Diocese of
ENGLISH/LANGUAGE ARTS
ACADEMIC CONTENT
STANDARDS
Grade Six
1.0 Word Analysis, Fluency, and Systematic
Vocabulary Development
Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.
Word Recognition
1.1 Read aloud narrative and expository
text fluently and accurately and with appropriate pacing, intonation, and
expression.
Vocabulary and Concept Development
1.2 Identify and interpret figurative
language and words with multiple meaning.
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 by using word, sentence and paragraph clues
to determine meaning.
1.5 Understand and explain “shades of meaning” in related words (e.g., softly and quietly).
2.0 Reading
Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material and grade-level Bibles. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade six, students continue to make progress toward this goal.
Structural Features of Informational
Materials
2.1 Identify the structural features of popular media (e.g., newspapers, magazines, online information) and use the features to obtain information.
2.2 Analyze text that uses the
compare-and-contrast organizational pattern.
Comprehension
and Analysis of Grade-Level-Appropriate Text
2.3 Connect and clarify main ideas by
identifying their relationships to other sources and related topics.
2.4 Clarify an understanding of texts
by creating outlines, logical notes, summaries, or reports.
2.5 Follow multiple-step instructions
for preparing applications (e.g., for a public library card, bank account,
sports club, league membership).
Expository Critique
2.6 Determine the adequacy and appropriateness of the evidence for an author’s conclusions.
2.7 Make reasonable assertions about a
text through accurate, supporting citations.
2.8 Note instances of unsupported inferences, fallacious reasoning, persuasion, and propaganda in text.
3.0 Literary
Response and Analysis
Students read and respond to historically or culturally significant works of literature, including the Bible, that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works.
Structural Features and Analysis
3.1 Identify the forms of fiction and
describe the major characteristics of each form.
Narrative
Analysis of Grade-Level-Appropriate Text
3.2 Analyze the effect of the qualities
of the character (e.g., courage or cowardice, ambition or laziness, Christ like
or non-Christ like) on the plot and the 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
(e.g., autobiography compared with biography).
3.6 Identify and analyze features of themes conveyed through characters, actions, and images.
3.7 Explain the effects of common
literary devices (e.g., symbolism, imagery, metaphor) in a variety of fictional
and nonfictional texts.
Literary Criticism
3.8 Critique the credibility of characterization and the degree to which a plot is contrived or realistic (e.g., compare use of fact and fantasy in historical fiction).
Writing
1.0 Writing
Strategies
Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.
Organization and Focus
1.1 Choose the form of writing (e.g., personal
letter, letter to the editor, review, poem, report, narrative) that best suits
the intended purpose.
1.2 Create multiple-paragraph
expository compositions:
a. Engage the interest of
the reader and state a clear purpose.
b. Develop the topic with
supporting details and precise verbs, nouns, and adjectives to paint a visual
image in the mind of the reader
c. Conclude 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 by spatial order, order of importance, or climactic order.
Research and Technology
1.4 Use organizational features of
electronic text (e.g., bulletin boards, databases, keyword searches, e-mail
addresses) to locate information.
1.5 Compose documents with appropriate
formatting by using word-processing skills and principles of design (e.g.,
margins, tabs, spacing, columns, page orientation).
Evaluation and Revision
1.6 Revise writing to improve the
organization and consistency of ideas within and between paragraphs.
1.7 Write fluidly and legibly in
cursive or joined italic.
2.0 Writing
Applications (Genres and Their Characteristics)
Students write narrative, expository, persuasive, and descriptive tests of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
Using the writing strategies of grade six outlined in Writing Standard 1.0, students:
2.1 Write narratives:
a. Establish and develop a
plot and setting and present a point of view that is appropriate to the
stories.
b. Include sensory details
and concrete language to develop plot and character.
c. Use a range of
narrative devices (e.g., dialogue, suspense).
2.2 Write expository compositions
(e.g., description, explanation, comparison and contrast, problem and
solution):
a. State the thesis or
purpose.
b. Explain the situation.
c. Follow an
organizational pattern appropriate to the type of composition.
d. Offer persuasive
evidence to validate arguments and conclusions as needed.
2.3 Write research reports:
a. Pose relevant questions
with a scope narrow enough to be thoroughly covered.
b. Support the main idea
or ideas with facts, details, examples, and explanations from multiple
authoritative sources (e.g., speakers, periodicals, online information
searches).
c. Include a bibliography.
