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6 Grade Advanced English Language Arts Curriculum Essentials Document

Boulder Valley School District Department of Curriculum and Instruction April 2012

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Introduction On December 10, 2009, the Colorado State Board of Education adopted the revised English Language Arts: Reading, Writing and Communicating Academic Standards, along with academic standards in nine other content areas, creating Colorado’s first fully aligned preschool through high school academic expectations. Concurrent to the revision of the Colorado standards was the Common Core State Standards (CCSS) initiative. These standards present a national perspective on academic expectations for students in kindergarten through high school in the United States. On August 2, 2010, the Colorado State Board of Education adopted the Common Core State Standards, and requested the integration of the Common Core State Standards and the Colorado Academic Standards. All the expectations of the Common Core State Standards are embedded and coded with CCSS in the state standards document and in this BVSD Curriculum Essentials Document. In addition to standards in English Language Arts (ELA), the Common Core State Standards offer literacy expectations for history/social studies, science, and technical subjects. These expectations, in grades 6 through grade 12, are intended to assist teachers in “using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields.” (Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, page 3). These expectations are NOT meant to supplant academic standards in other content areas, but to be used as a literacy supplement. These standards are listed in the Appendix to the Secondary level BVSD Curriculum Essentials Document. This BVSD Curriculum Essentials Document incorporates all of the Common Core English Language Arts State Standards and the essentials from the Colorado Academic Standards for Reading, Writing and Communicating along with evidence outcomes identified by BVSD teachers. The Grade Level Expectations (GLE) have also been revised as measurable behavioral statements. You will note that the GLEs are similar statements across grade levels. The differences are seen within the Evidence Outcomes listed for each GLE at each grade level. We referenced the multiple resources used to write our BVSD curriculum and used the following notations throughout the CEDs:: Preschool – 12th notations: • Common Core State Standards (CCSS: #of the grade level standard)  Example: (CCSS: RL.3.10) • State or BVSD Teacher Addition: Brown font  Example: b. Speak clearly, using appropriate volume and pitch, for the purpose and audience. Preschool Only: The State standards and the preschool Teaching Strategies GOLD Objectives for Development & Learning Assessment was referenced in designing Grade Level Expectations and Evidence Outcomes. You will note parenthetical statements such as (adapted from G.12.a.6) if the GOLD Assessment was used. The G represents GOLD Assessment, 12.a represents the objective number and the 6 represents the student behavior indicator. This curriculum document is a culmination of an extended, broad-based effort to fulfill the charge issued by the Colorado Department of Education to design a curriculum that meets or exceeds the state standard expectations and to ensure that all students are college and career ready in English Language Arts when they graduate from BVSD. The Boulder Valley English Language Arts: Reading, Writing, and Communicating Curriculum Council would like to thank the many teachers, specialists, and assistants who were contributing writers to this important document.

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21st Century Skills and Readiness Competencies in English Language Arts: Reading, Writing, and Communicating The reading, writing, and communicating subcommittee embedded 21st century skills, school readiness, and postsecondary and workforce readiness skills into the revised standards utilizing descriptions developed by Coloradans and vetted by educators, policymakers, and citizens. Colorado's Description of 21st Century Skills The 21st century skills are the synthesis of the essential abilities students must apply in our rapidly changing world. Today’s students need a repertoire of knowledge and skills that are more diverse, complex, and integrated than any previous generation. Drama and theatre arts are inherently demonstrated in each of Colorado’s 21st century skills, as follows: Critical Thinking and Reasoning Critical thinking and reasoning are vital to advance in the technologically sophisticated world we live in. In order for students to be successful and powerful readers, writers, and communicators, they must incorporate critical thinking and reasoning skills. Students need to be able to successfully argue a point, justify reasoning, evaluate for a purpose, infer to predict and draw conclusions, problem solve, and understand and use logic to inform critical thinking. Information Literacy The student who is information-literate accesses information efficiently and effectively by reading and understanding essential content of a range of informational texts and documents in all academic areas. This involves evaluating information critically and competently; accessing appropriate tools to synthesize information; recognizing relevant primary and secondary information; and distinguishing among fact, point of view, and opinion. Collaboration Reading, writing, and communicating must encompass collaboration skills. Students should be able to collaborate with each other in multiple settings: peer groups, one-on-one, in front of an audience, in large and small group settings, and with people of other ethnicities. Students should be able to participate in a peer review, foster a safe environment for discourse, mediate opposing perspectives, contribute ideas, speak with a purpose, understand and apply knowledge of culture, and seek others’ ideas. Self-Direction Students who read, write, and communicate independently portray self-direction by using metacognition skills. These important skills are a learner’s automatic awareness of knowledge and ability to understand, control, and manipulate cognitive processes. These skills are important not only in school but throughout life, enabling the student to learn and set goals independently. Invention Appling new ways to solve problems is an ideal in reading and writing instruction. Invention is one of the key components of creating an exemplary writing piece or synthesizing information from multiple sources. Invention takes students to a higher level of metacognition while exploring literature and writing about their experiences.

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Standards in English Language Arts: Reading, Writing, and Communicating Standards are the topical organization of an academic content area. The four standards of English Language Arts: Reading, Writing, and Communicating are: 1. Speaking and Listening Learning of word meanings occurs rapidly from birth through adolescence within communicative relationships. Everyday interactions with parents, teachers, peers, friends, and community members shape speech habits and knowledge of language. Language is the means to higher mental functioning, that which is a species-specific skill, unique to humans as a generative means for thinking and communication. Through linguistic oral communication, logical thinking develops and makes possible critical thinking, reasoning, development of information literacy, application of collaboration skills, selfdirection, and invention. Oral language foundation and written symbol systems concretize the way a student communicates. Thus, students in Colorado develop oral language skills in listening and speaking, and master the written language skills of reading and writing. Specifically, holding Colorado students accountable for language mastery from the perspectives of scientific research in linguistics, cognitive psychology, human information processing, brain-behavior relationships, and socio-cultural perspectives on language development will allow students to master 21st century skills and serve the state, region, and nation well. 2. Reading for All Purposes Literacy skills are essential for students to fully participate in and expand their understanding of today’s global society. Whether they are reading functional texts (voting ballots, a map, a train schedule, a driver’s test, a job application, a text message, product labels); reference materials (textbooks, technical manuals, electronic media); or print and non-print literary texts, students need reading skills to fully manage, evaluate, and use the myriad information available in their day-to-day lives. 3. Writing and Composition Writing is a fundamental component of literacy. Writing is a means of critical inquiry; it promotes problem solving and mastering new concepts. Adept writers can work through various ideas while producing informational, persuasive, and narrative or literary texts. In other words, writing can be used as a medium for reasoning and making intellectual connections. As students arrange ideas to persuade, describe, and inform, they engage in logical critique, and they are likely to gain new insights and a deeper understanding of concepts and content. 4. Research and Reasoning Research and Reasoning skills are pertinent for success in a postsecondary and workforce setting. Students need to acquire these skills throughout their schooling. This means students need to be able to distinguish their own ideas from information created or discovered by others, understand the importance of creating authentic works, and correctly cite sources to give credit to the author of the original work. The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects include a separate standard for Language. In this document, those Language expectations are integrated into the four standards above as appropriate.

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6th Grade Advanced Overview Course Description

Topics at a Glance

Sixth Grade Reading, Writing & Communicating focuses on the four academic standards: speaking and listening, reading for all purposes, writing and composition, and research and reasoning. This course builds upon elementary level instruction and demands increased application of skills and intellectual reasoning while reading, writing, speaking and listening. Focus studies include: analyzing literary components, examining text structures, developing vocabulary knowledge through context, organizing and structuring writing for intended audiences and purposes, informative/expository and persuasive writing, grammar and mechanics of English language

Assessments National, state, and district screeners, diagnostics, interim and summative assessments will be used, along with formative assessments to provide focused feedback to students and to design and adjust lessons and individual and small group learning plans. Below are some examples. • CELA, CSAP, Galileo • Running Records • Formal and Informal Writing Samples • Formal and Informal Reader’s Responses • Observations/ Interviews/Conversations • Final Projects and Presentations • Test/Quizzes • Student Self-Assessment

Standards 1. Speaking and Listening

Grade Level Expectations 1. 2.

2. Reading for All Purposes

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3. Writing and Composition

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4. Research and Reasoning

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Prepares for and delivers effective oral presentations. Prepare for and participate effectively in a range of collaborative discussions. Use information from texts to support analysis and personal responses to literature and poetry. Use textual evidence to support summary, analysis and evaluation of informational and persuasive texts. Analyze word relationships within literary, persuasive, and informational texts to learn grade-appropriate conversational, general academic and content-specific words and phrases. With awareness of audience and purpose, compose narrative writing. With awareness of audience and purpose, compose persuasive and informational writing. Use the recursive process of writing, including revising and editing for clarity and grammar and conventions use, to produce well-written documents for specific purposes and audiences. Conducts and shares research by synthesizing information from multiple sources. Recognize the implications of bias and assumptions in research.

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Comprehension and interpretation of a variety of fiction, non-fiction, poetry, electronic-based texts, and specific genre studies* Compare and contrast increasing complex levels of text* Writing for a variety of audiences and purposes Writing process with an emphasis on self and peer editing Importance of correct grammar and strong word choice to communicate effectively Vocabulary, word origins, spelling Research with an emphasis on judging the credibility and accuracy, and the citing of sources Technology as a writing, research, a communication tool Oral presentations (debate, speeches, formal presentations of learning, Socratic seminar, scored discussion, book groups)

* When available, text selections will connect to and enhance content-area studies in social studies and/or science courses.

