Standards and Benchmarks

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					                         Standards and Benchmarks
                          Language Arts / Reading
                           CONTENT STANDARDS
          WHAT STUDENTS ARE EXPECTED TO KNOW AND BE ABLE TO DO
                             Kindergarten through Twelfth Grade
A.   STUDENTS APPLY EFFECTIVE STRATEGIES TO COMPREHEND, INTERPRET,
     EVALUATE, AND APPRECIATE A VARIETY OF TEXTS

        Text to text, self, and world
        Personal background
        Pre-reading
        Monitoring comprehension
        Organizing information
        Imagery
        Literary elements

B.   STUDENTS READ A WIDE RANGE OF LITERATURE TO BETTER UNDERSTAND
     THE HUMAN EXPERIENCE AND DIVERSE CULTURES

        Fiction
        Nonfiction
        Poetry
        Drama
        Variety of genres

C.   STUDENTS EMPLOY A WIDE RANGE OF STRATEGIES, INCLUDING ELEMENTS
     OF THE WRITING PROCESS, TO COMMUNICATE EFFECTIVELY WITH DIFFERENT
     AUDIENCES FOR DIFFERENT PURPOSES

D.   STUDENTS APPLY THE PRINCIPLES OF STANDARD ENGLISH AND THEIR
     KNOWLEDGE OF THE STRUCTURE OF THE ENGLISH LANGUAGE TO
     COMMUNICATE EFFECTIVELY

E.   STUDENTS ADJUST THEIR USE OF SPOKEN, WRITTEN, AND VISUAL LANGUAGE
     (CONVENTIONS, STYLE, VOCABULARY) TO COMMUNICATE EFFECTIVELY WITH
     A VARIETY OF AUDIENCES AND FOR DIFFERENT PURPOSES

        Clarification of thoughts
        Problem solving
        Discussion
        Listening, viewing, speaking techniques
        Content knowledge
                                Linn-Mar Community Schools
                             K – 5 LANGUAGE ARTS/READING
                    Alternative Kindergarten Standards and Benchmarks


A.   STUDENTS APPLY EFFECTIVE STRATEGIES TO COMPREHEND, INTERPRET,
     EVALUATE, AND APPRECIATE A VARIETY OF TEXTS

     AK.A.1 Recognizes parts of a book (identifies title, identifies author, makes predictions
            and communicates main idea of story.)
     AK.A.2 Recognizes upper and lower case letters
     AK.A.3 Identifies rhyming words by listening
     AK.A.4 Retells a story sequentially (beginning, middle, end)
     AK.A.5 Reads for personal enjoyment

C.   STUDENTS EMPLOY A WIDE RANGE OF STRATEGIES, INCLUDING ELEMENTS
     OF THE WRITING PROCESS, TO COMMUNICATE EFFECTIVELY WITH DIFFERENT
     AUDIENCES FOR DIFFERENT PURPOSES

     AK.C.1   Uses drawings and scribbles to communicate ideas
     AK.C.2   Uses letters to communicate
     AK.C.3   Draws simple shapes (     , +, , /, , \ , X )
     AK.C.4   Prints first name legibly

E.   STUDENTS ADJUST THEIR USE OF SPOKEN, WRITTEN, AND VISUAL LANGUAGE
     (CONVENTIONS, STYLE, VOCABULARY) TO COMMUNICATE EFFECTIVELY WITH
     A VARIETY OF AUDIENCES AND FOR DIFFERENT PURPOSES

     AK.E.1   Adds meaningful ideas to class discussions
     AK.E.2   Uses voice effectively (volume, expressions, enunciation, and rate)
     AK.E.3   Listens to and follows 2 step direction
     AK.E.4   Listens to and follows 3 step directions
     AK.E.5   Makes eye contact, attends to speaker
     Ak.E.6   Raises hand and responds appropriately to questions
                                Linn-Mar Community Schools
                             K – 5 LANGUAGE ARTS/READING
                          Kindergarten Standards and Benchmarks


A.   STUDENTS APPLY EFFECTIVE STRATEGIES TO COMPREHEND, INTERPRET,
     EVALUATE, AND APPRECIATE A VARIETY OF TEXTS
(Alignment of reading with kindergarten curriculum map: Reading strategies and literary
terms studied - rhyming, beginning and ending sounds, sentence segmentation, sound to
symbol, word families, high frequency words, retelling, re-reading, and concepts of print)

     K.A.1   Recognizes upper and lower case letters
     K.A.2   Associates beginning sounds with letter symbols
     K.A.3   Associates ending sounds with letter symbols
     K.A.4   Identifies rhyming words (Given choices, can match rhyming words, given a
             word, is able to create a word that rhymes, able to create own rhyming words –
             4 out of 5 examples per assessment.)
     K.A.5   Reads word wall words
     K.A.6   Recognizes concepts of print (identifies a letter, identifies a word, identifies a
             sentence, identifies how text moves from left to right, matches spoken word to
             text)
     K.A.7   Rereads stories through memorization or picture clues

B. STUDENTS READ A WIDE RANGE OF LITERATURE TO BETTER UNDERSTAND THE
HUMAN EXPERIENCE AND DIVERSE CULTURES
(Alignment of reading with kindergarten curriculum map: Literature types – poetry, nursery
rhymes, ABC books, folktales, nonfiction/informational text, fiction, alliteration books,
biography, and autobiography)

     K.B.1   Responds to a variety of literature

C.   STUDENTS EMPLOY A WIDE RANGE OF STRATEGIES, INCLUDING ELEMENTS
     OF THE WRITING PROCESS, TO COMMUNICATE EFFECTIVELY WITH DIFFERENT
     AUDIENCES FOR DIFFERENT PURPOSES

     K.C.1   Uses drawings and scribbles to communicate
     K.C.2   Uses letters to communicate
     K.C.3   Uses words to communicate
     K.C.4   Prints name correctly


E.   STUDENTS ADJUST THEIR USE OF SPOKEN, WRITTEN, AND VISUAL LANGUAGE
     (CONVENTIONS, STYLE, VOCABULARY) TO COMMUNICATE EFFECTIVELY WITH
     A VARIETY OF AUDIENCES AND FOR DIFFERENT PURPOSES

     K.E.1 Shares ideas at appropriate times, stays on topic, and contributes to
     discussions
     K.E.2 Uses voice effectively (volume, expressions, enunciation, and rate)
     K.E.3 Demonstrates active listening skills (looking at speaker with eyes, voice off,
             hands are still, and body is still)
                                 Linn-Mar Community Schools
                             K – 5 LANGUAGE ARTS/READING
                            1st Grade Standards and Benchmarks


A.   STUDENTS APPLY EFFECTIVE STRATEGIES TO COMPREHEND, INTERPRET,
     EVALUATE, AND APPRECIATE A VARIETY OF TEXTS (Alignment of reading with 1 st
     grade curriculum map: Reading strategies and literary terms studied - Concepts of print,
     prediction, character traits, setting, details, problem/solution, picture clues, sequence,
     cause/effect, main idea, inference, draw conclusion, expression, rhyme,

     1.A.1   Uses strategies to read leveled text
     1.A.2   Comprehends what is read
     1.A.3   Reads word wall words

