Power Standards based on the 6 - 8 Language Arts GLCEs by 4frUQE5

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									6-8 English Language Arts
    Power Standards
           and
Related Learning Targets

                     June, 2008




  Based on the 12.05 ELA Grade Level Content Expectations
                                         What are Power Standards?
 Power standards are the most important learning targets for a grade, often culminating a learning
  progression that started at earlier grades.
 Power standards prepare students for what they will learn in later grades.
 Power standards help focus and simplify teachers’ understanding of the scope of the subject at their
  grade.
 Power standards may be big ideas, skills or dispositions.
 Power standards may be rewritten in teacher or student friendly language.
 Power standards may combine more than one GLCE.
 Power standards do not replace the GLCEs.


                                          Related Learning Targets
The related learning targets include the foundational knowledge and skills behind the power standard.
They are the steps that students take to reach the power standard. Mostly they are GLCEs, but in some
cases the related learning targets include knowledge or skills that does not appear in the GLCEs but is
part of the logical progression toward the power standard.
Formative assessments are most often developed from the related learning targets rather than the power
standards. This lets teachers and students know how they are coming in their progress toward the power
standard. Knowing where they are in their progress toward confident and reliable performance of the
power standard helps students take responsibility for their learning and helps teachers plan the next steps
needed to move students forward.
The related learning targets are listed in order from simple to more complex as you read down from the
power standard. That is, the ones higher in the list are often foundations for ones lower in the list (the
lower ones in the list often build on the higher ones). If you read down the list in this way, the power
standard is considered to be at the bottom of the list, the last step in the learning progression. However,
some steps in a student’s learning progression may not be included in the list. Furthermore, most of
these lists represent a logical approach to building knowledge about the power standard – they are not
necessarily research-based.




6-8 English Language Arts Power Standards and Related Learning Targets, Mid-Michigan Consortium 1/19/09   p. 2
                                          6-8 Power Standards Overview
Strand                        6th Grade                            7th Grade                            8th Grade
Word              E6.1 Recognize, read, and know       Recognize, read, and know the        Recognize, read, and know the
Recognition,      the meanings of frequently           meanings of frequently               meanings of frequently
Word Study,       encountered words while              encountered words while              encountered words while
and Fluency       increasing fluency.                  increasing fluency.                  increasing fluency.

                  E6.2 Acquire and apply               Acquire and apply strategies to      Acquire and apply strategies to
                  strategies to identify unknown       identify unknown words and           identify unknown words and
                  words and construct meaning.         construct meaning.                   construct meaning.
Vocabulary        E6.3 In the context of reading,      In the context of reading,           In the context of reading,
                  students will determine the          students will determine the          students will determine the
                  meaning of words and phrases         meaning of words and phrases         meaning of words and phrases
                  including regional idioms,           including cross-cultural             by activating prior knowledge
                  literary and technical terms, and    expressions, mathematical            and using text features/structures
                  connotation and denotation.          expressions, scientific              (R.WS.08.07)
                                                       procedures, and literary terms
                                                       using strategies.
Narrative Text    E6.4 Analyze the structure,          E7.4 Analyze the structure,          E8.4 Analyze the structure,
                  elements, style, and purpose of      elements, style, and purpose of      elements, style, and purpose of
                  folktales, fantasy, adventure, and   mystery, poetry, memoir, drama,      historical fiction, science fiction,
                  action.                              myths and legends.                   and realistic fiction.