Effective Components of English Language Arts Components of Quality Instruction that Demand Student‐Teacher Collaboration in the Learning Process • Clear and high expectation for all students • Instruction driven by standards/curriculum, not materials or a published program • Frequent, timely, meaningful feedback of student accomplishment • Instruction supports equity with multiple opportunities to learn through grouping, scaffolding, differentiation, and extension • Teachers use multiple forms of representation are used (e.g., pictures, words, symbols, diagrams, tables, graphs, word walls, and movement) Students actively engage in learning by: • Participating in classroom talk (listening, elaborating, clarifying, expanding) • Applying rigorous, strategic thinking (application, explanation, perspective-taking, interpretation, perspective, empathy, self‐knowledge) Teachers prepare for instruction by: • Scheduling 60 minutes each for reading, writing, speaking and listening each week • Using Data Driven Balanced Literacy Instructional Approaches ♦ Reading & writing demonstrations ♦ Shared and guided reading & writing ♦ Independent reading & writing • Balancing whole group, small group, and individual instruction • Using collaborative learning groups • Planning opportunities to read and write multiple genres • Providing opportunities for students to authentically respond to and judge what they read • Requiring students to publish their writing (including individual and/or group anthologies) • Integrating essential skills and strategies explicitly and systematically

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1. Speaking and Listening: Flexible communication and collaboration Including but not limited to skills necessary for formal presentations, the Speaking and Listening standard requires students to develop a range of broadly useful oral communication and interpersonal skills. Students must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task. Common Core Anchor Standards These are the Common Core College and Career Readiness Anchor Standards for Speaking and Listening. These anchor standards and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity— that together define the skills and understandings that all students must demonstrate.

SPEAKING AND LISTENING Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

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LANGUAGE Anchor Standards Connected to Speaking and Listening Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Colorado’s Prepared Graduate Competencies These are the preschool through grade 12 concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

Prepared Graduate Competencies in the Speaking and Listening Standard:

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Collaborate effectively as group members or leaders who listen actively and respectfully pose thoughtful questions, acknowledge the ideas of others, and contribute ideas to further the group’s attainment of an objective

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Deliver organized and effective oral presentations for diverse audiences and varied purposes

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Use language appropriate for purpose and audience

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Demonstrate skill in inferential and evaluative listening

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Content Area: English Language Arts - 6th Grade Standard: 1. Speaking and Listening Prepared Graduates:  Use language appropriate for purpose and audience.  Deliver organized and effective oral presentations for diverse audiences and varied purposes. GRADE LEVEL EXPECTATION Concepts and skills students master: 1. Prepare for and deliver effective oral presentations. Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: Inquiry Questions: Presentation of Knowledge and Ideas: 1. How do speakers make a good impression and make themselves a. Present claims and findings, sequencing ideas logically understood when presenting? and using pertinent descriptions, facts, and details to 2. When presenters want to persuade audience members, what is accentuate main ideas or themes; use established important for them to remember? verbal and non-verbal delivery techniques, including: 3. What current technologies will enhance the effectiveness of a adequate volume, clear pronunciation, appropriate eye presentation? contact, body position, and hand gestures. (Adapted Relevance and Application: from CCSS: SL.6.4) 1. Performing artists rehearse to perfect a performance before b. Include multimedia components (e.g., graphics, images, presenting to an audience. music, sound) and visual displays in presentations to 2. Digital recordings allow for reviewing a presentation to help establish context, clarify information, and broaden speakers understand what they do well and what they need to and deepen understanding. (Adapted from CCSS: improve. SL.6.5) 3. Advertising agencies develop media campaigns (for TV, radio, the c. Adapt speech to a variety of contexts and tasks, Internet, newspapers, and magazines) to persuade people to buy demonstrating command of formal English when indicated their products. or appropriate. (CCSS: SL.6.6) (See grade 6 Language 4. Online resources and mentor texts offer samples of language use expectations within the Writing standard and the BVSD from diverse backgrounds. Conventions Scope & Sequence page) 5. Webinars allow sharing with broader audiences. d. Prepare for audience and purpose by ensuring proper Nature of Discipline: length of presentation, suitable mode of dress, 1. Effective communicators can present a topic they know well appropriate topic, and ready-to-share, engaging 2. Skilled presenters plan and prepare for the delivery of a visuals and materials. presentation. e. Rehearse by carefully planning the sequence, script 3. Effective speakers demonstrate command of the conventions of and visuals (if applicable) of presentation. standard English grammar and usage when writing or speaking. f. Use formal and informal feedback to evaluate effectiveness of presentation. Listening to Presentations of Knowledge and Ideas: g. Demonstrate listening by providing oral and written feedback that reflects understanding, and insights into speaker’s message. h. Asks questions to pursue deeper and broader understanding and establish connections linking the purpose of the presentation to self and world. 3/30/2012

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Content Area: English Language Arts - 6th Grade Standard: 1. Speaking and Listening Prepared Graduates:  Collaborate effectively as group members or leaders who listen actively and respectfully, pose thoughtful questions, acknowledge the ideas of others, and contribute ideas to further the group’s attainment of an objective.  Demonstrate skill in inferential and evaluative listening. GRADE LEVEL EXPECTATION Concepts and skills students master: 2. Prepare for and participate effectively in a range of collaborative discussions. Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: Inquiry Questions: Comprehension and Collaboration: 1. What does a listener need to do in order to understand, evaluate a. Engage effectively in a range of collaborative discussions and/or respond to a presenter? (one-on-one, in groups, and teacher-led) with diverse 2. What can speakers do to make people want to listen to what they partners on grade 6 topics, texts, and issues, building on have to say? others' ideas and expressing their own clearly. (CCSS: 3. What listening strategies can individuals use while working in a SL.6.1) group? i. Come to discussions prepared, having thoroughly 4. How does body language tell a speaker that he/she is having the read or studied required material; including desired effect on the audience? writing comments in margins (or on sticky 5. Why is it important to understand multiple perspectives? notes) to track increasing levels of Relevance and Application: understanding of the text; explicitly draw on 1. Contributing ideas and listening respectfully lead to greater buy-in that preparation by referring to evidence on the and give society a larger understanding of views of group topic, text, or issue to probe and reflect on ideas members. (Scientists collect seemingly unrelated facts and under discussion. (Adapted from CCSS: SL.6.1a) discoveries and put them together to formulate a hypothesis. ii. Follow rules for collegial discussions, set specific Coaches develop game plans that require the players to actively goals and deadlines, and define individual roles as listen and participate to be successful.) needed. (CCSS: SL.6.1b) 2. The Internet offers search engines and library databases that help iii. Pose and respond to specific questions with users identify credible sources. elaboration and detail by making comments that Nature of Discipline: contribute to the topic, text, or issue under 1. Collaboration expands thinking and understanding by integration discussion. (CCSS: SL.6.1c) of others’ ideas and perspectives. iv. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. (CCSS: SL.6.1d) b. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. (CCSS: SL.6.2) c. Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. (CCSS: SL.6.3)

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d. Use evidence to develop credibility (such as citing the text to support opinions). e. Focusing on a central idea, prepare and ask relevant interview questions for gathering information and developing understanding; evaluate the effectiveness of the techniques used and information gained from the interview. f. Recognize the difference between informal and formal language and make choices appropriate for group purposes.

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2. Reading: Text complexity and the growth of comprehension The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-by grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts. Common Core Anchor Standards These are the Common Core College and Career Readiness Anchor Standards for Reading and Language. These anchor standards and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity— that together define the skills and understandings that all students must demonstrate. READING Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. *Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.

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LANGUAGE Anchor Standards Connected to Reading Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Colorado’s Prepared Graduate Competencies These are the preschool through grade 12 concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

Prepared Graduate Competencies in the Reading for All Purposes Standard:

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Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary

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Demonstrate comprehension of a variety of informational, literary, and persuasive texts

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Evaluate how an author uses words to create mental imagery, suggest mood, and set tone

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Read a wide range of literature (American and world literature) to understand important universal themes and the human experience

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Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts

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Engage in a wide range of nonfiction and real-life reading experiences to solve problems, judge the quality of ideas, or complete daily tasks

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From the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (Pages 31 and 57):

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Content Area: English Language Arts - 6th Grade Standard: 2. Reading for All Purposes Prepared Graduates:  Demonstrate comprehension of a variety of informational, literary, and persuasive texts.  Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts.  Evaluate how an author uses words to create mental imagery, suggest mood, and set tone. GRADE LEVEL EXPECTATION Concepts and skills students master: 1. Use information from texts to support analysis and personal responses to literature and poetry. Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: Inquiry Questions: Key Ideas and Details: 1. How does understanding the author’s purpose help readers a. Cite textual evidence to support analysis of what the text says comprehend the text? explicitly as well as inferences drawn from the text; 2. How do readers adjust thinking strategies to better understand distinguish between a strong and weak inference. texts? (adapted from CCSS: RL.6.1) 3. How are literary texts similar? How are they different? b. Determine a theme or central idea of a text and how it is 4. Why does point of view matter? How does it contribute to conveyed through particular details; provide a summary of the conflict? How can point of view reduce conflict? How do text distinct from personal opinions or judgments. (CCSS: different characters represent different points of view? RL.6.2) 5. How does a reader determine the primary message that the c. Describe how a particular story's or drama's plot unfolds in a author wants interpreted from the passage? series of episodes as well as how the characters respond or 6. How can readers support their opinions by using evidence change as the plot moves toward a resolution. (CCSS: RL.6.3) within texts? d. Analyze the theme or central idea of a text to draw Relevance and Application: parallels to personal experience. 1. When readers become aware of how an author writes, they can Craft and Structure: increase their own sentence fluency when they are writing. e. Determine the meaning of words and phrases as they are (Comic books are creative genres that use dialogue, mood, and used in a text, including figurative and connotative meanings; setting to entertain or make a point.) analyze the impact of a specific word choice on meaning and 2. Readers choose literary texts based on author’s style, personal tone. (CCSS: RL.6.4) connections, desire to expand their world view, and interest. f. Analyze how a particular sentence, chapter, scene, or stanza 3. Sometimes one can access authors online via tools such as fits into the overall structure of a text and contributes to the Skype, Facebook, and blogs to gain insight into the writer’s development of the theme, setting, plot, and tone. (Adapted purpose. from CCSS: RL.6.5) Nature of Discipline: g. Explain how an author develops the point of view of the 1. When readers pay attention to how an author uses language, narrator or speaker in a text. (CCSS: RL.6.6) they increase their reading fluency and comprehension. Integration of Knowledge and Ideas: 2. Readers use the same skills they have gleaned from some of h. Compare and contrast the experience of reading a story, their favorite authors when they write. drama, or poem to listening to or viewing an audio, video, or 3. Readers who analyze characters’ responses to different live version of the text, including contrasting what is “seen" situations can respond more flexibly to their own situations. and "heard" when reading the text to what perceived when 4. Skilled readers apply their knowledge when reading in Science, listening or watching; judge, and support by citing Technical Subjects, and History/Social Studies --See: Common specific literary and/or media-based elements, which Core Reading Standards for Literacy in Science and Technical medium is most effective based on audience and Subjects, Grades 6-8. (CCSS: RST.6-8.1-10) and Common Core 3/30/2012