2.4 Write responses to literature and
the Bible:
a. Develop an
interpretation exhibiting careful reading, understanding, and insight.
b. Organize the
interpretation around several clear ideas, premises, or images.
c. Develop and justify the
interpretation through sustained use of examples and textual evidence.
2.5 Write persuasive compositions:
a. State a clear position
on a proposition or proposal.
b. Support the position
with organized and relevant evidence.
c. Anticipate and address
reader concerns and counter arguments.
d. Using Church teachings, solve a moral issue.
2.6 Write a Church petition.
2.7 Write an original prayer.
Written and
Oral English Language Conventions
The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.
1.0 Written
and Oral English Language Conventions
Students write and speak with a command of Standard English conventions appropriate to this grade level.
Sentence Structure
1.1 Use simple, compound, and
compound-complex sentences; use effective coordination and subordination of
ideas to express complete thoughts.
Grammar
1.2 Identify and properly use
indefinite pronouns and present perfect, past perfect, and future perfect verb tenses;
ensure that verbs agree with compound subjects.
Punctuation
1.3 Use colons after the salutation in
business letters and in citing Bible verses.
Capitalization
1.4 Use correct capitalization.
Spelling
1.5 Spell frequently misspelled words correctly (e.g., their, they’re, there).
Listening and
Speaking
1.0 Listening
and Speaking Strategies
Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication.
Comprehension
1.1 Relate the speaker’s verbal
communication (e.g., word choice, pitch, feeling, tone) to the nonverbal
message (e.g., posture, gesture).
1.2 Identify the tone, mood, and
emotion conveyed in the oral communication.
1.3 Restate and execute multiple-step
oral instructions and directions.
Organization
and Delivery of Oral Communication
1.4 Select a focus, an organizational
structure, and a point of view, matching the purpose, message, occasion, and vocal
modulation to the audience.
1.5 Emphasize the salient points to
assist the listener in following the main ideas and concepts.
1.6 Support opinions with detailed
evidence and with visual or media displays that use appropriate technology.
1.7 Use effective rate, volume, pitch
and tone and align nonverbal elements to sustain audience interest and
attention.
Analysis and Evaluation of Oral and Media
Characteristics
1.8 Analyze the use of rhetorical devices (e.g., cadence, repetitive patterns, use of onomatopoeia) for intent and effect.
1.9 Identify persuasive and propaganda
techniques used in television and identify false and misleading information.
1.10 Weigh media messages against the moral and religious standards of the Catholic Church.
2.0 Speaking
Applications (Genres and Their Characteristics)
Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
Using the speaking strategies of grade six outlined in Listening and
Speaking Standard 1.0, students:
2.1 Deliver narrative presentations:
a. Establish a context,
plot, and point of view.
b. Include sensory details
and concrete language to develop the plot and character.
c. Use a range of
narrative devices (e.g., dialogue, tension, or suspense).
2.2 Deliver informative presentations:
a. Pose relevant questions
sufficiently limited in scope to be completely and thoroughly answered.
b. Develop the topic with
facts, details, examples, and explanations from multiple authoritative sources
(e.g., speakers, periodicals, online information).
2.3 Deliver oral responses to
literature:
a. Develop an
interpretation exhibiting careful reading, understanding, and insight.
b. Organize the
selected interpretation around several clear ideas, premises, or images.
c. Develop and justify
the selected interpretation through sustained use of examples and textual
evidence.
2.4 Deliver persuasive presentations:
a. Provide a clear
statement of the position.
b. Include relevant
evidence.
c. Offer a logical
sequence of information.
d. Engage the listener and
foster acceptance of the proposition or proposal.
2.5 Deliver presentations on problems and solutions, including areas of social justice:
a. Theorize on the causes and effects of each problem and establish connections between the defined problem and at least one solution.
b. Offer persuasive evidence to validate the definition of the problem and the proposed solutions.
2.6 Read in Mass or present a Mass
reading in class.
LANGUAGE ARTS STANDARDS
Grade Seven
1.0 Word
Analysis, Fluency, and Systematic Vocabulary Development
Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.
Vocabulary and Concept Development
1.1 Identify idioms, analogies,
metaphors, and similes in prose and poetry.
1.2 Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixed to understand content-area vocabulary.
1.3 Clarify word meanings through the
use of definition, example, restatement, or contrast.
2.0 Reading
Comprehension (Focus on Informational Materials)
Students read and understand grade-level appropriate material and student Bibles. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade seven, students make substantial progress toward this goal.