B.   STUDENTS READ A WIDE RANGE OF LITERATURE TO BETTER UNDERSTAND
     THE HUMAN EXPERIENCE AND DIVERSE CULTURES (Alignment of reading with 1 st
     grade curriculum map: Literature types - nonfiction, song, repetitive story, realistic
     fiction, pattern, circular story, realistic fiction, folktale, fantasy, and play)

     1.B.1   Responds to a variety of literature

C.   STUDENTS EMPLOY A WIDE RANGE OF STRATEGIES, INCLUDING ELEMENTS
     OF THE WRITING PROCESS, TO COMMUNICATE EFFECTIVELY WITH DIFFERENT
     AUDIENCES FOR DIFFERENT PURPOSES

     1.C.1   Writes for different purposes/topics
     1.C.2   Organizes ideas 2nd and 3rd trimester

D.   STUDENTS APPLY THE PRINCIPLES OF STANDARD ENGLISH AND THEIR
     KNOWLEDGE OF THE STRUCTURE OF THE ENGLISH LANGUAGE TO
     COMMUNICATE EFFECTIVELY

     1.D.1   Uses correct capitalization 2nd and 3rd trimester
     1.D.2   Uses correct punctuation 2nd and 3rd trimester
     1.D.3   Progressing toward standard spelling
E.   STUDENTS ADJUST THEIR USE OF SPOKEN, WRITTEN, AND VISUAL LANGUAGE
     (CONVENTIONS, STYLE, VOCABULARY) TO COMMUNICATE EFFECTIVELY WITH
     A VARIETY OF AUDIENCES AND FOR DIFFERENT PURPOSES

     1.E.1   Speaks effectively (volume, expression, enunciation, rate, eye contact)
     1.E.2   Contributes to discussion appropriately
     1.E.3   Demonstrates active listening skills
                                 Linn-Mar Community Schools
                              K – 5 LANGUAGE ARTS/READING
                               2nd Grade Standards and Benchmarks


A.   STUDENTS APPLY EFFECTIVE STRATEGIES TO COMPREHEND, INTERPRET,
     EVALUATE, AND APPRECIATE A VARIETY OF TEXTS
(Alignment of reading with 2nd grade curriculum map: Reading strategies and literary terms
studies - character, predictions, plot, main idea, details, theme, setting, cause/effect, steps in
process, drawing conclusions, compare/contrast, point of view, sequence, summarize,
author’s purpose, problem/solution, inference, and visualize)
     2.A.1    Reads material on or below grade level
     2.A.2    Uses appropriate strategies to read unfamiliar words (phonics, picture clues,
              context clues, word parts)
     2.A.3    Comprehends what is read (drawing conclusions, comparing and contrasting,
              main idea/details, making inferences, summarizing)
     2.A.4    Reads fluently (Fall 53+, Mid 78+, Spring 94+)
     2.A.5    Reads familiar words
     2.A.6    Reads book independently

B. STUDENTS READ A WIDE RANGE OF LITERATURE TO BETTER UNDERSTAND THE
HUMAN EXPERIENCE AND DIVERSE CULTURES (Alignment of reading with 2 nd grade
curriculum map: Literature types – fiction, nonfiction/informational, photo essay, poetry,
thank you note, real-life story, how-to book, folktale, realistic fiction, biography, and
novel/trade book)
     2.B.1    Responds to a variety of literature

C.   STUDENTS EMPLOY A WIDE RANGE OF STRATEGIES, INCLUDING ELEMENTS
     OF THE WRITING PROCESS, TO COMMUNICATE EFFECTIVELY WITH DIFFERENT
     AUDIENCES FOR DIFFERENT PURPOSES
     2.C.1    Writes for different purposes
     2.C.2    Organizes ideas clearly

D.   STUDENTS APPLY THE PRINCIPLES OF STANDARD ENGLISH AND THEIR
     KNOWLEDGE OF THE STRUCTURE OF THE ENGLISH LANGUAGE TO
     COMMUNICATE EFFECTIVELY
     2.D.1    Uses proper grammar and usage
     2.D.2    Uses correct capitalization
     2.D.3    Uses correct punctuation
     2.D.4    Spells words correctly in written work
     2.D.5    Spells assigned words correctly
E.   STUDENTS ADJUST THEIR USE OF SPOKEN, WRITTEN, AND VISUAL LANGUAGE
     (CONVENTIONS, STYLE, VOCABULARY) TO COMMUNICATE EFFECTIVELY WITH
     A VARIETY OF AUDIENCES AND FOR DIFFERENT PURPOSES

     2.E.1   Speaks effectively (volume, expression, enunciation, rate, eye contact)
     2.E.2   Contributes to discussion appropriately
     2.E.3   Demonstrates active listening skills
                           Linn-Mar Community Schools
                       K – 5 LANGUAGE ARTS/READING
                      3rd Grade Standards and Benchmarks
                                    Revised 4-3-08


A.   STUDENTS APPLY EFFECTIVE STRATEGIES TO COMPREHEND,
     INTERPRET, EVALUATE, AND APPRECIATE A VARIETY OF TEXTS
     (Alignment of reading with 3rd grade curriculum map: Reading strategies
and literary terms studied)

     3.A.1   Reads fluently (Fall 79+, Mid 93+, Spring 114+)
     3.A.2   Comprehends what is read                                          A1, A3,
             Character traits, setting, plot, theme                            A4, A7,
             Cause/effect, compare/contrast, problem/solution, sequence        A9
             Predictions, inference, draw conclusions, summarize, main
             idea, details, context clues, photos and captions and diagrams
     3.A.3   Uses appropriate strategies to read unfamiliar words (phonics,    A2
             picture clues, context clues, word parts)
     3.A.4   Reads books independently

B.   STUDENTS READ A WIDE RANGE OF LITERATURE TO BETTER
     UNDERSTAND THE HUMAN EXPERIENCE AND DIVERSE
     CULTURES (Alignment of reading with 3rd grade curriculum map:
     Literature types – article, biography, captions, descriptive, essay,
     folktale, informative nonfiction, mystery, novel/trade book, personal
     experience, personal narrative, poetry, process)

     3.B.1   Responds to a variety of literature                               A5

C.   STUDENTS EMPLOY A WIDE RANGE OF STRATEGIES, INCLUDING
     ELEMENTS OF THE WRITING PROCESS, TO COMMUNICATE
     EFFECTIVELY WITH DIFFERENT AUDIENCES FOR DIFFERENT
     PURPOSES

     3.C.1   Writes for designated purposes
     3.C.2   Organizes ideas clearly

D.   STUDENTS APPLY THE PRINCIPLES OF STANDARD ENGLISH AND
     THEIR KNOWLEDGE OF THE STRUCTURE OF THE ENGLISH
     LANGUAGE TO COMMUNICATE EFFECTIVELY

     3.D.1   Uses proper grammar and usage
     3.D.2   Uses correct capitalization
     3.D.3   Uses correct punctuation
     3.D.4   Spells words correctly in written work
     3.D.5   Spells assigned words correctly
     3.D.6   Uses neat and legible printing
     3.D.7   Writes cursive correctly
E.   STUDENTS ADJUST THEIR USE OF SPOKEN, WRITTEN, AND
     VISUAL LANGUAGE (CONVENTIONS, STYLE, VOCABULARY) TO
     COMMUNICATE EFFECTIVELY WITH A VARIETY OF AUDIENCES
     AND FOR DIFFERENT PURPOSES