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purpose. (Adapted from CCSS: RL.6.7) Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics; analyze what makes a particular genre distinct and well-suited for a particular content. (Adapted from CCSS: RL.6.9) j. Use questions and simple graphic organizers to clarify, track and extend comprehension of literature. k. Develop and share interpretations of literary works of personal interest. l. Recognize elements of myth, fable, and fairytale as they appear in contemporary literary works. m. Recognize elements of a primary source document in other works of literature. Range of Reading and Complexity of Text: n. By the end of the year, read, comprehend, and analyze literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. (Adapted from CCSS: RL.6.10) i.

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Reading Standards for Literacy in History/Social Studies, Grades 6-8. (CCSS: RH.6-8.1-10)

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Content Area: English Language Arts - 6th Grade Standard: 2. Reading for All Purposes Prepared Graduates:  Demonstrate comprehension of a variety of informational, literary, and persuasive texts.  Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts.  Engage in a wide range of nonfiction and real-life reading experiences to solve problems, judge the quality of ideas, or complete daily tasks. GRADE LEVEL EXPECTATION Concepts and skills students master: 2. Use textual evidence to support summary , analysis and evaluation of informational and persuasive texts. Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: Inquiry Questions: Key Ideas and Details: 1. How and when do readers adjust reading strategies to better a. Cite textual evidence to support analysis of what the text says understand different types of text? explicitly as well as inferences drawn from the text. (CCSS: 2. What text features are most helpful and why? How do text RI.6.1) features help readers to access information quickly? Why do b. Determine a central idea of a text and how it is conveyed authors use specific text features to convey a message? through particular details; provide a summary of the text 3. How do readers know if the text is informing them or trying distinct from personal opinions or judgments. (CCSS: RI.6.2) to persuade them? How can an author’s perspective inform c. Analyze in detail how a key individual, event, or idea is readers or persuade the readers to change their thinking? introduced, illustrated, and elaborated in a text (e.g., through 4. How does comprehension of informational text contribute to examples or anecdotes). (CCSS: RI.6.3) lifelong learning? Craft and Structure: 5. How are conclusions different from evaluations? d. Determine the meaning of words and phrases as they are used Relevance and Application: in a text, including figurative, connotative, and technical 1. All events have a cause and effect (when a sports team loses meanings; analyze the impact of specific word choice on playoff games, when an adult can’t read, when students don’t meaning and tone. (Adapted from CCSS: RI.6.4) study for a test). e. Analyze how a particular sentence, paragraph, chapter, or 2. Drawing conclusions supports thinking when making decisions section fits into the overall structure of a text and contributes to (completing a science experiment, deciding what kind of car the development of the minor and major ideas. (Adapted from to buy, choosing a college to attend). CCSS: RI.6.5) 3. Readers need to be aware of persuasive techniques that can f. Determine an author's point of view or purpose in a text and influence their decisions (magazine ads about cosmetics, explain how it is conveyed in both smaller sections and the smoking, and alcohol). entire whole of the text. (Adapted from CCSS: RI.6.6) 4. Organizational structures of online text are non-linear and Integration of Knowledge and Ideas: very different from print text, requiring understanding and g. Using specific texts, integrate information presented in skill to achieve comprehension. different media or formats (e.g., visually, quantitatively) as well Nature of Discipline: as in words to develop a coherent understanding of a topic or 1. Readers use text features as a source for finding information. issue. (Adapted from CCSS: RI.6.7) 2. Skilled readers apply their knowledge when reading in h. Trace and evaluate the argument and specific claims in a text, Science, Technical Subjects, and History/Social Studies -distinguishing claims that are supported by reasons and See: Common Core Reading Standards for Literacy in Science evidence from claims that are not. (CCSS: RI.6.8) and Technical Subjects, Grades 6-8. (CCSS: RST.6-8.1-10) 3/30/2012

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Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person); produce criteria that could be used to evaluate the effectiveness of the texts under study. (Adapted from CCSS: RI.6.9) j. Use and organize information from text and text features (such as timeline, diagram, captions, glossary, index) to answer questions, deepen understanding, or perform specific tasks. k. Organize and synthesize information from multiple sources, determining the relevance of information. l. Locate, interpret and explain informational texts of personal interest. Range of Reading and Level of Text Complexity: m. By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RI.6.10)

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and Common Core Reading Standards for Literacy in History/Social Studies, Grades 6-8. (CCSS: RH.6-8.1-10)

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Content Area: English Language Arts - 6th Grade Standard: 2. Reading for All Purposes Prepared Graduates:  Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary.  Demonstrate comprehension of a variety of informational, literary, and persuasive texts. GRADE LEVEL EXPECTATION: Concepts and skills students master: 3. Analyze word relationships within literary, persuasive, and informational texts to learn grade-appropriate conversational, general academic and content-specific words and phrases. Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: Vocabulary Acquisition and Use: a. Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. (CCSS: L.6.4) i. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. (CCSS: L.6.4a) ii. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). (CCSS: L.6.4b) iii. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. (CCSS: L.6.4c) iv. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (CCSS: L.6.4d) v. Make connections back to previous sentences and ideas to resolve problems in comprehension vi. Employ synonyms or antonyms gleaned from a passage to provide an approximate meaning of a word vii. Explain how word choice and sentence structure are used to achieve specific effects (such as tone, voice, and mood). b. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS: 3/30/2012

Inquiry Questions: 1. How does knowledge of roots and affixes help determine the meaning of unknown words? 2. How does the larger context help readers understand confusing words or ideas? 3. How does a readers’ knowledge of morphology help them effectively decode and understand multisyllabic words? 4. How did the English language end up with so many “borrowed” roots from Latin and Greek? 5. How do informal social media (e.g. texting, live chat, Twitter) enhance and/or impede communication? Relevance and Application: 1. Readers apply knowledge of roots and affixes to help determine the meanings of unfamiliar words. (Doctors and nurses read medical books and journals, scientists read research reports and scientific studies.) 2. Researchers use electronic resources to find information on unfamiliar topics or to find out more information. 3. Hypertext and quick-search features in Web sites and online databases can help one quickly obtain meaning. Nature of the Discipline: 1. Readers transfer knowledge of roots and affixes when reading and writing unfamiliar words. 2. Readers make intentional bridging inferences and connections between sections to resolve problems in comprehension.

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L.6.5) i. Interpret figures of speech (e.g., personification) in context. (CCSS: L.6.5a) ii. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. (CCSS: L.6.5b) iii. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). (CCSS: L.6.5c) iv. Understand that language represents and constructs how readers perceive events, people, groups, and ideas; recognize positive and negative implications of language and identify how it can affect readers in different ways. c. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. (CCSS: L.6.6)

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3. Writing: Text types, responding to reading, and research The Standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing, other skills are more properly defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives. Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts. Because of the centrality of writing to most forms of inquiry, research standards are prominently included in this strand, though skills important to research are infused throughout the document. From the Common Core State Standards Expectations for EACH grade level: “Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.” Common Core Anchor Standards These are the Common Core College and Career Readiness Anchor Standards for Writing and Language. These anchor standards and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity— that together define the skills and understandings that all students must demonstrate. WRITING Text Types and Purposes (*These broad types of writing include many subgenres.) 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 3/30/2012

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LANGUAGE Anchor Standards Connected to Writing Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Prepared Graduate Competencies These are the preschool through grade 12 concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting. Prepared Graduate Competencies in the Writing and Composition standard:

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Write with a clear focus, coherent organization, sufficient elaboration, and detail

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Effectively use content-specific language, style, tone, and text structure to compose or adapt writing for different audiences and purposes

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Apply standard English conventions to effectively communicate with written language

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Implement the writing process successfully to plan, revise, and edit written work

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Master the techniques of effective informational, literary, and persuasive writing