Informational     E6.5 Analyze the structure,          E7.5 Analyze the structure,          E8.5Analyze the structure,
Text              elements, features, style, and       elements, features, style, and       elements, features, style, and
                  purpose of research reports,         purpose of persuasive essay,         purpose of comparative essays,
                  “how-to” articles, and essays.       research report, brochure,           newspaper writings, technical
                                                       personal correspondence,             writings, and persuasive essays.
                                                       autobiography, and biography.
Comprehension     E6.6 Self-monitor, plan, and         E7.6 Self-monitor, plan, and         E8.6 Self-monitor, plan, and
and               evaluate their comprehension by      evaluate their comprehension by      evaluate their comprehension by
Metacognition     using multiple strategies and        using multiple strategies and        using multiple strategies and
                  processes to construct meaning,      processes to construct meaning,      processes to construct meaning,
                  including predicting, visualizing,   including predicting, visualizing,   including predicting, visualizing,
                  questioning, rereading or            questioning, rereading or            questioning, rereading or
                  listening again, inferring,          listening again, inferring,          listening again, inferring,
                  summarizing, retelling,              summarizing, retelling,              summarizing, retelling,
                  synthesizing, or engaging in         synthesizing, or engaging in         synthesizing, or engaging in
                  interpretive discussions (e.g.,      interpretive discussions (e.g.,      interpretive discussions (e.g.,
                  book clubs, literature circles)      book clubs, literature circles)      book clubs, literature circles)




6-8 English Language Arts Power Standards and Related Learning Targets, Mid-Michigan Consortium 1/19/09                     p. 3
Writing Genre     E6.7 Understand and apply the         E7.7 Understand and apply the        E8.7 Understand and apply the
and Writing       writing process using a variety of    writing process using a variety of   writing process using a variety of
Process           genres:                               genres:                              genres:
                    Personal narrative,                  Memoir, drama, legend,              Poetry, historical fiction,
                      adventure, tall tale, folktale,      mystery, poetry, or myth              science fiction, or realistic
                      fantasy, or poetry (narrative)       (narrative)                           fiction (narrative)
                    Personal, persuasive, or             Research report                     Historical expository piece
                      comparative essay                    (informational)                       such as a journal, biography,
                      (informational)                     Formulate research questions          or simulated memoir
                    Formulate research questions          using multiple resources,             (informational)
                      that explores a problem and          perspectives, and                   Formulate research
                      poses a solution that                arguments/counter-arguments           questions that demonstrate
                      culminates in a final                to develop a thesis statement         critical evaluation that
                      presented project                    that culminates in a final            culminates into a presented
                                                           presented project                     final project
Speaking          E6.8 Communicate effectively          E7.8 Communicate effectively         E8.8 Communicate effectively
                  with a variety of audiences and       with a variety of audiences and      with a variety of audiences and
                  for different purposes.               for different purposes.              for different purposes.

                  E6.9 Engage in interactive            E7.9 Engage in interactive           E8.9 Engage in interactive
                  discussion to socially construct      discussion to socially construct     discussion to socially construct
                  meaning.                              meaning.                             meaning.
Listening and     E6.10 Develop critical listening      E7.10 Develop critical listening     E8.10 Develop critical listening
Viewing           and viewing strategies (e.g., eye     and viewing strategies (e.g., eye    and viewing strategies (e.g., eye
                  contact, attentive, supportive).      contact, attentive, supportive).     contact, attentive, supportive).

                  E6.11 Select, listen to or view       E7.11 Select, listen to or view      E8.11 Select, listen to or view
                  knowledgeably a variety of            knowledgeably a variety of           knowledgeably a variety of
                  genre, including contemporary         genre, including contemporary        genre, including contemporary
                  and classic texts.                    and classic texts.                   and classic texts.




6-8 English Language Arts Power Standards and Related Learning Targets, Mid-Michigan Consortium 1/19/09                    p. 4
                                     Grade 6 Power Standards
Reading

E6.1 Word Recognition, Word Study, and Fluency:
Recognize, read, and know the meanings of frequently encountered words while increasing
fluency. (R.WS.06.03 / R.WS.06.06 / R.WS.06.04)


E6.2 Word Recognition, Word Study, and Fluency:
Acquire and apply strategies to identify unknown words and construct meaning. (R.WS.06.05)

Related Learning Targets:

       Explain & use word structure, sentence structure, and prediction (R.WS.06.01)
       Explain & use origins and meanings of foreign words, words with multiple meanings, knowledge
        of major word chunks/rimes, and syllabication (R.WS.06.02)


E6.3 Vocabulary:
In the context of reading, students will determine the meaning of words and phrases including
regional idioms, literary and technical terms, and connotation and denotation. (R.WS.06.07)