Structural Features of Informational Materials
2.1 Understand and analyze the
differences in structure and purpose between various categories of
informational materials (e.g., textbooks, newspapers, instructional manuals,
signs).
2.2 Locate information by using a
variety of consumer, workplace, and public documents.
2.3 Analyze text that uses the
cause-and-effect organizational pattern.
Comprehension
and Analysis of Grade-Level-Appropriate Text
2.4 Identify and trace the development of an author’s argument, point of view, or perspective in text.
2.5 Understand and explain the use of a simple mechanical device by following technical directions.
Expository Critique
2.6 Assess the adequacy, accuracy, and
appropriateness of the author’s evidence to support claims and
assertions, noting instances of bias and stereotyping.
2.7 Possess the ability to locate a particular verse or reading in the Bible, using only chapter number and verse.
2.8 Understand and analyze the differences in structure and purpose between the four gospels and their writers.
.
3.0 Literary
Response and Analysis
Students read and respond to historically or culturally significant works of literature, including the Bible, that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works.
Structural Features of Literature
3.1 Articulate the expressed purposes
and characteristics of different forms of prose (e.g., short story, novel,
novella, essay).
Narrative
Analysis of Grade-Level-Appropriate Text
3.2 Identify events that advance the
plot and determine how each event explains past or present action(s) or
foreshadows future action(s).
3.3 Analyze characterization as
delineated through a character’s thoughts, words, speech patterns, and
actions; the narrator’s description; and the thoughts, words, and actions
of other characters.
3.4 Identify and analyze recurring
themes across works (e.g., the value of bravery, loyalty, and friendship; the
effects of loneliness).
3.5 Contrast points of view (e.g.,
first and third person, limited and omniscient, subjective and objective) in
narrative text and explain how they affect the overall theme of the work.
Literary
Criticism
3.6 Analyze a range of responses to a
literary work and determine the extent to which the literary elements in the
work shaped those responses.
3.7 Interpret the writings of the gospel writers, using specific Bible verses.
Writing
1.0 Writing
Strategies
Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.
Organization and Focus
1.1 Create an organizational structure
that balances all aspects of the composition and uses effective transitions
between sentences to unify important ideas.
1.2 Support all statements and claims
with anecdotes, descriptions, facts and statistics, and specific drafts.
1.3 Use strategies of note taking,
outlining, and summarizing to impose structure on composition drafts.
Research
and Technology
1.4 Identify topics; ask and evaluate
questions; and develop ideas leading to inquiry, investigation, and research.
1.5 Give credit for both quoted and paraphrased
information in a bibliography by using a consistent and sanctioned format and
methodology for citations.
1.6 Create documents by using
word-processing skills and publishing programs; develop simple databases and
spreadsheets to manage information and prepare reports.
Evaluation and Revision
1.7 Revise writing to improve
organization and word choice after checking the logic of the ideas and the
precision of the vocabulary.
1.8 Research the life of a Biblical
figure or saint and use word processing skills to publish the work.
1.9 Write fluidly and legibly in cursive or joined italic.
2.0 Writing
Applications (Genres and Their Characteristics)
Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. The writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
Using the writing strategies of grade seven outlined in Writing Standard 1.0, students:
2.1 Write fictional or autobiographical
narratives:
a. Develop a standard plot
line (having a beginning, conflict, rising action, climax, and denouement) and
point of view.
b. Develop complex major
and minor characters and a definite setting.
c. Use a range of
appropriate strategies (e.g., dialogue; suspense; naming of specific narrative
action, including movement, gestures, and expressions).
2.2 Write responses to literature and
the Bible:
a. Develop interpretations
exhibiting careful reading, understanding, and insight.
b. Organize
interpretations around several clear ideas, premises, or images from the
literary work.
c. Justify interpretations
through sustained use of examples and textual evidence.
2.3 Write research reports:
a. Pose relevant and
tightly drawn questions about the topic.
b. Convey clear and
accurate perspectives on the subject.
c. Include evidence
compiled through the formal research process (e.g., use of a card catalog,
Reader’s Guide to Periodical Literature, a computer catalog, magazines,
newspapers, dictionaries).
d. Document reference
sources by means of footnotes and a bibliography.
2.4 Write persuasive compositions:
a. State a clear position
or perspective in support of a proposition or proposal.
b. Describe the points in
support of the proposition, employing well-articulated evidence.
c. Anticipate and address
reader concerns and counter arguments.