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Content Area: English Language Arts - 6th Grade Standard: 3. Writing and Composition Prepared Graduates:  Write with a clear focus, coherent organization, sufficient elaboration, and detail. GRADE LEVEL EXPECTATION Concepts and skills students master: 1. With awareness of audience and purpose, compose narrative writing. Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: Inquiry Questions: Text Types and Purposes: 1. What helps a reader visualize the character, setting, and plot in a. Write narratives to develop real or imagined experiences or a composition? events using effective technique, relevant descriptive 2. How does a writer’s knowledge of their audience and purpose details, and well-structured event sequences. (CCSS: contribute to their writing? W.6.3) 3. How do graphic organizers or planning guides support the i. Engage and orient the reader by establishing a writer? context and introducing a narrator and/or 4. How can the use of correct vocabulary, grammar, usage, and characters; organize an event sequence that unfolds mechanics add clarity to writing? naturally and logically; writer experiments with 5. How is revising a piece of writing as essential as the initial different types of conflict in story effort? development. (Adapted from CCSS: W.6.3a) 6. How can desktop and online resources be used to edit and ii. Use narrative techniques, such as dialogue, pacing, critique a work in progress? and description, to develop experiences, events, Relevance and Application: and/or characters. Writer experiments with two 1. When working on an important project at work people can use narrators. (Adapted from CCSS: W.6.3b) a variety of online resources to expand their ideas. iii. Use a variety of transition words, phrases, and 2. Pieces of electronic information can be stored for later use, clauses, and techniques to convey sequence and application, and research. signal shifts from one time frame or setting to Nature of Discipline: another. (Adapted from CCSS: W.6.3c) 1. Writers use the writing process, with a variety of media and iv. Use precise words and phrases, relevant descriptive technology tools to publish compositions. details, and sensory language to convey experiences 2. Writers use descriptive language to create mental pictures for and events. Writer experiments with techniques the reader. to develop author’s style. (Adapted from CCSS: 3. Skilled writers apply their knowledge when writing in Science, W.6.3d) Technical Subjects, and History/Social Studies -- See: Common v. Provide a conclusion that follows from the narrated Core Writing Standards for Literacy in History/Social Studies, experiences or events. (CCSS: W.6.3e) Science and Technical Subjects, Grades 6-8. (CCSS: WHST.6b. Use a range of poetic techniques (alliteration, 8.7-9) onomatopoeia, rhyme scheme); figurative language (simile, metaphor, personification); and graphic elements (capital letters, line length, word position) to express personal or narrative voice in texts.

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c. Use a range of planning strategies to organize ideas, and generate descriptive and sensory details (outline, web, free write, graphic organizers, list, etc). d. Use word choice, sentences structure, and sentence length to create voice and tone in writing. e. Revise and edit writing to strengthen clarity, fluency, ideas, vividness of voice, tone, organization, and conventions. f. Using specific criteria, engage in self-evaluation and peer review to explain strengths and weakness of one’s own writing and the writing of others. g. As writers, use mentor text/authors to help craft appropriate technique. h. Use a range of appropriate genre features (engaging plot, dialogue, stanza breaks) to develop and organize texts. i. Establish and maintain a controlling idea appropriate to audience and purpose.

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Content Area: English Language Arts - 6th Grade Standard: 3. Writing and Composition Prepared Graduates:  Write with a clear focus, coherent organization, sufficient elaboration, and detail. GRADE LEVEL EXPECTATION Concepts and skills students master: 2. With awareness of audience and purpose, compose persuasive and informational writing. Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: Inquiry Questions: Text Types and Purposes: 1. How is word selection important to a piece of writing? a. Write arguments to support claims with clear reasons and 2. How do writers organize their thinking to include the audience relevant evidence. (CCSS: W.6.1) they are addressing? How do writers convey precise messages i. Introduce claim(s), acknowledge alternate or to audiences? opposing claims and organize the reasons and 3. How does a writer gather information to create evidence clearly and logically. (CCSS: W.6.1a) informative/explanatory pieces of writing? ii. Support claim(s) with clear reasons and relevant 4. How do writers monitor their work to include information that is evidence, using credible sources and demonstrating relevant to the topic? a thorough understanding of the topic or text. 5. Why must opinion pieces include the writer’s point of view and (CCSS: W.6.1b) logically ordered reasons supported by facts and details? iii. Use words, phrases, and clauses to create 6. How can various tools help a writer revise and edit written cohesion and clarify the relationships among work? claim(s) and reasons. (CCSS: W.6.1c) Relevance and Application: iv. Establish and maintain a formal style. (CCSS: 1. Before a project is turned in to a supervisor, people work with a W.6.1d) co-worker to edit and revise their work. v. Provide a concluding statement or section that 2. Successful revision includes rereading, reflecting, rethinking, follows from the argument presented. (CCSS: and rewriting. W.6.1e) 3. Choosing the right words to communicate thoughts helps vi. Identify and use several effective arguments in deliver a clear message. a piece of writing intended to persuade an 4. Working together, a written piece can reflect valued points of audience. view and motivate others. vii. Demonstrate awareness of audience expectations and possible bias when writing a piece of Nature of Discipline: informational or persuasive writing. 1. Writers understand that compositions may be used to convey viii. Demonstrate awareness of own possible bias when ideas, evoke emotion, persuade, or entertain. writing a piece of informational or persuasive 2. Creative and colorful writing persuades and influences events. writing. 3. Skilled writers apply their knowledge when writing in Science, ix. Revise ideas and structure to improve depth of Technical Subjects, and History/Social Studies -- See: Common argument/information and logic of organization; Core Writing Standards for Literacy in History/Social Studies, identify persuasive elements in peer’s writing and Science and Technical Subjects, Grades 6-8. (CCSS: WHST.6critique the effectiveness. 8.7-9) x. Explain and imitate effective persuasive writing used by writers who are trying to persuade an audience. xi. Use a personal interest as a topic for writing to explain or to persuade. 3/30/2012

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b. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (CCSS: W.6.2) i. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. (CCSS: W.6.2a) ii. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. (CCSS: W.6.2b) iii. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. (Adapted from CCSS: W.6.2c) iv. Use precise language and domain-specific vocabulary to inform about or explain the topic. (CCSS: W.6.2d) v. Establish and maintain a formal style and objective tone. (Adapted from CCSS: W.6.2e) vi. Provide a concluding statement or section that follows from the information or explanation presented and offers insight into the main idea. (Adapted from CCSS: W.6.2f) c. Write and revise multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure. d. Recognize that writers use organization and details to communicate their purpose. e. Write to analyze and explain procedures, processes, and informational texts (e.g. steps in a scientific investigation, how a bill becomes a law).

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Content Area: English Language Arts - 6th Grade Standard: 3. Writing and Composition Prepared Graduates:  Apply standard English conventions to effectively communicate with written language. GRADE LEVEL EXPECTATION Concepts and skills students master: 3. Use the recursive process of writing, including revising and editing for clarity and grammar and conventions use, to produce wellwritten documents for specific purposes and audiences. Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: Inquiry Questions: Production and Distribution of Writing: 1. If piece of writing has many errors or is difficult to read, what a. Produce clear and coherent writing in which the are readers’ thoughts about that piece? development, organization, and style are appropriate to 2. How do writers prepare their writing for different audiences? task, purpose, and audience. (Grade-specific expectations 3. How can the use of correct vocabulary, grammar, usage, and for writing types are defined in grade level expectations 1 mechanics add clarity to writing? and 2 above.) (CCSS: W.6.4) 4. How can writers create strong sentence fluency in their work? b. With some guidance and support from peers and adults, 5. What is the purpose of applying appropriate conventions of develop and strengthen writing as needed by planning, standard English? revising, editing, rewriting, or trying a new approach. 6. How can use of spelling rules and patterns improve written (CCSS: W.6.5) communication? i. Employ a range of planning strategies to generate Relevance and Application: descriptive and sensory details and informational 1. Written language differs from spoken language in terms of organization (webbing, free writing, graphic vocabulary, structure, and context. organizers, backward planning using a mentor 2. Learning to edit writing is important because it demonstrates text) the work to others who may be reading it (Locate examples of ii. Analyze writing to improve clarity of paragraphs, public places where there is poor grammar or poor spelling. transitions, vocabulary and information to enhance Write a letter to a local business asking for support for a class the central idea. project. Use electronic resources to edit and revise your c. Use technology, including the Internet, to produce and project.) publish writing as well as to interact and collaborate with Nature of Discipline: others; demonstrate sufficient command of keyboarding 1. Writers pay attention to the way sentences start, which creates skills to type a minimum of three pages in a single sitting. more sentence fluency in their writing. (CCSS: W.6.6) Conventions of Standard English: d. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.6.1) i. Ensure that pronouns are in the proper case (subjective, objective, possessive). (CCSS: L.6.1a) ii. Use intensive pronouns (e.g., myself, ourselves). (CCSS: L.6.1b) iii. Recognize and correct inappropriate shifts in pronoun number and person. (CCSS: L.6.1c) iv. Recognize and correct vague pronouns (i.e., ones 3/30/2012

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with unclear or ambiguous antecedents). (CCSS: L.6.1d) v. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language. (CCSS: L.6.1e) vi. Identify fragments and run-ons and revise sentences to eliminate them vii. Use coordinating conjunctions in compound sentences viii.Maintain consistent verb tense within paragraph. ix. Choose adverbs to describe verbs, adjectives, and other adverbs. e. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.6.2) i. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. (CCSS: L.6.2a) ii. Spell correctly. (CCSS: L.6.2b) Knowledge of Language: f. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS: L.6.3) i. Vary sentence patterns for meaning, reader/listener interest, and style. (CCSS: L.6.3a) ii. Maintain consistency in style and tone. (CCSS: L.6.3b) Range of Writing: g. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. (CCSS.W.6.10)

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4. Research and Reasoning Research and Reasoning skills are pertinent for success in postsecondary and workforce settings. Students need to acquire these skills throughout their schooling. This means students need to be able to distinguish their own ideas from information created or discovered by others, understand the importance of creating authentic works, and correctly cite sources to give credit to the author of the original work. Below and on the next page are the Common Core Anchor Standards and Colorado’s Prepared Graduate Competencies. Common Core Anchor Standards These are the Common Core College and Career Readiness Anchor Standards for Writing that connect to Research and Reasoning. These anchor standards and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. WRITING Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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LANGUAGE Anchor Standards Connected to Research and Reasoning Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Colorado’s Prepared Graduate Competencies These are the preschool through grade 12 concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

Prepared Graduate Competencies in the Research and Reasoning standard:

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Discriminate and justify a position using traditional lines of rhetorical argument and reasoning

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Articulate the position of self and others using experiential and material logic

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Gather information from a variety of sources; analyze and evaluate the quality and relevance of the source; and use it to answer complex questions