     3.E.1   Speaks effectively (volume, expression, enunciation, rate, eye
             contact)
     3.E.2   Contributes to discussion appropriately
     3.E.3   Demonstrates active listening skills
                           Linn-Mar Community Schools
                        K – 5 LANGUAGE ARTS/READING
                       4th Grade Standards and Benchmarks


A.   STUDENTS APPLY EFFECTIVE STRATEGIES TO COMPREHEND,
     INTERPRET, EVALUATE, AND APPRECIATE A VARIETY OF TEXTS
     (Alignment of reading with 4th grade curriculum map: Reading strategies
     and literary terms studied)

     4.A.1    Uses appropriate strategies to read unfamiliar words (phonics,       A2
              context clues, word parts, self-correcting)
     4.A.2    Comprehends what is read                                             A1, A3,
              Character traits, setting, plot, theme                               A4, A7,
              Cause/effect, compare/contrast, problem/solution, sequence           A9
              Predictions, inference, draw conclusions, summarize, main
              idea, details, paraphrase, point of view, context clues, photos
              and captions and diagrams
     4.A.3    Reads books independently
     4.A.4    Reads fluently (Fall 99+, Mid 112+, Spring 118+)

B.   STUDENTS READ A WIDE RANGE OF LITERATURE TO BETTER
     UNDERSTAND THE HUMAN EXPERIENCE AND DIVERSE
     CULTURES (Alignment of reading with 4th grade curriculum map:
     Literature types – biography, cartoon, diary, fantasy, fiction, folktale,
     humorous fiction, legend, narrative, nonfiction, novel/trade book,
     personal anecdote, poetry, realistic fiction, science fiction, short story,
     tall tale, timeline, TV script)

     4.B.1    Responds to a variety of literature                                  A5

C.   STUDENTS EMPLOY A WIDE RANGE OF STRATEGIES,
     INCLUDING ELEMENTS OF THE WRITING PROCESS, TO
     COMMUNICATE EFFECTIVELY WITH DIFFERENT AUDIENCES FOR
     DIFFERENT PURPOSES

     4.C.1    Writes for designated purposes
     4.C.2    Organizes ideas clearly
     4.C.3    Writes legibly

D.   STUDENTS APPLY THE PRINCIPLES OF STANDARD ENGLISH
     AND THEIR KNOWLEDGE OF THE STRUCTURE OF THE ENGLISH
     LANGUAGE TO COMMUNICATE EFFECTIVELY

     4.D.1    Uses proper grammar and usage
     4.D.2    Uses correct capitalization
     4.D.3    Uses correct punctuation
     4.D.4    Uses correct sentence structure
     4.D.5    Uses correct spelling in written work
     4.D.6    Spells assigned words correctly
E.   STUDENTS ADJUST THEIR USE OF SPOKEN, WRITTEN, AND
     VISUAL LANGUAGE (CONVENTIONS, STYLE, VOCABULARY) TO
     COMMUNICATE EFFECTIVELY WITH A VARIETY OF AUDIENCES
     AND FOR DIFFERENT PURPOSES

     4.E.1   Speaks effectively (volume, expression, enunciation, rate, eye
             contact)
     4.E.2   Contributes to discussion appropriately
     4.E.3   Demonstrates active listening skills
                           Linn-Mar Community Schools
                        K – 5 LANGUAGE ARTS/READING
                       5th Grade Standards and Benchmarks


A.   STUDENTS APPLY EFFECTIVE STRATEGIES TO COMPREHEND,
     INTERPRET, EVALUATE, AND APPRECIATE A VARIETY OF TEXTS
     (Alignment of reading with 5th grade curriculum map: Reading
     strategies and literary terms studied)

     5.A.1   Comprehends what is read                                          A1, A3,
             Character traits, plot, theme                                     A4, A6,
             Cause/effect, compare/contrast, sequence, author’s purpose        A7, A8,
             Predictions, inference, draw conclusions, summarize, main         A9
             idea, details, paraphrase, mood, flashback,
             similes/metaphors, steps in process, judgments, fact/opinion,
             fact/non-fact
     5.A.2   Reads at grade level fluently (Fall 105+, Mid 118+, Spring
             128+)
     5.A.3   Understands and uses vocabulary words                             A2
     5.A.4   Reads books independently

B.   STUDENTS READ A WIDE RANGE OF LITERATURE TO BETTER
     UNDERSTAND THE HUMAN EXPERIENCE AND DIVERSE
     CULTURES (Alignment of reading with 5th grade curriculum map:
     Literature types – biography, essay, fiction, first person account,
     folktales, historical fiction, informational article, journal, mystery,
     newspaper article, nonfiction, novel excerpt, novel/trade book, play,
     poetry, realistic fiction, script)

     5.B.1   Responds to a variety of literature                               A5

C.   STUDENTS EMPLOY A WIDE RANGE OF STRATEGIES,
     INCLUDING ELEMENTS OF THE WRITING PROCESS, TO
     COMMUNICATE EFFECTIVELY WITH DIFFERENT AUDIENCES
     FOR DIFFERENT PURPOSES

     5.C.1   Writes for designated purposes (writing fluency in all subject
             areas)
     5.C.2   Organizes ideas clearly/paragraph development
     5.C.3   Write cursive legibly (shape, size, slant, spacing)

D.   STUDENTS APPLY THE PRINCIPLES OF STANDARD ENGLISH
     AND THEIR KNOWLEDGE OF THE STRUCTURE OF THE ENGLISH
     LANGUAGE TO COMMUNICATE EFFECTIVELY

     5.D.1   Uses proper grammar and usage (includes homophone
             errors)
     5.D.2   Uses correct capitalization
     5.D.3   Uses correct punctuation
     5.D.4   Uses correct sentence structure
     5.D.5   Uses correct spelling in informal and formal written work

E.   STUDENTS ADJUST THEIR USE OF SPOKEN, WRITTEN, AND
     VISUAL LANGUAGE (CONVENTIONS, STYLE, VOCABULARY) TO
     COMMUNICATE EFFECTIVELY WITH A VARIETY OF AUDIENCES
     AND FOR DIFFERENT PURPOSES

     5.E.1   Communicates ideas clearly and effectively (content, volume,
             expression, enunciation, rate, eye contact)
     5.E.2   Contributes to discussions
     5.E.3   Demonstrates active listening skills (makes eye contact,
             attends to speaker, responds appropriately)
                          Linn-Mar Community Schools
                          LANGUAGE ARTS/READING
                      6th Grade Standards and Benchmarks

