and informal descriptive presentations that convey relevant information and descriptive details. (9) Deliver persuasive presentations that: a. establish a clear position; b. include relevant evidence to support position and to address potential concerns of listeners; and c. follow common organizational structures when appropriate (e.g., cause-effect, compare-contrast, problem- solution). (10)Use a-e in indicator column to develop rubric for evaluation of student presentations. (8) Additional resources can be found in the addendum. Suggested addendums are; A-4 , Content area Reading; A-5, Middle School; C- Literature Arts Website; D- Young Adult Literature on the Internet; F-Publishers of Language Arts Resources; H-Childrens Literature ages 5-10 Adapted From Summit County ESC Course of Study 2003 Revised by Trumbull County ESC 8/04  PAGE 20 adapted from the Ohio Department of Education Ohio Academic Content Standards Language Arts Curriculum Guide Who are the main characters? 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