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Use primary, secondary, and tertiary written sources to generate and answer research questions

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Evaluate explicit and implicit viewpoints, values, attitudes, and assumptions concealed in speech, writing, and illustration

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Demonstrate the use of a range of strategies, research techniques, and persistence when engaging with difficult texts or examining complex problems or issues

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Exercise ethical conduct when writing, researching, and documenting sources

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Content Area: English Language Arts - 6th Grade Standard: 4. Research and Reasoning Prepared Graduates:  Gather information from a variety of sources; analyze and evaluate the quality and relevance of the source; and use it to answer complex questions. GRADE LEVEL EXPECTATION Concepts and skills students master: 1. Conducts and shares research by analyzing and synthesizing information from multiple sources. Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: Inquiry Questions: Research to Build and Present Knowledge: 1. How do writers summarize and synthesize information to a. Conduct short research projects to answer a question, reflect their ideas on a subject? drawing on several sources and refocusing the inquiry when 2. How do writers organize information so they can reflect on appropriate. (CCSS: W.6.7) the data gathered? b. Gather relevant information from multiple print and digital 3. How do people decide on and use credible, relevant, sources; assess the credibility of each source; and quote or appropriate, accurate, and valid information? paraphrase the data and conclusions of others while avoiding 4. How do writers determine what they want the audience to plagiarism and providing basic bibliographic information for know? sources. (CCSS: W.6.8) 5. How can writers ensure they gather valid information for c. Draw evidence from literary or informational texts to support research? analysis, reflection, and research. (CCSS: W.6.9) 6. Group Research: How will you plan to divide/organize the i. Apply grade 6 Reading standards to literature (e.g., tasks between your group members or for yourself in order to "Compare and contrast texts in different forms or meet the deadline(s)? How will you hold yourself and others genres [e.g., stories and poems; historical novels and accountable for sharing the work load of group/team fantasy stories] in terms of their approaches to projects? similar themes and topics"). (CCSS: W.6.8a) Relevance and Application: ii. Apply grade 6 Reading standards to literary nonfiction 1. Using organizational strategies allows researchers to conduct (e.g., "Trace and evaluate the argument and specific quality research. claims in a text, distinguishing claims that are 2. Completing a research project in a group enables multiple supported by reasons and evidence from claims that perspectives. are not"). (CCSS: W.6.8b) 3. Being able to compromise and negotiate are important life d. Prepare presentation of research findings (written, oral, or a skills. visual product) for clarity of content and effect, and 4. Selecting the best methods for research will save time and help grammatically correct use of language, spelling, and students become more proficient in writing and presentations. mechanics, all materials gathered and organized to meet Nature of Discipline: the expectations of the intended audience and purpose. 1. Researchers make sure research projects are organized in a e. Identify a topic for research, develop the central idea or focus cohesive manner. to guide the research, and locate appropriate 2. Working as an individual, small group or large group requires resources. intellectual autonomy, intellectual integrity, intellectual f. Locate specific information within resources using indexes, humility, and so forth. tables of contents, electronic search features, key words, etc. 3. Researchers must choose the right kind of question at issue or Track and document resources. a purpose worth researching to conduct quality work. g. Use a range of print and non-print sources (atlases, data 4. Skilled writers apply their knowledge when writing in Science, bases, reference materials, online and electronic resources, Technical Subjects, and History/Social Studies -- See: Common 3/30/2012

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and interviews, direct observation) to locate information to answer research questions. h. Follow established criteria for evaluating accuracy, validity, and usefulness of information. i. Select and organize information, evidence, details, or quotations that support the central idea or focus.

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Core Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects, Grades 6-8. (CCSS: WHST.68.7-9)

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Content Area: English Language Arts - 6th Grade Standard: 4. Research and Reasoning Prepared Graduates:  Evaluate explicit and implicit viewpoints, values, attitudes, and assumptions concealed in speech, writing, and illustration. GRADE LEVEL EXPECTATION Concepts and skills students master: 1. Recognize the implications of bias and assumptions in research. Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: Inquiry Questions: a. Determine strengths and weaknesses of own and others’ 1. How do assumptions shape people’s thinking? thinking by using criteria including relevance, clarity, 2. How do biases interfere with critical thinking? accuracy, fairness, significance, depth, breadth, and logic. 3. When is an assumption helpful/hurtful? b. Identify the natural tendency in humans to use stereotypes, 4. How do people explain the implications and concepts used by prejudices, biases, and distortions. themselves and others, including authors? c. Identify and articulate own assumptions and bias and 5. Did the author consider various points of view open-mindedly? assumptions and bias of others that underlie inferences 6. How do people monitor their thinking for clarity and careful being made and assess those assumptions for justifiability. reasoning? Relevance and Application: 1. When reading, personal assumptions affect how a reader understands and interprets the text. 2. Helping ourselves be aware of biases will assist us in becoming productive, open-minded citizens. 3. Historians shift their perspectives (different from their own) to analyze a situation. 4. Good architects question their own thinking or actions to avoid making unsupported inferences or conclusions about the properties of new building materials. Nature of Discipline: 1. Researchers know the quality of thinking impacts their lives and the lives of others. 2. Researchers know that assessing their assumptions is important as they make daily decisions. 3. All reasoning is based on assumptions. 4. For thinking to improve, it is necessary to ask critical questions. 5. Assessing their assumptions is important as people make daily decisions.

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Conventions Scope & Sequence Exposure

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Mastery

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Independent Usage

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first word in a sentence the pronoun I first and last name titles used with names (Mr. Mrs. President, Senator, Dr. etc) dates (January 3) names of people holidays calendar words (days, months) product names geographic names book/song/story titles words used as names (Uncle John) speaker’s first word in dialogue races and nationalities religions languages names of organizations historical events acronyms

Use PERIODS, QUESTION MARKS, AND EXCLAMATION MARKS to… recognize and name ending punctuation end sentences show abbreviations and after a person’s initials (e.g., St., R.K) choose punctuation for effect write and punctuate compound and complex sentences format and punctuate dialogue

Use COMMAS to… write out dates (January 1, 2014) separate single words in a series separate a series of numbers 3/30/2012

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write greetings and closings in letters punctuate addresses (e.g., between city and state) punctuate dialogue for effect mark direct speech and quotations from a text place before a coordinating conjunction in a compound sentence separate an introductory element from the rest of the sentence set off interruptions and interjections set off the words yes and no (e.g., Yes, thank you) set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?) indicate direct address (e.g., Is that you, Steve?) set off nonrestrictive/parenthetical elements separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt) write and punctuate compound and complex sentences correctly indicate a pause or break format and punctuate dialogue correctly

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contractions (I’m, we’re, etc.) frequently occurring possessives (Ashley’s, Mom’s, etc) showing ownership: singular, plural, shared possessives forming possessives with indefinite pronouns (everybody’s, others’, anybody’s)

Use ABBREVIATIONS for… titles of people’s names (Dr., Mrs., etc) calendar words states addresses acronyms

Use QUOTATION MARKS to… choose punctuation for effect

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mark direct speech and quotations from a text indicate titles of works emphasize special words write and punctuate compound and complex sentences correctly format and punctuate dialogue correctly

Use UNDERLINING & ITALICS for…

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titles of works special words emphasis

Use PARENTHESES to… set off nonrestrictive/parenthetical elements

Use HYPHENS to… choose punctuation for effect separate numbers (e.g., forty-three) form compound words (e.g., merry-go-round editor-in-chief) separate numbers in a fraction divide a word create new words form an adjective (e.g., family-friendly, etc.) join letters or words, avoid confusing or awkward spelling follow hyphenation conventions

Use COLONS & SEMI COLONS for… separating items in a series (semi colons) introduction of a list (colons) formal introductions (colons) a business letter (colons) writing numbers in time (e.g., 4:30) emphasis (colons) punctuating compound and complex sentences joining and setting off two independent clauses (semicolon) conjunctive adverbs (semicolon) introducing a list or quotation 3/30/2012

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linking two or more closely related independent clauses (perhaps with a conjunctive adverb)

Use ELLIPSES & DASHES to…

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punctuate for effect indicate an omission indicate a pause or a break show emphasis

Use PROPER FORMATTING for… paragraphs (e.g., indenting) parts of a letter poetry formatting and punctuating dialogue identify comma splices and fused sentences in writing and revise to eliminate them writing and editing work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. using a style guide to follow the conventions of Modern Language Association (MLA) or American Psychological Association (APA) format

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Secondary English Language Arts: Reading, Writing, and Communicating Academic Vocabulary Glossary WORD

DEFINITION

abridged

A condensed version of a text that still maintains the overarching theme.

active voice

One of the two “voices” of verbs. When the verb of a sentence is in the active voice, the subject is doing the acting, as in the sentence “Kevin hit the ball.” Kevin (the subject of the sentence) acts in relation to the ball. See passive voice.

advance

To put forward, propose.

allegory

A rhetorical narrative in prose or verse in which the characters and often parts of the narrative itself represent moral and spiritual values or have other symbolic meaning (e.g., The Emperor’s New Clothes, Animal Farm).

alliteration

The repetition of initial consonant sounds in words.

allusion

A passing or casual reference; an incidental mention of something, either directly or by implication. (e.g., an allusion to Shakespeare’s Hamlet, “To act or not to act, that was Maria’s dilemma.”)

analogy

A similarity between like features of two things on which a comparison may be based. (e.g. “A rudder is to a ship as a goal is to a person.”)

analyze

To examine critically, so as to bring out the essential elements. To examine carefully and in detail so as to identify causes, key factors, possible results, etc.

anaphora

A rhetorical device involving the repetition of a word or word at the beginning of two or more successive clauses. It is often used in ballad, oratory, and sermon (e.g., Martin Luther King Jr.’s, “I have a dream”).

antagonist

A character in a story or poem that deceives, frustrates, or works against the main character or protagonist in some way. The antagonist need not be a person; it could be death, the devil, an illness, or any challenge that prevents the main character from attaining his or her goals.

anthropomorphism

The process of attributing human characteristics to something non-human, in particular the gods or God. The term also refers to animals that are given human personalities (e.g., “The Tortoise and the Hare.”).

antonym

A word opposite in meaning from another word. See synonym.

