Language Arts Curriculum Standards
3001 - English I

Apply a variety of strategies to correct sentence fragments and run-on
sentences.
3001.1.1

Know and apply a variety of sentence-combining techniques.
3001.1.2

Identify the seven basic sentence patterns.
3001.1.3

Know and use correctly Standard English conventions for punctuation, capitalization, and spelling.
3001.1.3

Use print and electronic reference sources as aids in understanding all
aspects of words (e.g., spelling, part of speech, definition, cognates, etymology,
synonyms).
3001.1.4

Use previously learned strategies in determining and clarifying word
meanings (e.g., roots, affixes, textual context).
3001.1.5

Use roots and affixes to determine or clarify the meaning of words.
3001.1.6

Recognize and use the appropriate word in frequently confused pairs (e.g., lead/led, there/their).
3001.1.7

Demonstrate understanding of common English phrases and phrases taken
from other languages (e.g., coup d’etat, avant-garde).
3001.1.8

Demonstrate an understanding of troublesome aspects of parts of speech, such as comparative and superlative forms of adjectives and adverbs, and singular and plural possessive pronouns.
SPI 3001.1.1

Use a variety of techniques to correct sentence fragments.
SPI 3001.1.2

Use commas correctly with appositives and introductory words, phrases, or clauses.
SPI 3001.1.3

Recognize correct subject-verb agreement with intervening elements.
SPI 3001.1.4

Correct a run-on sentence by using a comma and coordinating conjunction, subordinate conjunction, or semicolon.
SPI 3001.1.5

Select correct pronoun usage in a sentence (e.g., with compound elements such as between you and me, or following than or as).
SPI 3001.1.6

Select correct pronoun-antecedent agreement using collective nouns or indefinite pronouns.
SPI 3001.1.7

Recognize the correct placement of end marks with quotation marks.
SPI 3001.1.8

Recognize the correct usage of quotation marks in direct and indirect
quotations.
SPI 3001.1.9

Use context clues and/or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words.
SPI 3001.1.10

Select the appropriate word in frequently confused pairs (i.e., there/their/they’re, past/passed, led/lead, your/you’re, its/it’s).
SPI 3001.1.11

Identify the pattern of a given set of sentences.
SPI 3001.1.12

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Language Arts Curriculum Standards
3001 - English I

Follow multi-tasked or multi-dimensional instructions to perform a specific role in a task, answer difficult questions, and solve challenging problems.
3001.2.1

Identify the thesis of a challenging speech in which the ideas may be subtle or implied, regardless of whether the organizational pattern is linear.
3001.2.2

Summarize information presented orally by others, including the purposes, major ideas, and supporting details or evidence.
3001.2.3

Paraphrase accurately multiple, challenging ideas and information presented
orally by others.
3001.2.4

Analyze the ways in which the style, structure, and rhetorical devices of a
challenging speech support or confound its meaning or purpose, taking into account
the speaker’s nonverbal gestures, credibility, and point of view.
3001.2.5

Listen actively in group discussions by posing relevant questions and by eliminating barriers to communication.
3001.2.6

Include facts, reasons, details, and examples to support increasingly complex points.
3001.2.7

Organize oral presentations to emphasize the purpose of the presentation, citing first the simple examples or arguments and then the more abstract ones.
3001.2.8

Utilize an organizational pattern that enhances the appeal to the audience and is appropriate for the purpose (e.g., sequential, problem-solution, compare-
contrast, cause-effect).
3001.2.9

Arrange ideas logically and maintain a consistent focus.
3001.2.10

Signal clear connections among ideas through the consistent and effective use of a variety of transitions.
3001.2.11

Provide a coherent and effective conclusion that reinforces the focus of the presentation.
3001.2.12

Use effective rhetorical devices such as rhetorical questions, parallelism and repetition, and analogies.
3001.2.13

Employ effective presentation skills, including good eye contact, careful enunciation, appropriate rate and volume, and relaxed body language.
3001.2.14

Participate productively in self-directed work teams for a particular purpose (e.g., to interpret literature, solve a problem, make a decision).
3001.2.15