2.5 Write summaries of reading
materials:
a. Include the main ideas
and most significant details.
b. Use the student’s
own words, except for quotations.
c. Reflect underlying
meaning, not just the superficial details.
2.6 Write a Church petition.
Written and
Oral English Language Conventions
The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.
1.0 Written and Oral English Language
Conventions
Students write and speak with a command of Standard English conventions appropriate to the grade level.
Sentence Structure
1.1 Place modifiers properly and use
the active voice.
Grammar
1.2 Identify and use infinitives and
participles and make clear references between pronouns and antecedents,
1.3 Identify all parts of speech and
types and structure of sentences.
1.4 Demonstrate the mechanics of
writing (e.g., quotation marks, commas at end of dependent clauses) and
appropriate English usage (e.g., pronoun reference).
Punctuation
1.5 Identify hyphens, dashes, brackets,
and semicolons and use them correctly.
Capitalization
1.6 Use correct capitalization.
Spelling
1.7 Spell derivatives correctly by
applying the spellings of bases and affixes.
Listening and Speaking
1.0 Listening and Speaking Strategies
Deliver focused,
coherent presentations that convey ideas clearly and relate to the background
and interests of the audience.
Students evaluate the content of oral communication.
Comprehension
1.1 Ask probing questions to elicit
information, including evidence to support the speaker’s claims and
conclusions.
1.2 Determine the speaker’s
attitude toward the subject.
1.3 Respond to persuasive messages with
questions, challenges, or affirmations.
Organization
and Delivery of Oral Communication
1.4 Organize information to achieve
particular purposes and to appeal to the background and interests of the
audience.
1.5 Arrange supporting details,
reasons, descriptions, and examples effectively and persuasively in relation to
the audience.
1.6 Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact, for effective presentations.
Analysis and Evaluation of Oral and Media
Communication
1.7 Provide constructive feedback to speakers
concerning the coherence and logic of a speech’s content and delivery and
its overall impact upon the listener.
1.8 Analyze the effect on the viewer of images, text, and sound in electronic journalism; identify the techniques used to achieve the effects in each instance studied.
1.9 Weigh media messages against the
moral and religious standards of the Catholic Church.
2.0 Speaking
Applications (Genres and Their Characteristics)
Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
Using the speaking strategies of grade seven outlined in Listening and
Speaking Standard 1.0, students:
2.1 Deliver narrative presentations:
a. Establish a context,
standard plot line (having a beginning, conflict, rising action, climax, and
denouement), and point of view.
b. Describe complex major
and minor characters and a definite setting.
c. Use a range of
appropriate strategies, including dialogue, suspense, and naming of specific
narrative action (e.g., movement, gestures, expressions).
2.2 Deliver oral summaries of articles
and books:
a. Include the main ideas
of the eve3nt or article and the most significant details.
b. Use the student’s
own words, except for material quoted from sources.
c. Convey a comprehensive
understanding of sources, not just superficial details.
2.3 Deliver research presentations:
a. Pose relevant and
concise questions about the topic.
b. Convey clear and
accurate perspectives on the subject.
c. Include evidence
generated through the formal research process (e.g., use of a card catalog,
Reader’s Guide to Periodical Literature, computer databases, magazines,
newspapers, dictionaries).
d. Cite reference sources
appropriately.
2.4 Deliver persuasive presentations:
a. State a clear position
or perspective in support of an argument or proposal.
b. Describe the points in
support of the argument and employ well-articulated evidence.
2.5 Read in Mass or present a Mass
reading in class.
2.6 Deliver an oral summary of essays
or reports, as they relate to religious figures.
LANGUAGE ARTS STANDARDS
Grade Eight
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.
Vocabulary and Concept Development
1.1 Analyze idioms, analogies, metaphors, and similes to infer the literal and figurative meanings of phrases.
1.2 Understand the most important
points in the history of English language and use common word origins to
determine the historical influences on English word meanings.
1.3 Use word meanings within the
appropriate context and show ability to verify those meanings by definition, restatement,
example, comparison, or contrast.
2.0 Reading
Comprehension (Focus on Informational Materials)
Students read and understand grade-level appropriate material and student Bibles. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. In addition, by grade eight, students read one million words annually on their own, including a good representation of narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information).
Structural Features of Informational
Materials
2.1 Compare and contrast the features
and elements of consumer materials to gain meaning from documents (e.g., warranties,
contracts, product information, instruction manuals).