A.   STUDENTS APPLY EFFECTIVE STRATEGIES TO COMPREHEND,
     INTERPRET, EVALUATE, AND APPRECIATE A VARIETY OF TEXTS

     6.A.1  Applies word analysis strategies to determine meaning in             A2
            reading
     6.A.2 Uses context (using content of sentence/paragraph to                  A1, A2
            determine meaning)
     6.A.3 Uses vocabulary words (synonyms, antonyms, multiple                   A6
            meaning words, etc.)
     6.A.4 Uses a variety of word analysis strategies to read cross-             A5
            curricular texts
     6.A.5 Uses prereading strategies (previews text, sets purposes,
            assesses tasks, and activates prior knowledge, etc.)
     6.A.6 Uses critical thinking strategies (make inferences, draw              A3, A7
            conclusion, compare, summarize, determine main idea, etc.)
     6.A.7 Uses higher order thinking skills (analyzes, evaluates, applies,      A8, A9
            etc.)
     6.A.8 Follows written directions                                            A1
     6.A.9 Responds to literary works in a variety of ways                       A5
     6.A.10 Recognizes story elements (plot, characterization, setting, and      A1, A4
            theme)
     6.A.11 Chooses own reading material

B.   STUDENTS READ A WIDE RANGE OF LITERATURE TO BETTER
     UNDERSTAND THE HUMAN EXPERIENCE AND DIVERSE
     CULTURES
     (Alignment of reading with 6th grade curriculum map: Literature types –
     realistic fiction, diary, nonfiction, memoir, essay, novels, folktale,
     newspaper article, biography, narrative adventure, science/nonfiction,
     informational article, 1st person story, historical fiction, fantasy, and
     fable)

     6.B.1   Recognizes that literature reflects cultural diversity and change   A5

C.   STUDENTS EMPLOY A WIDE RANGE OF STRATEGIES,
     INCLUDING ELEMENTS OF THE WRITING PROCESS, TO
     COMMUNICATE EFFECTIVELY WITH DIFFERENT AUDIENCES FOR
     DIFFERENT PURPOSES

     6.C.1   Uses the writing process (prewriting, rough draft, revising,
             editing, publishing)
     6.C.2   Writes for different purposes and audiences (first person
             narrative, adventure story, how-to-guide)
     6.C.3   Organizes ideas in writing (introduction, body, conclusion,
             logical sequencing, paragraphing, etc.)
D.   STUDENTS APPLY THE PRINCIPLES OF STANDARD ENGLISH
     AND THEIR KNOWLEDGE OF THE STRUCTURE OF THE ENGLISH
     LANGUAGE TO COMMUNICATE EFFECTIVELY

     6.D.1   Uses appropriate spelling
     6.D.2   Uses appropriate capitalization
     6.D.3   Uses appropriate punctuation
     6.D.4   Uses appropriate grammar
     6.D.5   Uses appropriate sentence structure
     6.D.6   Uses appropriate usage

E.   STUDENTS ADJUST THEIR USE OF SPOKEN, WRITTEN, AND
     VISUAL LANGUAGE (CONVENTIONS, STYLE, VOCABULARY) TO
     COMMUNICATE EFFECTIVELY WITH A VARIETY OF AUDIENCES
     AND FOR DIFFERENT PURPOSES

     6.E.1   Uses legible handwriting
     6.E.2   Demonstrates delivery techniques when speaking
             Maintains eye contact with audience
             Expresses idea clearly
             Uses voice effectively (volume, expression, enunciation, and
             rate)
             Shows enthusiasm
     6.E.3   Demonstrates content knowledge when speaking
             Maintains focus on topic
             Presents accurate information
             Organizes with introduction, body, and conclusion
             Supports the topic with details
             Contributes to discussion
     6.E.4   Demonstrates appropriate listening and viewing techniques
             Maintains eye contact
             Focuses on message
             Responds appropriately
             Listens to and follows directions
                          Linn-Mar Community Schools
                               LANGUAGE ARTS
                      7th Grade Standards and Benchmarks


A.   STUDENTS APPLY EFFECTIVE STRATEGIES TO COMPREHEND,
     INTERPRET, EVALUATE, AND APPRECIATE A VARIETY OF TEXTS

     7.A.1   Applies word analysis strategies to determine meaning in            A2, A6
             reading in 7th grade level text
             Uses letter-sound relationships
             Uses word parts (base words, prefixes, suffixes, plurals,
             contractions, etc)
             Uses context (using content of sentence/paragraph to
             determine meaning)
             Uses vocabulary words (synonyms and antonyms, multiple
             meaning words, etc)
             Uses a variety of word analysis strategies to read cross-
             curricular texts
     7.A.2   Understands and interprets a variety of literary forms in 7th       A1, A3,
             grade level text                                                    A4, A5,
             Uses prereading strategies (preview texts, sets purposes,           A7, A8,
             assesses tasks, and activates prior knowledge, etc.                 A9
             Uses critical thinking strategies (author’s purpose, fact and
             opinion, cause and effect, character motive and consequences,
             etc)
             Uses higher order thinking skills (analyzes, evaluates, applies,
             etc)
             Follows written directions
             Responds to literary works in a variety of ways
             Recognizes story elements (plot, characterizations, setting, and
             theme)
             Recognizes that literature reflects cultural diversity and change

B.   STUDENTS READ A WIDE RANGE OF LITERATURE TO BETTER
     UNDERSTAND THE HUMAN EXPERIENCE AND DIVERSE
     CULTURES
     (Alignment of reading with 7th grade curriculum map: - Literature types -

     7.B.1   Reads that literature that reflects cultural diversity and change   A5

C.   STUDENTS EMPLOY A WIDE RANGE OF STRATEGIES, INCLUDING
     ELEMENTS OF THE WRITING PROCESS, TO COMMUNICATE
     EFFECTIVELY WITH DIFFERENT AUDIENCES FOR DIFFERENT
     PURPOSES

     7.C.1   Uses elements of the writing process to write for different
             purposes and audiences
D.   STUDENTS APPLY THE PRINCIPLES OF STANDARD ENGLISH AND
     THEIR KNOWLEDGE OF THE STRUCTURE OF THE ENGLISH
     LANGUAGE TO COMMUNICATE EFFECTIVELY

     7.D.1   Uses strategies to develop appropriate English conventions in
             their written assignments

E.   STUDENTS ADJUST THEIR USE OF SPOKEN, WRITTEN, AND
     VISUAL LANGUAGE (CONVENTIONS, STYLE, VOCABULARY) TO
     COMMUNICATE EFFECTIVELY WITH A VARIETY OF AUDIENCES
     AND FOR DIFFERENT PURPOSES

     7.E.1   Produces legible written works (print, cursive, or word
             processed)
     7.E.2   Demonstrates delivery techniques when speaking
             Maintains eye contact with audience
             Shows organization
             Uses voice effectively (volume, expression, enunciation, and
             rate)
             Uses nonverbal communication (stance, poise, natural
             gestures)
                           Linn-Mar Community Schools
                                LANGUAGE ARTS
                       8th Grade Standards and Benchmarks


A. STUDENTS APPLY EFFECTIVE STRATEGIES TO COMPREHEND,
   INTERPRET, EVALUATE, AND APPRECIATE A VARIETY OF TEXTS

     8.A.1   Understands and interprets a variety of literary forms on 8 th      A1, A3,
             grade appropriate text                                              A4, A5,
             Uses prereading strategies - previews, sets purposes,               A7, A8,
             assesses task, activates prior knowledge                            A9
             Recalls factual information / details
             Uses critical thinking strategies – author’s purpose, fact /
             opinion, cause / effect, character motive
             Uses higher order thinking skills – analyzes, evaluates, applies
             Follows written directions
             Responds to literary works in a variety of ways
             Recognizes story elements – plot, characterization, setting,
             theme
             Chooses own reading material
             Recognizes that literature reflects cultural diversity and change
     8.A.2   Uses appropriate strategies to read unfamiliar words in 8th         A2
             grade appropriate text
             Applies word analysis strategies….
             Uses context to …
             Uses vocabulary…
             Uses variety of word analysis…