APA

American Psychological Association (APA) format is an editorial style developed for writers in the social and behavioral sciences. This format emphasizes simple, direct, concise writing. See MLA.

aphorism

An abrupt statement of truth or a concise generalization, which may or may not be witty. Aphorisms expose and condense part of the truth and offer an insight. (e.g. “Injustice anywhere is a threat to justice everywhere.”)

archetype

A narrative design, character type, or image said to be identifiable in a wide variety of works of literature.

argument

A disagreement or opposing point of view. In writing and speech, argument is one of the traditional modes of discourse which defines a course of reasoning aimed at demonstrating truth or falsehood.

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aside

The act of saying something away from others or in privacy; a technique used commonly in the theater.

assonance

The repetition in words of identical or similar vowel sounds followed by different consonant sounds. See consonance.

audience

The listeners at a speech or performance or the intended readership for a piece of writing. See purpose.

authorial intent

The meaning the author intends the audience to take from a piece of writing. The author’s precise message.

balance

The arranging of words or phrases so that two ideas are given equal emphasis in a sentence or paragraph; a pleasing rhythm created when a pattern is repeated in a sentence(s).

bias

Noun: A preference or an inclination, especially one that inhibits impartial judgment. An unfair act or policy stemming from prejudice. Verb: To influence in a particular, typically unfair direction; prejudice.

bibliography

A list of all the works and sources of information consulted while undertaking research for a paper or presentation. See works cited.

brainstorming

Collecting ideas by thinking freely and openly about all the possibilities; used often with groups.

character

A person who takes part in the action of a story, novel, or a play. Characters can also be animals or imaginary creatures.

characterization

The representation of individuals in literary works. This may include direct methods like the attribution of qualities in description or commentary and indirect methods inviting readers to infer qualities from characters’ actions, speech, or appearance. A flat character is one who remains undeveloped. A round character is one that is fully developed. A character that does not undergo change is referred to as static. A character that undergoes some transformation is called dynamic.

citation

A brief notation of a scholarly source. It gives credit to the author of the material utilized. A citation is imperative to readers of the research so that they may locate the information used. It also protects the writer reusing the material from plagiarism and possible copyright infringement. See also bibliography and works cited.

cohesiveness

The degree to which the ideas are said to “hang together” or the degree to which elements of the story are consistent, logical, and reasonable, given the whole story.

cite

Quote (a passage, book, or author) as evidence for or justification of an argument or statement. (Not to be confused with website or sight.)

claim

An assertion of the truth of something. A claim expresses a specific position on some doubtful or controversial issue that the arguer wants the audience to accept. When confronting any message, especially a complex one, it is useful to begin by identifying the claims that are made.

climax

The most important or exciting point in something such as an event or a story.

collaborative discussion

A conversation in which each member of a group helps one another to better understand something (a piece of writing, idea, message, etc.) through shared exploration and respectful speaking and listening.

compare

To identify similarities.

conflict

In narration, the struggle between the opposing forces that moves the plot forward. Conflict can be internal, occurring within a character, or external, between characters or between a character and an abstraction such as nature or fate.

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connotation

The suggestion of a meaning by a word apart from the thing it explicitly names or describes. The attitudes and feelings associated with a word. These associations can be negative or positive and have an important influence on style and meaning. See denotation.

consonance

The repetition of a final consonant sound in words with different vowels.

context

The part of a text or statement that surrounds a particular word or passage and determines its meaning. The meaning comes from the words themselves, the word order, and the combination of the words.

contrast

To identify differences.

credibility

The quality of being convincing or believable, or worthy of trust.

data

Factual information (as measurements or statistics) used as a basis for reasoning, discussion, or calculation.

debate

Noun: a discussion, as of a public question in an assembly, involving opposing viewpoints. Verb: to engage in argument or discussion, occurs in both formal and informal settings.

deductive reasoning

The form of logic in which, if the premises in an argument are all true, and the argument’s form is valid, the conclusion is inescapably true. See inductive reasoning.

denotation

The literal or dictionary definition of a word. Denotation contrasts with connotation.

dialect

A regional or social variety of a language distinguished by pronunciation, grammar, or vocabulary, especially a variety of speech differing from the standard literary language or speech pattern of the culture in which it exists.

dialogue

The conversation between characters in a drama or narrative. A dialogue occurs in most works of literature. It moves the action along in a work and helps to characterize the personality of the speakers.

diction

An author’s choice of words based on their correctness, clarity, or effectiveness.

digression

Material not strictly relevant to the main theme or plot of a piece of writing.

dissent

Opposition to a prevailing idea or entity.

drafting

A stage of the writing process during which a writer organizes information and ideas into sentences and paragraphs.

edit

To improve the clarity, organization, conciseness, and correctness of a piece of writing relative to task, purpose, and audience; compared to revising, editing is a smaller-scale activity often associated with word choice, grammar, punctuation, and syntax. See revise.

elaboration

An explanation or extension of an idea, concept, or information that provides a deeper, more detailed, or more thorough discussion.

enunciation

Carefully pronounced and articulated speech for the purpose of communicating effectively with an audience.

epic

A long narrative poem on a great and serious subject, often about the deeds of a great hero or heroes.

epic simile

An extended simile that makes elaborate and complex comparisons.

epithet

An adjective or adjectival phrase appropriately qualifying a proper noun with a key or important characteristic; for example, Long John, chalky white, rosy-fingered dawn.

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essential question

A question that is not answerable with finality in a brief sentence… Its aim is to stimulate thought, to provoke inquiry, and to spark more questions. Essential questions lead smaller, disparate lessons and skills to broader, deeper understandings – enhancing a sense of relevancy.

evaluate

To estimate the nature, quality, ability, extent, or significance of;

evidence

Facts, figures, details, quotations, or other sources of data and information that provide support for claims or an analysis and that can be evaluated by others. Evidence should be in an appropriate form and be derived from a source accepted as appropriate to a particular discipline.

explicit

Stated clearly and in detail, leaving no room for confusion or doubt.

expository writing

Writing that is intended to make clear or to explain something using one or more of the following methods: identification, definition, classification, illustration, comparison, and analysis. In a play or a novel, exposition provides the background information needed to properly understand the story, such as the problem in the beginning of the story and the situation in which the work is set.

extended metaphor

A metaphor that is extended through a stanza or entire poem, often by multiple comparisons of unlike objects or ideas.

fact versus opinion

Statements of fact can be proven conclusively to be true or false. Statements of opinion cannot be proven to be true or false.

falling action

In a work of literature, the sequence of events that follow the climax and end in the resolution.

fiction

Literature that offers insights, challenges assumptions, plays with language, or presents possibilities through the telling of imaginary stories. It may be entertaining, but is not limited to entertainment. It is distinguished from nonfiction, which is designed primarily to explain, argue or describe. Specifically, fiction is a type of literature, especially prose, such as novels and short stories, but also including plays and narrative poetry. Fiction may take many literary forms, including historical fiction, fables, fairy tales, folklore, legends, and picture books. See non-fiction.

figurative language

Language that communicates and enhances ideas by going beyond the ordinary or literal meaning of the words.

figure of speech

Specific literary devices used to create a special effect or feeling, often by making some type of comparison. See hyperbole, metaphor, simile, understatement.

findings

A conclusion reached after examination or investigation; a statement or document containing an authoritative decision or conclusion.

flashback

A narrative technique that allows a writer to present past events during current events, in order to provide background for the current narration. By giving material that occurred prior to the present event, the writer provides the reader with insight into a character’s motivation and/or background to a conflict. Flashbacks are often conveyed through narration, dream sequences, and memories presented of earlier conversation.

focus

A sharply defined point, center, or theme of an effort, written passage, undertaking, or presentation.

foil

A character in a story or poem whose traits are in direct contrast to those of the principal character. The foil therefore highlights the traits of the protagonist.

foreshadowing

In literature, the use of hints about things to come in later plot developments. It can be obvious, or it may be more subtle, involving the use of symbols that are connected to later turns in the plot.

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gesture

A movement or position of the hand, arm, body, head, or face that is expressive of an idea, opinion, emotion, etc. made to express or help express thought or to emphasize speech.

generalization

An idea or statement which emphasizes general characteristics rather than specific manifestations.

genre

A category of literature or writing style.

genre features

A specific aspect of any style of writing that distinguishes it from another (headings, formatting, point of view, jargon, length, etc.).

glossary

A list of terms in a special subject, field, or area of usage, with accompanying definitions. Such a list at the back of a book, explaining or defining important, difficult or unusual words and expressions used in the text or field of study.

grammar

The study of the structure and features of language; rules and standards which are to be followed to produce acceptable writing and speaking.

graphic elements

The part of a work that contains visual representations of information and ideas (charts, animations, video, etc.) beyond simple written text.

graphic organizer

An organizational tool used to illustrate students’ prior knowledge or current understanding about a topic or section of text. A few examples:

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Semantic maps help students visually organize and graphically show the relationship between one piece of information and another. It is often used for increasing vocabulary and improving reading comprehension. As a pre-reading activity, it can be used to activate prior knowledge and to introduce key vocabulary words.

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Venn diagrams use two circles to represent sets of information, with the position and overlap of the circles indicating the relationships between the sets.

