PA+Academic+Standards

PENNSYLVANIA ACADEMIC STANDARDS FOR READING, WRITING, SPEAKING AND LISTENING A. Locate various texts, media and traditional resources for assigned and independent projects before reading. B. Analyze the structure of informational materials explaining how authors used these to achieve their purposes. C. Use knowledge of root words and words from literary works to recognize and understand the meaning of new words during reading. Use these words accurately in speaking and writing. D. Identify, describe, evaluate and synthesize the essential ideas in text. Assess those reading strategies that were most effective in learning from a variety of texts. E. Establish a reading vocabulary by identifying and correctly using new words acquired through the study of their relationships to other words. Use a dictionary or related reference. F. Understand the meaning of and apply key vocabulary across the various subject areas. G. Demonstrate after reading understanding and interpretation of both fiction and nonfiction text, including public documents. • Make, and support with evidence, assertions about texts. • Compare and contrast texts using themes, settings, characters and ideas. • Make extensions to related ideas, topics or information. • Assess the validity of the document based on context. • Analyze the positions, arguments and evidence in public documents. • Evaluate the author’s strategies. • Critique public documents to identify strategies common in public discourse. H. Demonstrate fluency and comprehension in reading. • Read familiar materials aloud with accuracy. • Self-correct mistakes. • Use appropriate rhythm, flow, meter and pronunciation. • Read a variety of genres and types of text. • Demonstrate comprehension (Standard 1.1.11.G.). A. Read and understand essential content of informational texts and documents in all academic areas. • Differentiate fact from opinion across a variety of texts by using complete and accurate information, coherent arguments and points of view. • Distinguish between essential and nonessential information across a variety of sources, identifying the use of proper references or authorities and propaganda techniques where present. • Use teacher and student established criteria for making decisions and drawing conclusions. • Evaluate text organization and content to determine the author’s purpose and effectiveness according to the author’s theses, accuracy, thoroughness, logic and reasoning. B. Use and understand a variety of media and evaluate the quality of material produced. • Select appropriate electronic media for research and evaluate the quality of the information received. • Explain how the techniques used in electronic media modify traditional forms of discourse for different purposes. • Use, design and develop a media project to demonstrate understanding (e.g., a major writer or literary period or movement). C. Produce work in at least one literary genre that follows the conventions of the genre. A. Read and understand works of literature. B. Analyze the relationships, uses and effectiveness of literary elements used by one or more authors in similar genres including characterization, setting, plot, theme, point of view, tone and style. C. Analyze the effectiveness, in terms of literary quality, of the author’s use of literary devices. • Sound techniques (e.g., rhyme, rhythm, meter, alliteration). • Figurative language (e.g., personification, simile, metaphor, hyperbole, irony, satire). • Literary structures (e.g., foreshadowing, flashbacks, progressive and digressive time). D. Analyze and evaluate in poetry the appropriateness of diction and figurative language (e.g., irony, understatement, overstatement, paradox). E. Analyze how a scriptwriter’s use of words creates tone and mood, and how choice of words advances the theme or purpose of the work. F. Read and respond to nonfiction and fiction including poetry and drama. A. Write short stories, poems and plays. • Apply varying organizational methods. • Use relevant illustrations. • Utilize dialogue. • Apply literary conflict. • Include varying characteristics (e.g., from limerick to epic, from whimsical to dramatic). • Include literary elements • Use literary devices B. Write complex informational pieces (e.g., research papers, analyses, evaluations, essays). • Include a variety of methods to develop the main idea. • Use precise language and specific detail. • Include cause and effect. • Use relevant graphics (e.g., maps, charts, graphs, tables, illustrations, photographs). • Use primary and secondary sources. C. Write persuasive pieces. • Include a clearly stated position or opinion. • Include convincing, elaborated and properly cited evidence. • Develop reader interest. • Anticipate and counter reader concerns and arguments. • Include a variety of methods to advance the argument or position. D. Maintain a written record of activities, course work, experience, honors and interests. E. Write a personal resume A. Write with a sharp, distinct focus. • Identify topic, task