2.2 Analyze text that uses proposition and support patterns.
Comprehension and Analysis of Text
2.3 Find similarities and differences between texts in the treatment, scope, or organization of ideas.
2.4 Compare the original text to a
summary to determine whether the summary accurately captures the main ideas,
includes critical details, and conveys the underlying meaning.
2.5 Understand and explain the use of a
complex mechanical device by following technical directions.
2.6 Use information from a variety of
consumer, workplace, and public documents to explain a situation or decision
and to solve a problem.
Expository
Critique
2.7 Evaluate the unity, coherence, logic, internal consistency, and structural patterns of text.
3.0 Literary
Response and Analysis
Students read and respond to historically or culturally significant works of literature, including the Bible, that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works.
Structural Features of Literature
3.1 Determine and articulate the
relationship between the purposes and characteristics of different forms of poetry
(e.g., ballad, lyric, couplet, epic, elegy, ode, sonnet).
Narrative
Analysis of Text
3.2 Evaluate the structural elements of
the plot (e.g., subplots, parallel episodes, climax),
the plot’s development, and the way in which conflicts are (or are not)
addressed and resolved.
3.3 Compare and contrast motivations
and reactions of literary characters form different historical eras confronting
similar situations or conflicts.
3.4 Analyze the relevance of the
setting (e.g., place, time, customs) to the mood,
tone, and meaning of the text.
3.5 Identify and analyze recurring
themes (e.g., good versus evil) across traditional and contemporary works.
3.6 Identify significant literary
devices (e.g., metaphor, symbolism, dialect, irony) that define a
writer’s style and use those elements to interpret the work.
Literary
Criticism
3.7 Analyze a work of literature,
showing how it reflects the heritage, traditions, attitudes, and beliefs of its
author (Biographical approach).
Writing
1.0 Writing
Strategies
Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.
Organization and Focus
1.1 Create compositions that establish
a controlling impression, have a coherent thesis, and end with a clear and
well-supported conclusion.
1.2 Establish coherence within and
among paragraphs through effective transitions, parallel structures, and
similar writing techniques.
1.3 Support theses or conclusions with
analogies, paraphrases, quotations, opinions from authorities, comparisons, and
similar devices.
Research
and Technology
1.4 Plan and conduct multiple-stop information
searches by using computer networks and modems.
1.5 Achieve an effective balance
between researched information and original ideas.
Evaluation
and Revision
1.6 Revise writing for word choice;
appropriate organization; consistent point of view; and transitions between
paragraphs, passages, and ideas.
1.7 Write fluidly and legibly in
cursive or joined italic.
2.0 Writing
Applications (Genres and Their Characteristics)
Students write narrative, expository, persuasive, and descriptive essays of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
Using the writing strategies of grade eight outlined in Writing Standard 1.0, students:
2.1 Write biographies, autobiographies,
short stories, or narratives:
a. Relate a clear,
coherent incident, event, or situation by using well-chosen details.
b. Reveal the significance
of, or the writer’s attitude about, the subject.
c. Employ narrative and
descriptive strategies (e.g., relevant dialogue, specific action, physical
description, background description, comparison or contrast of characters).
2.2 Write responses to literature and
the Bible:
a. Exhibit careful reading
and insight in their interpretations.
b. Connect the
student’s own responses to the writer’s techniques and to specific
textual references.
c. Draw supported
inferences about the effects of a literary work on its audience.
d. Support judgments
through references to the text, other works, other authors, or to personal
knowledge.
2.3 Write research reports:
a. Define a thesis.
b. Record important ideas,
concepts, and direct quotations from significant information sources and
paraphrase and summarize all perspectives on the topic, as appropriate.
c. Use a variety of
primary and secondary sources and distinguish the nature and value of each.
d. Organize and display
information on charts, maps, and graphs.
2.4 Write persuasive compositions:
a. Include a well-defined thesis (i.e., one that makes a clear and knowledgeable judgment).
b. Present detailed evidence, examples, and reasoning to support arguments, differentiating between facts and opinion.
c. Provide details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counter-arguments.
2.5 Write documents related to career
development, including simple business letters and job applications:
a. Present information
purposefully and succinctly and meet the needs of the intended audience.
b. Follow the conventional
format for the type of document (e.g., letter of inquiry, memorandum).