E6.4 Narrative Text:
Analyze the structure, elements, style, and purpose of folktales, fantasy, adventure, and action.
(R.NT.06.02)

Related Learning Targets:

       Examine in detail how characters form opinions about one another in ways that can be fair and
        unfair in classic, multicultural, and contemporary literature (R.NT.06.01)
       Examine in detail how dialogue enhances the plot, characters, themes and builds climax
       Examine in detail how dialogue differentiates minor and major characters (R.NT.06.03)
       Examine in detail the author’s craft in regard to dialogue, imagery, mood, and understatement to
        develop the plot, characters, point of view, and theme (R.NT.06.04)
       Recognize the structures (point of view, metaphor, etc.) and elements that influence the purpose
        of the message. (added in the interest of best practice)


E6.5 Informational Text:
Analyze the structure, elements, features, style, and purpose of research reports, “how-to”
articles, and essays. (R.IT.06.01)

Related Learning Targets:

       Examine in detail text patterns including: descriptive, chronological sequence, and
        problem/solution (R.IT.06.02)
6-8 English Language Arts Power Standards and Related Learning Targets, Mid-Michigan Consortium 1/19/09   p. 5
       Examine in detail text features including: footnotes, bibliographies, introductions, summaries,
        conclusions, appendices to understand central and supporting ideas (R.IT.06.03)


E6.6 Comprehension and Metacognition:
Self-monitor, plan, and evaluate their comprehension by using multiple strategies and processes to
construct meaning, including predicting, visualizing, questioning, rereading or listening again,
inferring, summarizing, retelling, synthesizing, or engaging in interpretive discussions (e.g., book
clubs, literature circles) (R.CM.06.02 / R.MT.06.01 / R.MT.06.02)

Related Learning Targets:

       Analyze and make connections (self, text, world) to global themes, universal truths, principles,
        and perspectives through oral and written responses (R.CM.06.01 / R.CM.06.03 / S.DS.06.01)
       Apply significant knowledge from grade-level science, social studies, and mathematics texts to
        real-world situations. (R.CM.06.04)
       Understand the importance of reading and read on their own (R.AT.06.01)
       Discuss with a collaborative focus, understanding that more heads are better than one. (added in
        the interest of best practice)



Writing

E6.7 Writing Genre and Writing Process:
Understand and apply the writing process using a variety of genres:
    Personal narrative, adventure, tall tale, folktale, fantasy, or poetry (narrative)
    Personal, persuasive, or comparative essay (informational)
    Formulate research questions that explore problems, and pose solutions that culminate in a
     final presented project (W.GN.06.01 / W.GN.06.02 / W.GN.06.03)

Related Learning Targets:

       Set a purpose, consider audience, and replicate authors’ styles (W.PR.06.01)
       Apply a variety of pre-writing strategies (discussion and group sharing) for both narrative
        writing (e.g., develop a plot and characters, build climax, and use dialogue) and informational
        writing (e.g., problem/solution or sequence) (W.PR.06.02)
       Draft ideas using multiple paragraphs, sentence variety, and voice in both narrative text (e.g.,
        humor and element of surprise) and informational text (e.g., emotional appeal, strong opinion,
        credible support) (W.PR.06.04 / W.PS.06.01)
       Revise drafts for clarity, coherence, and consistency in content, voice, and genre characteristics
        in order to assess their own writing and the writing of others (W.PR.06.03 / R.CS.06.01)
       Proofread and edit writing using checklists and other appropriate resources to correctly spell and
        use grammar in legible compositions (W.PR.06.05 / W.GR.06.01 / W.SP.06.01 / W.HW.06.01)
       Understand the importance of writing (W.AT.06.01)



6-8 English Language Arts Power Standards and Related Learning Targets, Mid-Michigan Consortium 1/19/09   p. 6
Speaking

E6.8 Speaking:
Communicate effectively with a variety of audiences and for different purposes. (S.CN.06.01)

Related Learning Targets:

       Ask and respond to questions and remarks to engage the audience (S.CN.06.01)
       Select a focus question to plan and deliver in an informational presentation (e.g.,
        problem/solution, sequence) (S.DS.06.04 / W.GN.06.03)
       Speak effectively using rhyme, rhythm, cadence, and word play for effect in narrative and
        informational presentations in standard American English. (Students whose first language is not
        English will present in their developing version of standard American English.) (S.CN.06.02 /
        S.CN.06.03)


E6.9 Speaking:
Engage in interactive discussion to socially construct meaning. (S.DS.06.01)

Related Learning Targets:

       Participate in book clubs, literature circles, partnerships, or other conversation protocols
        (S.DS.06.01)
       Discuss written narratives with a variety of literary and plot devices (S.DS.06.03 / R.NT.06.04)
       Respond critically to multiple text types in a variety of ways (S.DS.06.02)



Listening and Viewing

E6.10 Listening and Viewing:
Develop critical listening and viewing strategies (e.g., eye contact, attentive, supportive).
(L.CN.06.02)

Related Learning Targets:

       Respond to, evaluate, and analyze the speaker’s credibility, effectiveness and content
        (L.CN.06.01 / L.RP.06.06)
       Identify a speaker’s affective communication expressed through tone, mood, and emotional cues
        and the relation to the non-verbal (e.g., eye contact, posture, and gestures) (L.RP.06.03 /
        L.RP.06.04)
       Identify persuasive and propaganda techniques used in television, and identify false and
        misleading information (L.RP.06.07)




6-8 English Language Arts Power Standards and Related Learning Targets, Mid-Michigan Consortium 1/19/09   p. 7
E6.11 Listening and Viewing:
Select, listen to or view knowledgeably a variety of genre, including contemporary and classic
texts. (L.RP.06.01 / L.RP.06.02)

Related Learning Targets:

       Summarize, take notes, ask clarifying questions, and respond thoughtfully (L.RP.06.01)
       Respond to text by discussing, illustrating, and/or writing (L.RP.06.05)




6-8 English Language Arts Power Standards and Related Learning Targets, Mid-Michigan Consortium 1/19/09   p. 8
                                     Grade 7 Power Standards
Reading

E7.1 Word Recognition, Word Study, and Fluency:
Recognize, read, and know the meanings of frequently encountered words while increasing
fluency. (R.WS.07.03 / R.WS.07.06 / R.WS.07.04)


E7.2 Word Recognition, Word Study, and Fluency:
Acquire and apply strategies to identify unknown words and construct meaning. (R.WS.07.05)

Related Learning Targets:

       Explain & use word structure, sentence structure, and prediction (R.WS.07.01)
       Explain & use idioms, analogies, metaphors, similes, roots and affixes, major word
        chunks/rimes, and syllabication (R.WS.07.02)


E7.3 Vocabulary:
In the context of reading, students will determine the meaning of words and phrases including
cross-cultural expressions, mathematical expressions, scientific procedures, and literary terms
using strategies. (R.WS.07.07)


E7.4 Narrative Text:
Analyze the structure, elements, style, and purpose of mystery, poetry, memoir, drama, myths and
legends. (R.NT.07.02)

Related Learning Targets:

       Examine in detail how the tensions among characters, communities, themes, and issues are
        related to their own experiences in classic, multicultural, and contemporary literature
        (R.NT.07.01)
       Examine in detail the role of antagonists, protagonists, internal and external conflicts, and
        abstract themes (R.NT.07.03)
       Examine in detail the author’s craft in regard to theme, antagonists, protagonists, overstatement,
        understatement, and exaggeration (R.NT.07.04)
       Recognize the structures (point of view, metaphor, etc.) and elements that influence the purpose
        of the message. (added in the interest of best practice)


E7.5 Informational Text:
Analyze the structure, elements, features, style, and purpose of persuasive essay, research report,
brochure, personal correspondence, autobiography, and biography. (R.IT.07.01)

Related Learning Targets:

6-8 English Language Arts Power Standards and Related Learning Targets, Mid-Michigan Consortium 1/19/09   p. 9
       Examine in detail text patterns including: sequential, compare/contrast, and cause/effect
        (R.IT.07.02)
       Examine in detail text features including: metaphors, similes, captions, diagrams, and appendices
        to understand central and supporting ideas (R.IT.07.03)