Identify the thesis and main points of a challenging speech.
SPI 3001.2.1

Select the best paraphrase of a challenging speech.
SPI 3001.2.2

Discern the structure of a challenging speech (e.g., sequential, problem-solution, compare-contrast, cause-effect).
SPI 3001.2.3

Identify rhetorical devices used in a challenging speech (e.g., rhetorical
questions, parallelism and repetition, analogies).
SPI 3001.2.4

Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).
SPI 3001.2.5

Organize a series of note cards in the most effective order for an oral presentation.
SPI 3001.2.6

Select the most appropriate strategies for participating productively in a
team.
SPI 3001.2.7

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Language Arts Curriculum Standards
3001 - English I

Write in a variety of modes (e.g., summary, explanation, description,
persuasion, informational, literary analysis, creative expression).
3001.3.1

3001.3.2 Create increasingly complex work-related texts (e.g., instructions, directions, letters, bios, memos, proposals, project plans, work orders, reports) that employ the following strategies:

• Select a medium or format appropriate to purpose for writing, and maintain focus on the purpose.

• Effectively vary strategies (e.g., provide facts, describe the subject) to achieve complex purposes.

• Select a medium or format, arrange supporting ideas, and craft diction and
tone that anticipate the audience’s needs.

• Anticipate problems, mistakes, and misunderstandings that might arise for the audience.

• Translate technical language into non-technical English.

• Provide ideas, examples, and comparisons to support the main points in the text.

• Follow customary formats (e.g., use salutation, closing, and signature for
business letters, and format for memos).

• Use a variety of techniques to format the text.

• Effectively employ formatting and other visual elements (e.g., headings,
bulleted lists, effective use of white space on the page).

• Use graphics and illustrative material effectively to support ideas in the text.

Develop topics that address unfamiliar concepts removed from the student’s personal experiences and require in-depth analysis.
3001.3.3

Use a variety of strategies when appropriate (e.g., comparisons, anecdotes,
detailed descriptions) to provide facts, details, reasons, and examples that support and support the thesis.
3001.3.4

Develop ideas as appropriate to audience and respond to readers’ potential questions and counterarguments.
3001.3.5

Include relevant, specific, and compelling details.
3001.3.6

Employ varied and appropriate organizational structures that support the topic.
3001.3.7

Use transitional words and phrases to signal organizational patterns and to indicate relationships among ideas.
3001.3.8

Create text features (e.g., headings, subheadings, formatting) as appropriate to signal important points.
3001.3.9

Use precise language, considering audience and purpose (e.g., technical writing, creative expression).
3001.3.10

Use compelling verbs and a variety of figurative language (e.g., personification, sarcasm, word play) for effect to meet the needs of audience and purpose.
3001.3.11

Use a variety of correct sentence structures for effect.
3001.3.12

Demonstrate control of Standard English through correct application of grammar, usage, and mechanics.
3001.3.14

3001.3.15 When sources are used or referenced (e.g., in research, informational
essays, literary essays), adhere to the following:

• Acknowledge source material and create a reliable bibliography in a standard
format.

• Cite sources using a standard format (MLA, APA) with a high degree of
accuracy.

• Appropriately quote, paraphrase, or summarize text, ideas, or other
information taken from print or other electronic sources.

• Correctly incorporate ideas within text.

• Embed quotations and graphics from other sources, when appropriate.

Generate notes while collecting information, following a logical note-taking system.
3001.3.16

Create a detailed outline based on research, note-taking, or other method of generating content.
3001.3.17

Revise to craft a tone, mood, and style that convey the writer’s attitude and are appropriate to audience.
3001.3.18

Drawing on reader’s comments, revise papers to focus on the thesis, develop ideas, address potential objections, employ effective transitions, identify a
clear beginning and ending, correct logic errors, and identify areas for further
development.
3001.3.19

Use both basic and specialized software to incorporate graphics into
writing products.
3001.3.20