B.   STUDENTS READ A WIDE RANGE OF LITERATURE TO BETTER
     UNDERSTAND THE HUMAN EXPERIENCE AND DIVERSE
     CULTURES

     8.B.1   Recognizes that literature reflects cultural diversity and change   A5, A8

C.   STUDENTS EMPLOY A WIDE RANGE OF STRATEGIES, INCLUDING
     ELEMENTS OF THE WRITING PROCESS, TO COMMUNICATE
     EFFECTIVELY WITH DIFFERENT AUDIENCES FOR DIFFERENT
     PURPOSES

     8.C.1   Uses the writing process (prewriting, rough draft, revising,
             editing, publishing)
     8.C.2   Writes for different purposes and audiences (news article,
             creative character description)
     8.C.3   Organizes ideas in writing (introduction, body, conclusion,
             logical sequencing, paragraphing, etc.)
D.   STUDENTS APPLY THE PRINCIPLES OF STANDARD ENGLISH AND
     THEIR KNOWLEDGE OF THE STRUCTURE OF THE ENGLISH
     LANGUAGE TO COMMUNICATE EFFECTIVELY

     8.D.1   Uses appropriate spelling
     8.D.2   Uses appropriate capitalization
     8.D.3   Uses appropriate punctuation
     8.D.4   Uses appropriate grammar
     8.D.5   Uses appropriate sentence structure
     8.D.6   Uses appropriate usage

E.   STUDENTS ADJUST THEIR USE OF SPOKEN, WRITTEN, AND
     VISUAL LANGUAGE (CONVENTIONS, STYLE, VOCABULARY) TO
     COMMUNICATE EFFECTIVELY WITH A VARIETY OF AUDIENCES
     AND FOR DIFFERENT PURPOSES

     8.E.1   Uses legible handwriting
     8.E.2   Demonstrates delivery techniques when speaking
             Maintains eye contact with audience
             Expresses idea clearly
             Uses voice effectively (volume, expression, enunciation, and
             rate)
             Shows enthusiasm
             Uses nonverbal communication (stance, poise, natural
             gestures)
     8.E.3   Demonstrates content knowledge when speaking
             Maintains focus on topic
             Presents accurate information
             Organizes with introduction, body, and conclusion
             Supports the topic with details
             Contributes to discussion
     8.E.4   Demonstrates appropriate listening and viewing techniques
             Maintains eye contact
             Focuses on message
             Responds appropriately
             Listens to and follows directions
                         Linn-Mar Community Schools
                                 ENGLISH 9
         High School Language Arts/Reading Standards and Benchmarks


A.   STUDENTS APPLY EFFECTIVE STRATEGIES TO COMPREHEND,
     INTERPRET, EVALUATE, AND APPRECIATE A VARIETY OF TEXTS

     HS.A.1 Understand material, apply literary elements and make               A1, A3,
            connections between content and life experience.                    A4, A6,
            Exposition                        Characterization                  A8, A9
            Rising action                     Setting
            Climax                            Conflicts
            Falling action                    Poetic Devices
            Resolution                        Compare/contrast
            Theme
            Point of view
            Irony

B.   STUDENTS READ A WIDE RANGE OF LITERATURE TO BETTER
     UNDERSTAND THE HUMAN EXPERIENCE AND DIVERSE
     CULTURES

     HS.B.1 Read a variety of literature – short story, drama, novel, poetry,   A4, A5
            nonfiction.

C.   STUDENTS EMPLOY A WIDE RANGE OF STRATEGIES, INCLUDING
     ELEMENTS OF THE WRITING PROCESS, TO COMMUNICATE
     EFFECTIVELY WITH DIFFERENT AUDIENCES FOR DIFFERENT
     PURPOSES

     HS.C.1 Use elements of the writing process to write for different
            purposes and audiences.

D.   STUDENTS APPLY THE PRINCIPLES OF STANDARD ENGLISH AND
     THEIR KNOWLEDGE OF THE STRUCTURE OF THE ENGLISH
     LANGUAGE TO COMMUNICATE EFFECTIVELY

     HS.D.1 Use appropriate English conventions in their written
            assignments and spoken presentations.

E.   STUDENTS ADJUST THEIR USE OF SPOKEN, WRITTEN, AND
     VISUAL LANGUAGE (CONVENTIONS, STYLE, VOCABULARY) TO
     COMMUNICATE EFFECTIVELY WITH A VARIETY OF AUDIENCES
     AND FOR DIFFERENT PURPOSES

     HS.E.1 Engage in thoughtful discussion of classroom activities and
            assignments.
                         Linn-Mar Community Schools
                                 ENGLISH I
           High School Language Arts/Reading Standards and Benchmarks

 A. STUDENTS APPLY EFFECTIVE STRATEGIES TO COMPREHEND,
     INTERPRET, EVALUATE, AND APPRECIATE A VARIETY OF TEXTS

     HS.A.1 Understand material, apply literary elements and make               A1, A2,
            connections between content and life experience.                    A3, A4,
                                                                                A6, A7,
                                                                                A8, A10

B.   STUDENTS READ A WIDE RANGE OF LITERATURE TO BETTER
     UNDERSTAND THE HUMAN EXPERIENCE AND DIVERSE
     CULTURES

     HS.B.1 Read a variety of literature – short story, drama, novel, poetry,   A1, A2,
            nonfiction                                                          A4, A7

C.   STUDENTS EMPLOY A WIDE RANGE OF STRATEGIES, INCLUDING
     ELEMENTS OF THE WRITING PROCESS, TO COMMUNICATE
     EFFECTIVELY WITH DIFFERENT AUDIENCES FOR DIFFERENT
     PURPOSES

     HS.C.1 Use elements of the writing process to write for different
            purposes and audiences.


D.   STUDENTS APPLY THE PRINCIPLES OF STANDARD ENGLISH AND
     THEIR KNOWLEDGE OF THE STRUCTURE OF THE ENGLISH
     LANGUAGE TO COMMUNICATE EFFECTIVELY

     HS.D.1 Use appropriate English conventions in their written
            assignments and spoken presentations.