E7.6 Comprehension and Metacognition:
Self-monitor, plan, and evaluate their comprehension by using multiple strategies and processes to
construct meaning, including predicting, visualizing, questioning, rereading or listening again,
inferring, summarizing, retelling, synthesizing, or engaging in interpretive discussions (e.g., book
clubs, literature circles) (R.CM.07.02 / R.MT.07.01 / R.MT.07.02)

Related Learning Targets:

       Analyze and make connections (self, text, world) to global themes, universal truths, principles,
        and perspectives through oral and written responses (R.CM.07.01 / R.CM.07.03 / S.DS.07.01)
       Apply significant knowledge from grade-level science, social studies, and mathematics texts to
        real-world situations. (R.CM.07.04)
       Understand the importance of reading and read on their own (R.AT.07.01)
       Discuss with a collaborative focus, understanding that more heads are better than one. (added in
        the interest of best practice)



Writing

E7.7 Writing Genre and Writing Process:
Understand and apply the writing process using a variety of genres:
    Memoir, drama, legend, mystery, poetry, or myth (narrative)
    Research report (informational)
    Formulate research questions using multiple resources, perspectives, and
     arguments/counter-arguments to develop a thesis statement that culminates in a final
     presented project (W.GN.07.01 / W.GN.07.02 / W.GN.07.03)

Related Learning Targets:

       Set a purpose, consider audience, and replicate authors’ styles (W.PR.07.01)
       Apply a variety of pre-writing strategies (discussion and group sharing) for both narrative
        writing (e.g., depict roles of antagonist/protagonist, internal/external conflict) and informational
        writing (e.g., position statements/supporting evidence, problem statement/solution, or
        compare/contrast) (W.PR.07.02)
       Draft ideas using titles, leads, endings, and voice in both narrative text (e.g., humor and element
        of surprise) and informational text (e.g., emotional appeal, strong opinion, credible support)
        (W.PR.07.04 / W.PS.07.01)
       Revise drafts to ensure consistency in content, structure, elements of style and voice, literary
        devices, and text features in order to assess their own writing and the writing of others
        (W.PR.07.03 / R.CS.07.01)

6-8 English Language Arts Power Standards and Related Learning Targets, Mid-Michigan Consortium 1/19/09   p. 10
       Proofread and edit writing using checklists and other appropriate resources to correctly spell and
        use grammar in legible compositions (W.PR.07.05 / W.GR.07.01 / W.SP.07.01 / W.HW.07.01)
       Understand the importance of writing (W.AT.07.01)




Speaking

E7.8 Speaking:
Communicate effectively with a variety of audiences and for different purposes.
(S.CN.07.01)

Related Learning Targets:

       Use specialized language related to a topic and select words carefully to achieve precise meaning
        (S.CN.07.01)
       Plan and deliver a focused informational presentation (e.g., theory/evidence, persuasion,
        sequence) (S.DS.07.04 / W.GN.07.03)
       Speak effectively using slang, dialect, and colloquial language to create interest and drama in
        narrative and informational presentations in standard American English. (Students whose first
        language is not English will present in their developing version of standard American English.)
        (S.CN.07.02 / S.CN.07.03)


E7.9 Speaking:
Engage in interactive discussion to socially construct meaning.
(S.DS.07.01)

Related Learning Targets:
    Participate in book clubs, literature circles, partnerships, or other conversation protocols
       (S.DS.07.01)
    Discuss written narratives with a variety of literary and plot devices (S.DS.07.03 / R.NT.07.04)
    Respond critically to multiple text types in a variety of ways (S.DS.07.02))


Listening and Viewing

E7.10 – Listening and Viewing:
Develop critical listening and viewing strategies (e.g., eye contact, attentive, supportive).
(L.CN.07.02)

Related Learning Targets:

       Evaluate the credibility of a speaker by distinguishing facts from opinions and questioning their
        validity (L.CN.07.01 / L.RP.07.06)
       Identify a speaker’s attitude toward a subject expressed through tone, mood, emotional cues, and
        depth of content by asking probing questions (L.RP.07.03 / L.RP.07.04)
6-8 English Language Arts Power Standards and Related Learning Targets, Mid-Michigan Consortium 1/19/09   p. 11
       Identify persuasive and propaganda techniques used in electronic media and analyze the effect
        (L.RP.07.07)


E7.11 Listening and Viewing:
Select, listen to or view knowledgeably a variety of genre, including contemporary and classic
texts. (L.RP.07.01 / L.RP.07.02)

Related Learning Targets:

       Identify, state, and react to a speaker’s point of view and bias, and respond thoughtfully
        (L.RP.07.01)
       Respond to text by discussing, illustrating, and/or writing (L.RP.07.05)




6-8 English Language Arts Power Standards and Related Learning Targets, Mid-Michigan Consortium 1/19/09   p. 12
                                     Grade 8 Power Standards
Reading

E8.1 Word Recognition, Word Study, and Fluency: Recognize, read, and know the meanings of
frequently encountered words while increasing fluency. (R.WS.08.03 / R.WS.08.06 / R.WS.08.04)


E8.2 Word Recognition, Word Study, and Fluency:
Acquire and apply strategies to identify unknown words and construct meaning. (R.WS.08.05)

Related Learning Targets:

       Explain & use word structure, sentence structure, and prediction (R.WS.08.01)
       Explain & use idioms, analogies, metaphors, and similes to infer the history of the English
        language and common word origins (R.WS.08.02)


E8.3 Vocabulary:
In the context of reading, students will determine the meaning of words and phrases by activating
prior knowledge and using text features/structures. (R.WS.08.07)


E8.4 Narrative Text:
Analyze the structure, elements, style, and purpose of historical fiction, science fiction, and
realistic fiction. (R.NT.08.02)

Related Learning Targets:

       Examine in detail how various examples of distortion and stereotypes such as those associated
        with gender, race, culture, age, class, and religion appear in classic, multicultural, and
        contemporary literature (R.NT.08.01)
       Examine in detail the role of rising and falling action, minor characters in relation to conflict, and
        credibility of the narrator (R.NT.08.03)
       Examine in detail the author’s craft in regard to symbolism, imagery, consistency to develop
        credible narrator, rising and falling action, and minor characters (R.NT.08.04)
       Recognize the structures (point of view, metaphor, etc.) and elements that influence the purpose
        of the message. (added in the interest of best practice)


E8.5 Informational Text:
Analyze the structure, elements, features, style, and purpose of comparative essays, newspaper
writings, technical writings, and persuasive essays. (R.IT.08.01)

Related Learning Targets:

       Examine in detail text patterns including: chronological, sequence, compare/contrast, and
        cause/effect (R.IT.08.02)
6-8 English Language Arts Power Standards and Related Learning Targets, Mid-Michigan Consortium 1/19/09   p. 13
       Examine in detail text features including: graphics, author’s pages, prefaces, and marginal notes
        to understand central and supporting ideas (R.IT.08.03)


E8.6 Comprehension and Metacognition:
Self-monitor, plan, and evaluate their comprehension by using multiple strategies and processes to
construct meaning, including predicting, visualizing, questioning, rereading or listening again,
inferring, summarizing, retelling, synthesizing, or engaging in interpretive discussions (e.g., book
clubs, literature circles) (R.CM.08.02 / R.MT.08.01 / R.MT.08.02)

Related Learning Targets:

       Analyze and make connections (self, text, world) to global themes, universal truths, principles,
        and perspectives through oral and written responses (R.CM.08.01 / R.CM.08.03 / S.DS.08.01)
       Apply significant knowledge from grade-level science, social studies, and mathematics texts to
        real-world situations. (R.CM.08.04)
       Understand the importance of reading and read on their own (R.AT.08.01)
       Discuss with a collaborative focus, understanding that more heads are better than one. (added in
        the interest of best practice)