State Performance Indicators
3.1 | 3.2 | 3.3 | 3.4 | 3.5 | 3.6 | 3.7 | 3.8 | 3.9 | 3.10 | 3.11 | 3.12 | 3.13 | 3.14 | 3.15

Proofread a passage for correct punctuation and mechanics.
SPI 3001.3.1

Proofread a passage for correct English usage.
SPI 3001.3.2

Select the best paraphrase of a given reading passage.
SPI 3001.3.3

Choose the most effective order of sentences in a paragraph.
SPI 3001.3.4

Choose the transitional device that appropriately connects sentences or
paragraphs within a writing sample.
SPI 3001.3.5

Select a vivid word (e.g., adjective, adverb, verb) to strengthen a written description.
SPI 3001.3.6

Demonstrate the ability to combine a set of simple sentences into a longer, more interesting sentence.
SPI 3001.3.7

Select from a list of graphic organizers the best one for a given set of
information.
SPI 3001.3.8

Select the thesis statement in a writing sample or passage.
SPI 3001.3.9

Evaluate the relevance of supporting sentences by deleting an irrelevant sentence in a passage.
SPI 3001.3.10

Rearrange the order of supporting paragraphs within a writing sample given a specified organizational pattern (e.g., comparison/contrast, chronological).
SPI 3001.3.11

Identify a statement that reveals the writer’s attitude.
SPI 3001.3.12

Identify the targeted audience for a selected passage.
SPI 3001.3.13

Determine the writer’s purpose in s nonfiction writing sample (e.g.,
narration, description, persuasion, exposition, creative expression).
SPI 3001.3.14

Identify (from a sample) the stage of the writing process represented
(using graphics showing the stages: prewriting, drafting, revising, editing, publishing).
SPI 3001.3.15

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Language Arts Curriculum Standards
3001 - English I

Narrow an increasingly complex topic so that the research process is manageable and a clear research question is identified.
3001.4.1

Take and organize notes on information relevant to the topic and identify areas for research.
3001.4.2

Focus on both factual data and on inferences.
3001.4.3

Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic search by including resources that are written by authorities in the topic area and written for an informed audience in the field.
3001.4.4

Evaluate resources for their credibility, reliability, strengths, and limitations, using criteria appropriate to the discipline.
3001.4.5

Collect evidence in varied ways to meet the needs of the research question.
3001.4.6

Summarize, paraphrase, and report research information supporting or refuting the thesis, as appropriate.
3001.4.7

Craft an introductory section in which a research question is stated, point of view is stated or implied, terms are defined, and a research context is provided.
3001.4.8

Maintain coherence through the consistent use of transitions.
3001.4.9

Create an effective organizing structure based on increasingly complex research information, sometimes using multiple organizing structures within the essay.
3001.4.10

Craft a conclusion in which the research question and topic are reemphasized, the main findings are summarized, and conclusions are drawn.
3001.4.11

Acknowledge source material and create a bibliography, following a standard format and with a high degree of accuracy.
3001.4.12

Cite sources using a standard format (e.g., MLA, APA), with a high degree of accuracy.
3001.4.13

Appropriately quote, paraphrase, or summarize text, ideas, or other information taken from print or electronic sources.
3001.4.14

Accurately embed quotations and graphics from others sources.
3001.4.15

Format text and graphics (using technology as appropriate), including a title, numbered pages, and a bibliography.
3001.4.16

Use graphics and illustrative material effectively to support and enhance research ideas.
3001.4.17

State Performance Indicators
4.1 | 4.2 | 4.3 | 4.4 | 4.5 | 4.5 | 4.6

Select the research topic with the highest degree of focus.
SPI 3001.4.1

Differentiate between primary and secondary sources.
SPI 3001.4.2

Evaluate the reliability and credibility of sources for use in research.
SPI 3001.4.3

Evaluate the validity of Web pages as sources of information.
SPI 3001.4.4

Determine which statement presents an opposing view from those stated on a Web page.
SPI 3001.4.5

Select correctly-formatted bibliographic citations.
SPI 3001.4.5

Identify information that must be cited or attributed within a writing
sample.
SPI 3002.4.6