E.   STUDENTS ADJUST THEIR USE OF SPOKEN, WRITTEN, AND
     VISUAL LANGUAGE (CONVENTIONS, STYLE, VOCABULARY) TO
     COMMUNICATE EFFECTIVELY WITH A VARIETY OF AUDIENCES
     AND FOR DIFFERENT PURPOSES

     HS.E.1 Engage in thoughtful discussion of classroom activities and
            assignments.
                         Linn-Mar Community Schools
                                 ENGLISH II
           High School Language Arts/Reading Standards and Benchmarks

A.   STUDENTS APPLY EFFECTIVE STRATEGIES TO COMPREHEND,
     INTERPRET, EVALUATE, AND APPRECIATE A VARIETY OF TEXTS

     HS.A.1 Understand material, apply literary elements and make               A1, A2,
            connections between content and life experience.                    A3, A4,
            Plot                              Simile                            A6, A7,
            Theme                             Metaphor                          A8, A10
            Setting                           Symbolism
            Characterization                  Analogy
            Conflict
            Mood
            Tone
            Point of View

B.   STUDENTS READ A WIDE RANGE OF LITERATURE TO BETTER
     UNDERSTAND THE HUMAN EXPERIENCE AND DIVERSE
     CULTURES

     HS.B.1 Read a variety of literature – short story, drama, novel, poetry,   A1, A2,
            nonfiction                                                          A4, A7

C.   STUDENTS EMPLOY A WIDE RANGE OF STRATEGIES, INCLUDING
     ELEMENTS OF THE WRITING PROCESS, TO COMMUNICATE
     EFFECTIVELY WITH DIFFERENT AUDIENCES FOR DIFFERENT
     PURPOSES

     HS.C.1 Use elements of the writing process to write for different
            purposes and audiences.


D.   STUDENTS APPLY THE PRINCIPLES OF STANDARD ENGLISH AND
     THEIR KNOWLEDGE OF THE STRUCTURE OF THE ENGLISH
     LANGUAGE TO COMMUNICATE EFFECTIVELY

     HS.D.1 Use appropriate English conventions in their written
            assignments and spoken presentations.


E.   STUDENTS ADJUST THEIR USE OF SPOKEN, WRITTEN, AND
     VISUAL LANGUAGE (CONVENTIONS, STYLE, VOCABULARY) TO
     COMMUNICATE EFFECTIVELY WITH A VARIETY OF AUDIENCES
     AND FOR DIFFERENT PURPOSES

     HS.E.1 Engage in thoughtful discussion of classroom activities and
            assignments.
                         Linn-Mar Community Schools
                                 ENGLISH III
           High School Language Arts/Reading Standards and Benchmarks

A.   STUDENTS APPLY EFFECTIVE STRATEGIES TO COMPREHEND,
     INTERPRET, EVALUATE, AND APPRECIATE A VARIETY OF TEXTS

     HS.A.1 Understand material, apply literary elements and make               A1, A2,
            connections between content and life experience.                    A3, A4,
                                                                                A6, A7,
                                                                                A8, A10

B.   STUDENTS READ A WIDE RANGE OF LITERATURE TO BETTER
     UNDERSTAND THE HUMAN EXPERIENCE AND DIVERSE
     CULTURES

     HS.B.1 Read a variety of literature – short story, drama, novel, poetry,   A1, A2,
            nonfiction                                                          A4, A7

C.   STUDENTS EMPLOY A WIDE RANGE OF STRATEGIES, INCLUDING
     ELEMENTS OF THE WRITING PROCESS, TO COMMUNICATE
     EFFECTIVELY WITH DIFFERENT AUDIENCES FOR DIFFERENT
     PURPOSES

     HS.C.1 Use elements of the writing process to write for different
            purposes and audiences.


D.   STUDENTS APPLY THE PRINCIPLES OF STANDARD ENGLISH AND
     THEIR KNOWLEDGE OF THE STRUCTURE OF THE ENGLISH
     LANGUAGE TO COMMUNICATE EFFECTIVELY

     HS.D.1 Use appropriate English conventions in their written
            assignments and spoken presentations.


E.   STUDENTS ADJUST THEIR USE OF SPOKEN, WRITTEN, AND
     VISUAL LANGUAGE (CONVENTIONS, STYLE, VOCABULARY) TO
     COMMUNICATE EFFECTIVELY WITH A VARIETY OF AUDIENCES
     AND FOR DIFFERENT PURPOSES

     HS.E.1 Engage in thoughtful discussion of classroom activities and
            assignments.
                              Linn-Mar Community Schools
                                    JOURNALISM I
              High School Language Arts/Reading Standards and Benchmarks


A.   STUDENTS APPLY EFFECTIVE STRATEGIES TO COMPREHEND, INTERPRET,
     EVALUATE, AND APPRECIATE A VARIETY OF TEXTS

     HS.A.1 Read a variety of different journalistic writing styles and different journalistic
            publications
     HS.A.2 Be exposed to different parts of a newspaper


C.   STUDENTS EMPLOY A WIDE RANGE OF STRATEGIES, INCLUDING ELEMENTS
     OF THE WRITING PROCESS, TO COMMUNICATE EFFECTIVELY WITH DIFFERENT
     AUDIENCES FOR DIFFERENT PURPOSES

     HS.C.1 Write in a variety of journalistic styles for a variety of audiences


D.   STUDENTS APPLY THE PRINCIPLES OF STANDARD ENGLISH AND THEIR
     KNOWLEDGE OF THE STRUCTURE OF THE ENGLISH LANGUAGE TO
     COMMUNICATE EFFECTIVELY

     HS.D.1 Revise and edit work


E.   STUDENTS ADJUST THEIR USE OF SPOKEN, WRITTEN, AND VISUAL LANGUAGE
     (CONVENTIONS, STYLE, VOCABULARY) TO COMMUNICATE EFFECTIVELY WITH
     A VARIETY OF AUDIENCES AND FOR DIFFERENT PURPOSES

     HS.E.1 Learn and demonstrate appropriate interviewing techniques
     HS.E.2 Listen and respond to daily current events
                              Linn-Mar Community Schools
                            CONTEMPORARY LITERATURE
                High School Language Arts/Reading Standards and Benchmarks


A.   STUDENTS APPLY EFFECTIVE STRATEGIES TO COMPREHEND, INTERPRET,
     EVALUATE, AND APPRECIATE A VARIETY OF TEXTS

     HS.A.1 Read and analyze modern novels of their choice. Novels will range from 340
            pages to 750+ pages in length
     HS.A.2 Demonstrate an understanding of the author’s use of figurative language in a
            modern novel
     HS.A.3 Read and analyze longer modern novels (ranging from 350 to 750 + pages)
     HS.A.4 Understand use of figurative language in the telling of a story
     HS.A.5 Understand genre and theme


C.   STUDENTS EMPLOY A WIDE RANGE OF STRATEGIES, INCLUDING ELEMENTS
     OF THE WRITING PROCESS, TO COMMUNICATE EFFECTIVELY WITH DIFFERENT
     AUDIENCES FOR DIFFERENT PURPOSES

     HS.C.1 Communicate the worth of any novels they read
                               Linn-Mar Community Schools
                                       CLASSICS
                 High School Language Arts/Reading Standards and Benchmarks


A.   STUDENTS APPLY EFFECTIVE STRATEGIES TO COMPREHEND, INTERPRET,
     EVALUATE, AND APPRECIATE A VARIETY OF TEXTS

     HS.A.1 Read, discuss, and analyze a variety of classic literature
     HS.A.2 Read a variety of literary genres
     HS.A.3 Investigate common myths from around the world

B.   STUDENTS READ A WIDE RANGE OF LITERATURE TO BETTER UNDERSTAND
     THE HUMAN EXPERIENCE AND DIVERSE CULTURES

     HS.B.1 Relate historical events and their impact to literature
     HS.B.2 Discover the similarity of belief and values between classical Greek culture and
            modern western culture
     HS.B.3 Discover that universal themes are at the heart of classical literature
     HS.B.4 Read literature from various time periods to compare views on common themes
     HS.B.5 Discover how a writer is influenced by cultural beliefs