and audience. • Establish and maintain a single point of view. B. Write using well-developed content appropriate for the topic. • Gather, determine validity and reliability of, analyze and organize information. • Employ the most effective format for purpose and audience. • Write fully developed paragraphs that have details and information specific to the topic and relevant to the focus. C. Write with controlled and/or subtle organization. • Sustain a logical order throughout the piece. • Include an effective introduction and conclusion. D. Write with a command of the stylistic aspects of composition. • Use different types and lengths of sentences. • Use precise language. E. Revise writing to improve style, word choice, sentence variety and subtlety of meaning after rethinking how questions of purpose, audience and genre have been addressed. F. Edit writing using the conventions of language. • Spell all words correctly. • Use capital letters correctly. • Punctuate correctly (periods, exclamation points, question marks, commas, quotation marks, apostrophes, colons, semicolons, parentheses, hyphens, brackets, ellipses). • Use nouns, pronouns, verbs, adjectives, adverbs, conjunctions, prepositions and interjections properly. • Use complete sentences (simple, compound, complex, declarative, interrogative, exclamatory and imperative). G. Present and/or defend written work for publication when appropriate. A. Listen to others. • Ask clarifying questions. • Synthesize information, ideas and opinions to determine relevancy. • Take notes. B. Listen to selections of literature (fiction and/or nonfiction). • Relate them to previous knowledge. • Predict solutions to identified problems. • Summarize and reflect on what has been heard. • Identify and define new words and concepts. • Analyze and synthesize the selections relating them to other selections heard or read. C. Speak using skills appropriate to formal speech situations. • Use a variety of sentence structures to add interest to a presentation. • Pace the presentation according to audience and purpose. • Adjust stress, volume and inflection to provide emphasis to ideas or to influence the audience. D. Contribute to discussions. • Ask relevant, clarifying questions. • Respond with relevant information or opinions to questions asked. • Listen to and acknowledge the contributions of others. • Adjust tone and involvement to encourage equitable participation. • Facilitate total group participation. • Introduce relevant, facilitating information, ideas and opinions to enrich the discussion. • Paraphrase and summarize as needed. E. Participate in small and large group discussions and presentations. • Initiate everyday conversation. • Select and present an oral reading on an assigned topic. • Conduct interviews. • Participate in a formal interview (e.g., for a job, college). • Organize and participate in informal debate around a specific topic. • Use evaluation guides (e.g., National Issues Forum, Toastmasters) to evaluate group discussion (e.g., of peers, on television). F. Use media for learning purposes. • Use various forms of media to elicit information, to make a student presentation and to complete class assignments and projects. • Evaluate the role of media in focusing attention and forming opinions. • Create a multi-media (e.g., film, music, computer-graphic) presentation for display or transmission that demonstrates an understanding of a specific topic or issue or teaches others about it. A. Describe the influence of historical events on the English language. B. Analyze when differences in language are a source of negative or positive stereotypes among groups. C. Explain and evaluate the role and influence of the English language within and across countries. A. Select and refine a topic for research. B. Locate information using appropriate sources and strategies. • Determine valid resources for researching the topic, including primary and secondary sources. • Evaluate the importance and quality of the sources. • Select sources appropriate to the breadth and depth of the research (e.g., dictionaries, thesauruses, other reference materials, interviews, observations, computer databases). • Use tables of contents, indices, key words, cross-references and appendices. • Use traditional and electronic search tools. C. Organize, summarize and present the main ideas from research. • Take notes relevant to the research topic. • Develop a thesis statement based on research. • Anticipate readers’ problems or misunderstandings. • Give precise, formal credit for others’ ideas, images or information using a standard method of documentation. • Use formatting techniques (e.g., headings, graphics) to aid reader understanding.
 * 1.1. Learning to Read Independently **
 * 1.2. Reading Critically in All Content Areas **
 * 1.3. Reading, Analyzing and Interpreting Literature **
 * 1.4. Types of Writing **
 * 1.5. Quality of Writing **
 * 1.6. Speaking and Listening **
 * 1.7. Characteristics and Functions of the English Language **
 * 1.8. Research **