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KWL Charts are used to gauge students’ background knowledge on a given topic. The chart includes three columns. The K column is where students list what they know; the W column is where students list what they want to know; and the L column is where students list what they learned at the end of a lesson or unit. homonym

A word having the same sound and spelling as another word, but a different origin and meaning, for instance, “The musician uses a bow to play his violin”; “The little girl has a bow in her hair.”

homophone

A word with a different origin or meaning but having the same pronunciation as another word, whether or not it is spelled alike, for instance, “wood” and “would,” or “to,” “two,” and “too.”

hyperbole

An intentional exaggeration for emphasis or comic effect. An overstatement. (e.g., “It took a million years to finish my homework.”)

idiom

A phrase or expression which means something other than what the words actually say. An idiom is usually understandable to a particular group of people: Ex. “Cat got your tongue?” or “Up the Boohai” (a New Zealand idiom meaning "all wrong.")

imagery

Words and phrases that create vivid sensory experiences for the reader. Most images are visual, but imagery may also appeal to the senses of smell, hearing, taste, or touch.

implicit

Implied or understood though not directly expressed.

in medias res

Its literal translation (from Latin) is “into the middle of things,” and its origin is Horace’s remarks in Ars Poetica. The phrase describes a common method of beginning a story in the middle of the action. Through this method, the writer can take the reader back and forth in time.

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index

An alphabetical reference that lists topics, people, or titles, giving the location of where they are mentioned in a text.

inductive reasoning

The form of logic which proceeds from the specific observation to the general statement. The conclusion of such an argument provides the best or most probable explanation of the premises, but is itself not necessarily true.

inference

A conclusion reached on the basis of evidence and reasoning not immediately apparent.

inquiry

A question; query, an investigation. Also the seeking or request for truth, information, or knowledge.

internal monologue

An extended representation in monologue of a character’s thought and feeling.

interpret

To explain the meaning of (information, words, or actions).

irony

The contrast between expectation and reality. This incongruity has the effect of surprising the reader or viewer. Types include dramatic, situational, and verbal. Techniques of irony include hyperbole, understatement, and sarcasm.

jargon

The technical language of a particular group that is inappropriate in most formal writing since it is frequently not understandable by those outside the group. An example of jargon

is "RBI" to baseball or LOL to texting. journal

A daily record of thoughts, impressions, reflections, and autobiographical information, often a source of ideas for writing.

juxtaposition

Placing two ideas (words or pictures) side by side so that their closeness creates a new, often ironic, meaning.

legend

An unverified story handed down from earlier times, especially one popularly believed to be historical or based in some truth.

logical fallacy

An error in reasoning that renders an argument invalid.

link

A hyperlink in electronic presentation that directs the user to another resource.

literary devices

Techniques used by a writer to convey or enhance the story (e.g. figures of speech, foreshadowing, flashback)

main idea

In informational writing, the most important thought or overall position. The main idea or thesis of a piece, written in sentence form, is supported by details and explanation. See theme, thesis.

maxim

A succinct statement that contains a principle or general truth about human nature and human conduct. (e.g. "You're either part of the solution or part of the problem.")

medium

The material or form used by an artist, composer, or writer.

memoir

A history or record composed from personal observation and experience. Closely related to, and often confused with, autobiography, a memoir usually differs chiefly in the degree of emphasis placed on external events; whereas writers of autobiography are concerned primarily with themselves as subject matter, writers of memoir are usually persons who have played roles in, or have been close observers of, historical events and whose main purpose is to describe or interpret the events.

metacognition

An awareness and understanding of how one things and uses strategies during reading and writing.

metaphor

A figure of speech that makes a comparison between two things that are basically different but have something in common. Unlike a simile, a metaphor does not contain the words like or as. (e.g., “in the evening of life.”) See figurative language, figure of speech, simile.

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metonymy

A figure of speech in which one refers to an attribute or thing by naming a part of it or something related to it; for instance, “the stage” for the theatrical profession.

MLA

In essence, MLA (Modern Language Association) is a style of crediting the sources quoted or paraphrased in a particular piece of literature. MLA serves as the standard formatting for the citation of scholarly writings. See APA.

mood

The feeling or atmosphere that a writer creates for the reader. The use of connotation, details, dialogue, imagery, figurative language, foreshadowing, setting, and rhythm can help establish mood. See tone.

moral

The lesson taught in a work such as a fable; a simple type of theme (e.g. Do unto others as you would have them do unto you).

motif

A recurring object, concept, or structure in a work of literature. A motif may also be two contrasting elements, such as good and evil, in a work.

myth

A traditional story passed down through generations that explains why the world is the way it is. Myths are essentially religious, because they present supernatural events and beings and articulate the values and beliefs of a cultural group.

narrative

A collection of events that tells a story, which may be true or not, placed in a particular order and recounted through either telling or writing.

narrator

The person or voice telling the story. The narrator can be a character in the story, a play, or a work of nonfiction.

non-fiction

Writing about real people, places, and events. Unlike fiction, nonfiction is largely concerned with factual information, although the writer shapes the information according to his or her purpose and viewpoint. Biography, autobiography, commentary, and news articles are examples of nonfiction. See fiction.

non-verbal communication

Ways of conveying or altering the meaning of an intended message other than oral speech (e.g., gestures, eye contact, facial expression).

novel

An extended piece of prose fiction. Like a short story, a novel is essentially the product of a writer’s imagination.

onomatopoeia

The use of a word whose sound suggests its meaning, as in “clang,” “buzz,” “crash.”

objective summary

A succinct, accurate description of the content of a text without personal feelings. A stating of the facts only. Also called an abstract. See subjective summary.

opposing claim

Claim made by a person to offset a claim made against him/her.

oral tradition

Customs, opinions, beliefs, and history passed from generation to generation by means of conversation or storytelling.

oxymoron

A paradox reduced to two opposing words, usually in an adjective-noun (deafening silence) or adverb-adjective (shockingly boring) relationship, and is used for effect, complexity, emphasis, or wit.

pace

To move or develop (something) at a particular and calculated rate or speed.

paraphrase

A restatement of a text or passage in another form or other words, often to clarify meaning.

parenthetical citation

The punctuation marks that are necessary to properly cite a source in MLA style writing.

parody

An imitation of the style of a particular writer, artist, or genre with deliberate exaggeration for comic effect.

paradox

A statement that seems on its face to be self-contradictory or absurd yet turns out to

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have valid meaning and to reveal an element of truth. parallelism

The phrasing of language in a way that balances ideas of equal importance. Parallelism may apply to phrases, sentences, paragraphs, or longer passages.

paraphrase

To state, in one’s own words, the main ideas and key references extrapolated from something one has read, viewed, or heard. See summarize.

parts of speech

A category to which a word is assigned in accordance with its syntactic functions. Ex: noun, pronoun, adjective, determiner, verb, adverb, preposition, conjunction, and interjection.

passive voice

Indicates that the subject is being acted upon (e.g. The ball was hit by Kevin.) See active voice.

pastiche

A patchwork of words, sentences, and passages from various authors or one author. It is a kind of imitation, sometimes in the form of parody.

persona

The narrator, or the storyteller, of a literary work created by the author. The persona’s character and knowledge influence the manner in which the events of a story are narrated to the reader.

personification

A form of metaphor in which language relating to human action, motivation, and emotion is used to refer to non‐human agents or objects or abstract concepts. Ex: “The weather is smiling on us today”; “love is blind.” See metaphor, figure of speech, figurative language.

perspective

The state of one’s ideas, the facts known to one, and the angle from which one views a situation.

persuasive writing

Writing intended to convince the reader that a position is valid or that the reader should take a specific action. Differs from exposition in that it does more than explain; it takes a stand and endeavors to persuade the reader to take the same position.

plot

The action or sequence of events in a story. Plot is usually a series of related incidents that builds and grows as the story develops. There are five basic elements in a plot line: (a) exposition; (b) rising action; (c) climax; (d) falling action; and (e) resolution.

plagiarism

Presenting another author's works, words, or ideas as one's own.

planning strategies

Process of defining direction, and making decisions about how to organize ideas in writing or a presentation based purpose and audience.

poetry

Writing designed to convey a vivid and imaginative sense of experience, especially by the use of condensed language chosen for its sound and suggestive power as well as for its meaning. Language choices are also made to achieve meter, rhyme, natural cadences, and metaphorical experience/understanding.

point of view (POV)

The vantage point from which a speaker narrates. First person POV is the narrating character’s own voice. It uses “I” throughout, and the reader doesn’t know any more than the character does. Second person POV is someone telling someone else what they are doing. It uses “you” throughout. Third person POV is the voice of someone outside of the story. It uses “he/she” and can come from the limited, subjective multiple viewpoints, or omniscient points of view.

position

A point of view adopted and held to.

primary source

First-hand documentation of events (e.g., autobiographies, diaries, interviews, logs, personal accounts, treaties, letters, photographs, drawings, etc.) that presents no “secondary” analysis or interpretation by historians or others removed from the action.

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problem solving

The concluding stage of a larger problem process that includes problem finding and problem shaping. Considered the most complex of all intellectual functions, problem solving has been defined as a higher-order cognitive process that requires the modulation and control of more routine or fundamental skills.

pronunciation

The manner in which someone utters a word.

propaganda techniques

Methods of conveying information selectively to produce and opinion or action favorable to the source of the information.

prose

Written or spoken language in its ordinary form, without metrical structure.

protagonist

The main character in a novel, play, story, or poem; also known as the “hero” or “heroine.”

pun

A joke that comes from a play on words. It can make use of a word’s multiple meanings or a word’s rhyme. (e.g. A Groucho Marx pun: "Time flies like an arrow. Fruit flies like a banana."

purpose

An author’s desired effect or result; intention. See audience.

reason

Think, understand, and form judgments by a process of logic.

red herring

A fallacy in which an irrelevant topic is presented in order to divert attention from the original issue. The basic idea is to “win” an argument by leading attention away from the argument and toward another topic.

reference materials

Resources used to find out more information on a subject (dictionary, thesaurus, encyclopedia, journals, both print and on-line sources, etc.)

relevance

Term used to describe how pertinent, current, connected, or applicable something is to a given matter.

repetition

The action of repeating something that has already been said or written to produce a desired effect.

research

An organized study or methodical investigation into a subject in order to discover facts, to establish or revise a theory, or to develop a plan of action based on the facts discovered.

research question

A formal question that sets a goal and guides study.

resolution

Also called denouement, the portion of a play or story where the problem is solved. The resolution comes after the climax and falling action and is intended to bring the story to an end.

response

An answer or reply, as in words or in some action.

revise

To alter something already written or printed, in order to make corrections, improve, or update, primarily in terms of style, content, structure and ideas, as well as the details. See edit.

rhetoric

The art of using language effectively, especially for persuasion, in speaking or writing, especially in oratory.

rhetorical appeals

Writers of text use various strategies to appeal to their audiences. The three means by which writers persuade their audience are pathos, ethos, and logos. pathos: appeals to emotions, seen through: sensory description of a scene, examples or anecdotes, objects of emotion (people, pets, ideas, symbols, etc.) that have emotional connotations, ethos: appeals to audience’s view of the speaker and subject. A writer uses the persuasive value of his/her character to create an impression that he/she is a person of sound sense, high moral character, and benevolence/good will, logos: appeals to reason. A writer uses logical reasoning such as inductive and deductive reasoning, evidence from other sources, expert testimony, etc. to appeal to the readers.