Writing

E8.7 Writing Genre and Writing Process:
Understand and apply the writing process using a variety of genres:
    Poetry, historical fiction, science fiction, or realistic fiction (narrative)
    Historical expository piece such as a journal, biography, or simulated memoir
     (informational)
    Formulate research questions that demonstrate critical evaluation that culminates into a
     presented final project (W.GN.08.01 / W.GN.08.02 / W.GN.08.03)

Related Learning Targets:

       Set a purpose, consider audience, and replicate authors’ style (W.PR.08.01)
       Apply a variety of pre-writing strategies (discussion and group sharing) for both narrative
        writing (e.g., depict rising and falling actions, roles of minor characters, credibility of narrator)
        and informational writing (e.g., compare/contrast, cause/effect, or sequential text patterns)
        (W.PR.08.02)
       Draft ideas using various ways of sequencing information and voice in both narrative text (e.g.,
        humor and element of surprise) and informational text (e.g., emotional appeal, strong opinion,
        credible support) (W.PR.08.04 / W.PS.08.01)
       Revise drafts for coherence and consistency in word choice, structure, and style; and read their
        own work from another reader’s perspective in order to assess their own writing and the writing
        of others (W.PR.08.03 / R.CS.08.01)
       Proofread and edit writing using checklists and other appropriate resources to correctly spell and
        use grammar in legible compositions (W.PR.08.05 / W.GR.08.01 / W.SP.08.01 / W.HW.08.01)
       Understand the importance of writing (W.AT.08.01)
6-8 English Language Arts Power Standards and Related Learning Targets, Mid-Michigan Consortium 1/19/09   p. 14
Speaking

E8.8 Speaking:
Communicate effectively with a variety of audiences and for different purposes.
(S.CN.08.01)

Related Learning Targets:

       Use enunciation to emphasize key ideas and concepts (S.CN.08.01)
       Plan, outline, and deliver an informational presentation using precise and vivid language
        (S.DS.08.04 / W.GN.08.03)
       Speak effectively using body language, facial expressions, tone of voice, and pace to enhance
        meaning in narrative and informational presentations in standard American English. (Students
        whose first language is not English will present in their developing version of standard American
        English.) (S.CN.08.02 / S.CN.08.03)


E8.9 Speaking:
Engage in interactive discussion to socially construct meaning.
(S.DS.08.01)

Related Learning Targets:

       Participate in book clubs, literature circles, partnerships, or other conversation protocols
        (S.DS.08.01)
       Discuss written narratives with a variety of literary and plot devices (S.DS.08.03 / R.NT.08.04)
       Respond critically to multiple text types in a variety of ways (S.DS.08.02)


Listening and Viewing

E8.10 Listening and Viewing:
Develop critical listening and viewing strategies (e.g., eye contact, attentive, supportive).
(L.CN.08.02)

Related Learning Targets:

       Evaluate the credibility of a speaker by analyzing main ideas, significant details, fact and
        opinion, bias, propaganda, argumentation, or support (L.CN.08.01 / L.RP.08.06)
       Paraphrase a speaker’s main ideas, purpose, and point of view, and ask relevant questions about
        the content, delivery, and purpose of the presentation (L.RP.08.03)
       Interpret and analyze the various ways in which visual image-makers (e.g., graphic artists,
        illustrators) communicate information and affect impressions and opinions (L.RP.08.07)




6-8 English Language Arts Power Standards and Related Learning Targets, Mid-Michigan Consortium 1/19/09   p. 15
E8.11 Listening and Viewing:
Select, listen to or view knowledgeably a variety of genre, including contemporary and classic
texts. (L.RP.08.01/L.RP.08.02)

Related Learning Targets:

       React to a speaker’s intent, apply a speaker’s reasoning to other situations, and respond
        thoughtfully (L.RP.08.01)
       Respond to text by discussing, illustrating, and/or writing (L.RP.08.05)
       Analyze oral interpretations of literature (e.g., language choice delivery) and the effect of the
        interpretations on the listener (L.RP.08.04)




6-8 English Language Arts Power Standards and Related Learning Targets, Mid-Michigan Consortium 1/19/09     p. 16

								
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