C.   STUDENTS EMPLOY A WIDE RANGE OF STRATEGIES, INCLUDING ELEMENTS
     OF THE WRITING PROCESS, TO COMMUNICATE EFFECTIVELY WITH DIFFERENT
     AUDIENCES FOR DIFFERENT PURPOSES

     HS.C.1   Journal over novels
     HS.C.2   Write essay question answers
     HS.C.3   Write reaction papers to literature read
     HS.C.4   Take notes from videotapes and teacher presentations

D.   STUDENTS APPLY THE PRINCIPLES OF STANDARD ENGLISH AND THEIR
     KNOWLEDGE OF THE STRUCTURE OF THE ENGLISH LANGUAGE TO
     COMMUNICATE EFFECTIVELY

     HS.D.1 Demonstrate an understanding of sentence structure and proper grammar
            through their writing
     HS.D.2 Discover how English is a living language

E.   STUDENTS ADJUST THEIR USE OF SPOKEN, WRITTEN, AND VISUAL LANGUAGE
     (CONVENTIONS, STYLE, VOCABULARY) TO COMMUNICATE EFFECTIVELY WITH
     A VARIETY OF AUDIENCES AND FOR DIFFERENT PURPOSES

     HS.E.1 Make presentations on literature
     HS.E.2 Participate in class discussions
                               Linn-Mar Community Schools
                                  BRITISH LITERATURE
                 High School Language Arts/Reading Standards and Benchmarks


A.   STUDENTS APPLY EFFECTIVE STRATEGIES TO COMPREHEND, INTERPRET,
     EVALUATE, AND APPRECIATE A VARIETY OF TEXT

     HS.A.1   Read, discuss, and analyze a variety of literature
     HS.A.2   Apply literary terms to literature read
     HS.A.3   Will compare and contrast the written text with its film adaptation
     HS.A.4   Develop a rationale for literature requirement for graduation
     HS.A.5   Choose novels to read as well as read class required selections


B.   STUDENTS READ A WIDE RANGE OF LITERATURE TO BETTER UNDERSTAND
     THE HUMAN EXPERIENCE AND DIVERSE CULTURES

     HS.B.1 Relate historical events and their impact to literature
     HS.B.2 Follow a central theme through different genres and time periods
     HS.B.3 Understand how authors’ lives influence their writing


C.   STUDENTS EMPLOY A WIDE RANGE OF STRATEGIES, INCLUDING ELEMENTS
     OF THE WRITING PROCESS, TO COMMUNICATE EFFECTIVELY WITH DIFFERENT
     AUDIENCES FOR DIFFERENT PURPOSES

     HS.C.1 Write essay question answers
     HS.C.2 Write reaction papers to literature read
     HS.C.3 Take notes from videotapes and teacher’s information


D.   STUDENTS APPLY THE PRINCIPLES OF STANDARD ENGLISH AND THEIR
     KNOWLEDGE OF THE STRUCTURE OF THE ENGLISH LANGUAGE TO
     COMMUNICATE EFFECTIVELY

     HS.D.1 Make presentations on literature
     HS.D.2 Discover how English has changed
     HS.D.3 Identify the influence of French on the English language
                              Linn-Mar Community Schools
                           ADVANCED PLACEMENT ENGLISH
              High School Language Arts/Reading Standards and Benchmarks


A.   STUDENTS APPLY EFFECTIVE STRATEGIES TO COMPREHEND, INTERPRET,
     EVALUATE, AND APPRECIATE A VARIETY OF TEXT

     HS.A.1   Read a variety of genres and authors
     HS.A.2   Analyze and evaluate elements of literary genre and literary terminology
     HS.A.3   Analyze the use of literary elements in various genre
     HS.A.4   Evaluate and interpret tone in a literary work
     HS.A.5   Self-select literature for developing an understanding of classics


C.   STUDENTS EMPLOY A WIDE RANGE OF STRATEGIES, INCLUDING ELEMENTS
     OF THE WRITING PROCESS, TO COMMUNICATE EFFECTIVELY WITH DIFFERENT
     AUDIENCES FOR DIFFERENT PURPOSES

     HS.C.1 Analyze and evaluate topics for writing
     HS.C.2 Organize ideas into an essay to accomplish writer’s purpose
     HS.C.3 Evaluate and analyze the different purposes and methods in an author’s writing


D.   STUDENTS APPLY THE PRINCIPLES OF STANDARD ENGLISH AND THEIR
     KNOWLEDGE OF THE STRUCTURE OF THE ENGLISH LANGUAGE TO
     COMMUNICATE EFFECTIVELY

     HS.D.1 Demonstrate editing, proofreading and revision techniques


E.   STUDENTS ADJUST THEIR USE OF SPOKEN, WRITTEN, AND VISUAL LANGUAGE
     (CONVENTIONS, STYLE, VOCABULARY) TO COMMUNICATE EFFECTIVELY WITH
     A VARIETY OF AUDIENCES AND FOR DIFFERENT PURPOSES

     HS.E.1 Deliver a variety of student presentations
                              Linn-Mar Community Schools
                                        ACTING
              High School Language Arts/Reading Standards and Benchmarks


A.   STUDENTS APPLY EFFECTIVE STRATEGIES TO COMPREHEND, INTERPRET,
     EVALUATE, AND APPRECIATE A VARIETY OF TEXT

     HS.A.1 Read scripts for character analysis and interpretation
     HS.A.2 Read for comprehension of literary devices
     HS.A.3 Serve as dramaturges to understand character motivation


B.   STUDENTS READ A WIDE RANGE OF LITERATURE TO BETTER UNDERSTAND
     THE HUMAN EXPERIENCE AND DIVERSE CULTURES

     HS.B.1 Use drama from various cultures


C.   STUDENTS EMPLOY A WIDE RANGE OF STRATEGIES, INCLUDING ELEMENTS
     OF THE WRITING PROCESS, TO COMMUNICATE EFFECTIVELY WITH DIFFERENT
     AUDIENCES FOR DIFFERENT PURPOSES

     HS.C.1 Write character analysis based on scripts
     HS.C.2 Write scene critiques of scene presentations


D.   STUDENTS APPLY THE PRINCIPLES OF STANDARD ENGLISH AND THEIR
     KNOWLEDGE OF THE STRUCTURE OF THE ENGLISH LANGUAGE TO
     COMMUNICATE EFFECTIVELY

     HS.D.1 Demonstrate understanding of IPA and dialects
     HS.D.2 Study period plays to look at English as a changing living language


E.   STUDENTS ADJUST THEIR USE OF SPOKEN, WRITTEN, AND VISUAL LANGUAGE
     (CONVENTIONS, STYLE, VOCABULARY) TO COMMUNICATE EFFECTIVELY WITH
     A VARIETY OF AUDIENCES AND FOR DIFFERENT PURPOSES

     HS.E.1 Watch scene presentations
     HS.E.2 Demonstrate knowledge of vocal techniques in communicating ideas
     HS.E.3 Use body language to communicate ideas
                Linn-Mar Community Schools
                          SPEECH
High School Language Arts/Reading Standards and Benchmarks
                              Linn-Mar Community Schools
                                    JOURNALISM I
              High School Language Arts/Reading Standards and Benchmarks