2.6 Write technical documents:
a. Identify the sequence of activities needed to design a system, operate a tool, or explain the bylaws of an organization.
b. Include all the factors and variables that need to be considered.
c. Use formatting techniques (e.g., headings, differing fonts) to aid comprehension.
2.7 Write Church petitions.
Written and
Oral English Language Conventions
The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.
1.0 Written and Oral English Language Conventions
Students write sand speak with a command of Standard English conventions appropriate to this grade level.
Sentence Structure
1.1 Use correct and varied sentence
types and sentence openings to present a lively and effective personal style.
1.2 Identify and use parallelism,
including similar grammatical forms, in all written discourse to present items
in a series and items juxtaposed for emphasis.
1.3 Use subordination, coordination,
apposition, and other devices to indicate clearly the relationship between
ideas.
Grammar
1.4 Edit written manuscripts to ensure
that correct grammar is used.
Punctuation
and Capitalization
1.5 Use correct punctuation and
capitalization.
Spelling
1.6 Use correct spelling conventions.
Listening and
Speaking
1.0 Listening
and Speaking Strategies
Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication.
Comprehension
1.1 Analyze oral interpretations of
literature, including language choice and delivery, and the effect of the
interpretations on the listener.
1.2 Paraphrase a speaker’s
purpose and point of view and ask relevant questions concerning the
speaker’s content, delivery, and purpose.
Organization
and Delivery of Oral Communication
1.3 Organize information to achieve
particular purposes by matching the message, vocabulary, voice modulation,
expression, and tone to the audience and purpose.
1.4 Prepare a speech outline based upon
a chosen pattern of organization, which generally includes an introduction;
transitions, previews, and summaries; a logically developed body; and an
effective conclusion.
1.5 Use precise language, action verbs,
sensory details, appropriate and colorful modifiers, and the active rather than
the passive voice in ways that enliven oral presentations.
1.6 Use appropriate grammar, word
choice, enunciation, and pace during formal presentations.
1.7 Use audience feedback (e.g., verbal
and nonverbal clues):
a. Reconsider and modify
the organizational structure or plan.
b. Rearrange words and
sentences to clarify the meaning.
Analysis and Evaluation of Communication
1.8 Evaluate the credibility of a
speaker (e.g., hidden agendas, slanted or biased material).
1.9 Interpret and evaluate the various
ways in which visual image-makers (e.g., graphic artists, illustrators, news photographers) communicate information and affect
impressions and opinions.
1.10 Weigh media messages against the moral and religious standards of the Catholic Church.
2.0 Speaking
Applications (Genres and Their Characteristics)
Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
Using the speaking strategies of grade eight outlined in Listening and Speaking Standard 1.0, students:
2.1 Deliver narrative presentations
(e.g., biographical, autobiographical):
a. Relate a clear,
coherent incident, event, or situation by using well-chosen details.
b. Reveal the significance
of, and the subject’s attitude about, the incident, event, or situation.
c. Employ narrative and
descriptive strategies (e.g., relevant dialogue, specific actions, physical
description, background description, comparison or contrast of characters).
2.2 Deliver oral responses to literature:
a. Interpret a reading and
provide insight.
b. Connect the
students’ own responses to the writer’s techniques and to specific
textual references.
c. Draw supported
inferences about the effects of a literary work on its audience.
d. Support judgments through
references to the text, other works, other authors, or personal knowledge.
2.3 Deliver research presentations:
a. Define a thesis.
b. Record important ideas,
concepts, and direct quotations from significant information sources and
paraphrase and summarize all relevant perspectives on the topic, as
appropriate.
c. Use a variety of
primary and secondary sources and distinguish the nature and value of each.
d. Organize and record
information on charts, maps, and graphs.
2.4 Deliver persuasive presentations:
a. Include a well-defined
thesis (i.e., one that makes a clear and knowledgeable judgment).
b. Differentiate fact from
opinion and support arguments with detailed evidence, examples, and reasoning.
c. Anticipate and answer
listener concerns and counter-arguments effectively through the inclusion and
arrangement of details, reasons, examples, and other elements.
d. Maintain a reasonable
tone.
2.5 Recite poems (of four to six
stanzas), sections of speeches, or dramatic soliloquies, using voice modulation,
tone, and gestures expressively to enhance the meaning.
2.6 Read in Mass or present a Mass
reading in class.
Language Arts
Tracking Sheet – Sixth Grade
Language Arts
Tracking Sheet – Seventh Grade
Language Arts
Tracking Sheet – Eighth Grade