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rhetorical device

Rhetoric is the art of effective expression and the persuasive use of language; rhetorical devices are specific and effective uses of language that may influence or persuade an audience (e.g., rhetorical questions, repetition, and extended analogies).

rhyme

The repetition of sounds in two or more words or phrases, which appear close to each other in a poem. End rhyme occurs at the end of lines. An internal rhyme occurs within a line. Slant rhyme is approximate rhyme. A rhyme scheme is the pattern of end rhymes.

rhythm

An ordered recurrent alternation of strong and weak elements in the flow of sound and silence in speech.

rising action

The events of a dramatic or narrative plot preceding the climax.

salient points

Facts or information that seem most important or significant to the argument.

satire

A literary art of diminishing a subject by making it ridiculous and evoking attitudes of amusement, contempt, indignation or scorn. It differs from comedy in that comedy evokes laughter as an end in itself. Satire uses laughter as a weapon against a subject existing outside the work itself, for example, social satire mocks existing social mores and conventions in order to draw attention to their limitations or hypocrisy.

secondary sources

Information or research that is written by someone other than the person who experienced the events. For example, a comment by a historian, an encyclopedia article, or a critical essay.

sensory imagery

The use of words to describe tastes, smells, textures, sounds and images in order to provide a sensory experience for the reader.

setting

The time and place in which a narrative takes place; the physical and psychological background against which the action of a story takes place; the scenery and stage effects for a dramatic production.

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Environment: The surrounding things, conditions, and narrative.

· ·

Place: The physical location of the narrative.

influences in the

Time: The period or era in which the narrative takes place.

simile

A comparison of two unlike things in which a word of comparison using the words ‘like’ or ‘as’. For example, ‘She stood in front of the altar, shaking like a freshly caught trout,’ (Maya Angelou). See metaphor.

soliloquy

A dramatic monologue spoken aloud by a character that is alone on the stage (or is under the impression of being alone). The soliloquist thus reveals his or her inner thoughts and feelings to the audience.

source

A place, person, or thing from which something comes or can be obtained.

source credibility

The believability of a communicator, as perceived by the recipient of the message. There are different elements that may comprise a person's credibility but, according to source credibility theory, the two elements most commonly identified are perceived expertise, and trustworthiness of the source.

stanza

A recurring grouping of two or more verse lines in terms of length, metrical form, and, often, rhyme scheme.

story elements

The intrigue or plot of a narrative or dramatic work. conflict: The basic tension, predicament, or challenge that propels a story's plot complications: Plot events that plunge the protagonist further into conflict rising action: The part of a plot in which the drama intensifies, rising toward the climax climax: The plot's most dramatic and revealing moment, usually the turning point of the story falling action: The part of the plot after the climax, when the drama subsides and the conflict is resolved

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stream of consciousness

The continuous flow of sense‐perceptions, thoughts, feelings and memories in the human mind; a literary method of representing such a blending of mental processes in fictional characters, usually in an unpunctuated or disjointed form of internal monologue.

style

The particular way a piece of literature is written. Not only what is said but also how it is said, style is the writer’s unique way of communicating ideas. Elements contributing to style include word choice, sentence length, tone, figurative language, and use of dialogue.

subjective summary

A succinct description of the content of a text modified by individual bias. The opposite of an abstract. See objective summary.

supporting details

Secondary points which may help to clarify a point, illustrate a concept, or prove a point.

summarize

To briefly describe a text – read, viewed, or heard – highlighting the main ideas and most salient features or details. See paraphrase.

symbol

A word or object that stands for an object, event, or idea. The object, event or idea thus represented may be concrete or abstract, visible or invisible.

synecdoche

A figure of speech in which a part is used to represent the whole (for example, ABCs for alphabet) or the whole for a part ("England won the World Cup in 1966").

synonym

A word that has a meaning identical with, or very similar to, another word.

synthesize

Combine (a number of things), so as to form a new, complex, coherent whole.

text

Coherent set of symbols that transmit some kind of informative message.

text features

Various ways of manipulating and placing text to draw attention to or emphasize certain points or ideas in narrative (e.g., bolding or boxing questions, italicizing key vocabulary, listing, bulleting, numbering).

text structure

The organizational pattern an author uses to structure the ideas in a text (e.g., cause/effect, compare/contrast, description, problem/solution, sequential, goal/action/outcome, concept/definition, proposition/support).

textual evidence

Support from one or more resources to support an interpretation or analysis of a literary work.

theme

A theme is the central idea or ideas explored by a literary work.

thesis statement

The basic argument advanced by a speaker or writer who then attempts to prove it by presenting compelling evidence; the subject or major argument of a speech or composition. See theme, main idea.

tone

An expression of a writer’s attitude toward a subject. Unlike mood, which is intended to shape the reader’s emotional response, tone reflects the feelings of the writer. Tone can be serious, humorous, sarcastic, playful, ironic, honoring, or objective.

tragic flaw

A defect in the protagonist that leads to his or her downfall.

tragic hero

The primary character in a narrative that makes an error of judgment or has a fatal flaw that, combined with fate and external forces, brings on a tragedy.

transitional words and phrases

Transitional words and phrases provide the glue that holds ideas together in writing. They provide coherence (making sense as a whole) by helping the reader to understand the relationship between ideas, and they act as signposts that help the reader follow the movement of the discussion. Transitional expressions, then, can be used between sentences, between paragraphs, or between entire sections of a work.

understatement

A form of irony in which something is intentionally represented as less that it is.

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verse

A line of writing arranged in a metrical pattern (i.e., a line of poetry). Also, a piece of poetry or a particular form of poetry such as free verse, blank verse, etc., or the art or work of a poet.

visual aide

An instructional aide, such as a poster, scale model, digital image, artifact, etc. used to enhance a viewer’ understanding or experience of presented content.

warrant

The warrant can be expressed by a general statement referring to a rule, principle, and so on. In principle, this general statement will have a hypothetical form ('[if data] then [claim]'). The warrant functions as a bridge between the data and the claim.

website

A set of interconnected web pages, usually including a homepage, generally located on the same server, and prepared and maintained as a collection of information by a person, group, or organization. See cite.

works cited

When producing a works cited for an essay you only list the actual sources of information that you referenced in your piece of work. See bibliography.

writing process

The stages of writing that produce a final, well-crafted piece. They are prewriting/planning, drafting, revising, editing, polishing, and publishing.

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Common Core College & Career Readiness Anchor Standards These are the Common Core Preschool through Grade 12 College and Career Readiness Anchor Standards for Writing that connect to Research and Reasoning. These anchor standards and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. Common Core Anchor Standards for Speaking & Listening Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated

Common Core Anchor Standards for Reading Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

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Common Core Anchor Standards for Writing Text Types and Purposes (*These broad types of writing include many subgenres.) 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Common Core Anchor Standards for Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

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Colorado: Prepared Graduate Competencies These are Preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting. Speaking & Listening  Collaborate effectively as group members or leaders who listen actively and respectfully pose thoughtful questions, acknowledge the ideas of others, and contribute ideas to further the group’s attainment of an objective 

Deliver organized and effective oral presentations for diverse audiences and varied purposes

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Use language appropriate for purpose and audience

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Demonstrate skill in inferential and evaluative listening

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Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary (Oral & Reading & Writing)

Reading  Demonstrate comprehension of a variety of informational, literary, and persuasive texts 

Evaluate how an author uses words to create mental imagery, suggest mood, and set tone

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Read a wide range of literature (American and world literature) to understand important universal themes and the human experience

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Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts

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Engage in a wide range of nonfiction and real-life reading experiences to solve problems, judge the quality of ideas, or complete daily tasks

Writing  Write with a clear focus, coherent organization, sufficient elaboration, and detail 

Effectively use content-specific language, style, tone, and text structure to compose or adapt writing for different audiences and purposes

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Apply standard English conventions to effectively communicate with written language

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Implement the recursive writing process successfully to plan, draft, revise, and edit, publish & share written work

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Master the techniques of effective informational, literary, and persuasive writing

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Discriminate and justify a position using traditional lines of rhetorical argument and reasoning (Writing & Research)

Research  Articulate the position of self and others using experiential and material logic 

Gather information from a variety of sources; analyze and evaluate the quality and relevance of the source; and use it to answer complex questions

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Use primary, secondary, and tertiary written sources to generate and answer research questions

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Evaluate explicit and implicit viewpoints, values, attitudes, and assumptions concealed in speech, writing, and illustration

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Demonstrate the use of a range of strategies, research techniques, and persistence when engaging with difficult texts or examining complex problems or issues (Reading & Research)

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Exercise ethical conduct when writing, researching, and documenting sources

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