A.   STUDENTS APPLY EFFECTIVE STRATEGIES TO COMPREHEND, INTERPRET,
     EVALUATE, AND APPRECIATE A VARIETY OF TEXT

     HS.A.1 Read a variety of different journalistic writing styles and different journalistic
            publications
     HS.A.2 Become familiar with and apply standard journalism vocabulary to learning
     HS.A.3 Analyze different parts of a newspaper


B.   STUDENTS READ A WIDE RANGE OF LITERATURE TO BETTER UNDERSTAND
     THE HUMAN EXPERIENCE AND DIVERSE CULTURES

     HS.B.1 Explore journalism as it relates to historical events and cultural literacy


C.   STUDENTS EMPLOY A WIDE RANGE OF STRATEGIES, INCLUDING ELEMENTS
     OF THE WRITING PROCESS, TO COMMUNICATE EFFECTIVELY WITH DIFFERENT
     AUDIENCES FOR DIFFERENT PURPOSES

     HS.C.1 Write in a variety of journalistic styles
     HS.C.2 Write for a variety of audiences


D.   STUDENTS APPLY THE PRINCIPLES OF STANDARD ENGLISH AND THEIR
     KNOWLEDGE OF THE STRUCTURE OF THE ENGLISH LANGUAGE TO
     COMMUNICATE EFFECTIVELY

     HS.D.1 Revise and edit work


E.   STUDENTS ADJUST THEIR USE OF SPOKEN, WRITTEN, AND VISUAL LANGUAGE
     (CONVENTIONS, STYLE, VOCABULARY) TO COMMUNICATE EFFECTIVELY WITH
     A VARIETY OF AUDIENCES AND FOR DIFFERENT PURPOSES

     HS.E.1 Listen and respond to daily current events
     HS.E.2 Learn and demonstrate appropriate interviewing techniques
     HS.E.3 Learn and understand principles of Press Law
                              Linn-Mar Community Schools
                                 COLLEGE GRAMMAR
              High School Language Arts/Reading Standards and Benchmarks


A.   STUDENTS APPLY EFFECTIVE STRATEGIES TO COMPREHEND, INTERPRET,
     EVALUATE, AND APPRECIATE A VARIETY OF TEXT

     HS.A.1 Demonstrate an understanding of syntax and structure of any given sentence


C.   STUDENTS EMPLOY A WIDE RANGE OF STRATEGIES, INCLUDING ELEMENTS
     OF THE WRITING PROCESS, TO COMMUNICATE EFFECTIVELY WITH DIFFERENT
     AUDIENCES FOR DIFFERENT PURPOSES

     HS.C.1 Demonstrate an understanding of the writing process


D.   STUDENTS APPLY THE PRINCIPLES OF STANDARD ENGLISH AND THEIR
     KNOWLEDGE OF THE STRUCTURE OF THE ENGLISH LANGUAGE TO
     COMMUNICATE EFFECTIVELY

     HS.D.1 Use appropriate syntax and grammar in any given sentence


E.   STUDENTS ADJUST THEIR USE OF SPOKEN, WRITTEN, AND VISUAL LANGUAGE
     (CONVENTIONS, STYLE, VOCABULARY) TO COMMUNICATE EFFECTIVELY WITH
     A VARIETY OF AUDIENCES AND FOR DIFFERENT PURPOSES

     HS.E.1 Work collaboratively, using a variety of problems solving techniques to reach a
            consensus
                              Linn-Mar Community Schools
                                  CREATIVE WRITING
              High School Language Arts/Reading Standards and Benchmarks


A.   STUDENTS APPLY EFFECTIVE STRATEGIES TO COMPREHEND, INTERPRET,
     EVALUATE, AND APPRECIATE A VARIETY OF TEXT

     HS.A.1 Respond to and evaluate selected readings
     HS.A.2 Be exposed to a variety of professional and peer writings in different genres


C    STUDENTS EMPLOY A WIDE RANGE OF STRATEGIES, INCLUDING ELEMENTS
     OF THE WRITING PROCESS, TO COMMUNICATE EFFECTIVELY WITH DIFFERENT
     AUDIENCES FOR DIFFERENT PURPOSES

     HS.C.1   Write for a variety of situations and purposes
     HS.C.2   Write for a variety of audiences, including writing for publication
     HS.C.3   Experiment with a variety of methods for generating/brainstorming ideas
     HS.C.4   Participate in personal journaling


D.   STUDENTS APPLY THE PRINCIPLES OF STANDARD ENGLISH AND THEIR
     KNOWLEDGE OF THE STRUCTURE OF THE ENGLISH LANGUAGE TO
     COMMUNICATE EFFECTIVELY

     HS.D.1 Demonstrate editing, proofreading and revision techniques


E.   STUDENTS ADJUST THEIR USE OF SPOKEN, WRITTEN, AND VISUAL LANGUAGE
     (CONVENTIONS, STYLE, VOCABULARY) TO COMMUNICATE EFFECTIVELY WITH
     A VARIETY OF AUDIENCES AND FOR DIFFERENT PURPOSES

     HS.E.1 Share personal writings with classmates
     HS.E.2 Respond to classmates’ writing
     HS.E.3 Participate in teacher/peer conferences
                              Linn-Mar Community Schools
                                  COLLEGE WRITING
              High School Language Arts/Reading Standards and Benchmarks


A.   STUDENTS APPLY EFFECTIVE STRATEGIES TO COMPREHEND, INTERPRET,
     EVALUATE, AND APPRECIATE A VARIETY OF TEXT

     HS.A.1   Read essays to evaluate quality
     HS.A.2   Analyze sources of information for bias and reliability
     HS.A.3   Identify both sides of a controversial issue
     HS.A.4   Analyze information and come to a logical conclusion
     HS.A.5   Demonstrate an ability to identify thesis
     HS.A.6   Locate a variety of varied sources


B.   STUDENTS READ A WIDE RANGE OF LITERATURE TO BETTER UNDERSTAND
     THE HUMAN EXPERIENCE AND DIVERSE CULTURES

     HS.B.1 Understand gender bias


C.   STUDENTS EMPLOY A WIDE RANGE OF STRATEGIES, INCLUDING ELEMENTS
     OF THE WRITING PROCESS, TO COMMUNICATE EFFECTIVELY WITH DIFFERENT
     AUDIENCES FOR DIFFERENT PURPOSES

     HS.C.1   Paraphrase or use correct citation for information from sources
     HS.C.2   Write on a variety of topics
     HS.C.3   Critique peers’ writing
     HS.C.4   Write for a variety of audiences and purposes
     HS.C.5   Use correct formatting
     HS.C.6   Write for personal needs
     HS.C.7   Demonstrate an ability to take notes


D.   STUDENTS APPLY THE PRINCIPLES OF STANDARD ENGLISH AND THEIR
     KNOWLEDGE OF THE STRUCTURE OF THE ENGLISH LANGUAGE TO
     COMMUNICATE EFFECTIVELY

     HS.D.1 Use correct English usage
     HS.D.2 Demonstrate rules for correct grammar and punctuation

				
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