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Language Arts Curriculum Standards
3001 - English I

Describe the structure of a multi-faceted argument with a stated main claim or conclusion and explicit or implicit premises.
3001.5.1

Identify the elements of deductive and inductive arguments.
3001.5.2

Identify the roles premises play in developing deductive and inductive arguments.
3001.5.3

Evaluate the relevance and quality of evidence given to support or oppose an argument.
3001.5.4

Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions.
3001.5.5

Distinguish between evidence which is directly stated and evidence which is implied.
3001.5.6

Identify false statements and explain how they are used in certain kinds of persuasive arguments.
3001.5.7

Explain why common logical fallacies (e.g., the appeal to pity, the personal attack, the false dilemma) do not prove the point being argued.
3001.5.8

Identify and analyze the stylistic and rhetorical devices that are used to persuade in written and oral communication (e.g., loaded terms, leading questions,
false assumptions).
3001.5.9

Explain and evaluate complex relationships in a variety of argumentative texts.
3001.5.10

Identify and analyze similarities and differences in evidence, premises, and conclusions between two or more arguments on the same topic.
3001.5.11

Evaluate the function of verbal techniques such as ambiguity and paradox in constructing an argument.
3001.5.12

State Performance Indicators
5.1 | 5.2 | 5.3 | 5.4 | 5.5 | 5.6 | 5.7 | 5.8 | 5.9

Select the persuasive device (i.e., loaded terms, leading questions, false
assumptions) used in an ad or speech.
SPI 3001.5.1

Identify the logical fallacy (i.e., the appeal to pity, the personal attack, the false dilemma) of a given argument.
SPI 3001.5.2

Differentiate between the stated and implied evidence of a given argument.
SPI 3001.5.3

Determine whether a given argument employ deductive or inductive
reasoning.
SPI 3001.5.4

Draw appropriate inferences from a passage.
SPI 3001.5.5

Discern an implied main idea from a passage.
SPI 3001.5.6

Identify a statement that reveals the writer’s biases, assumptions, or values within a writing sample.
SPI 3001.5.7

Identify the similarities and differences in evidence, premises, and conclusions between two arguments on the same topic.
SPI 3001.5.8

Distinguish the strongest or weakest point of an argument within a passage.
SPI 3001.5.9

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Language Arts Curriculum Standards
3001 - English I

Follow extended multi-tasked or multi-dimensional instructions in informational and technical texts to perform specific tasks, answer questions, or solve problems.
3001.6.1

Identify and interpret essential details in passages and interpret minor or subtle details in informational and technical texts.
3001.6.2

Identify the main ideas in informational and technical texts.
3001.6.3

Identify and distinguish the essential and non-essential details that support the main idea of informational texts.
3001.6.4

Recognize clear, subtle, or implied relationships among ideas in informational and technical texts.
3001.6.5

Draw appropriate inferences and conclusions in informational and technical texts.
3001.6.6

Summarize in a concise and well-organized way the main ideas and supporting details in informational and technical texts.
3001.6.7

Distinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique.
3001.6.8

Synthesize information across multiple informational and technical texts and sources.
3001.6.9

Identify and analyze involved or unconventional organizational structures that may be found informational and technical texts.
3001.6.10

Evaluate informational and technical texts for clarity, coherence and appropriateness of graphics.
3001.6.12

State Performance Indicators
6.1 | 6.2 | 6.3 | 6.4 | 6.5 | 6.6 | 6.7

Discern the stated or implied main idea and supporting details of informational and technical passages.
SPI 3001.6.1

Make inferences and draw conclusions based on evidence from informational and technical passages.
SPI 3001.6.2

Use the graphics of informational and technical passages to answer questions.
SPI 3001.6.3

Determine the appropriateness of a graphic used to support an informational or technical passage.
SPI 3001.6.4

Identify an informational or technical text’s organizational structure.
SPI 3001.6.5

Differentiate between a critique and summary.
SPI 3001.6.6

Select the best synthesis of a given set of information.
SPI 3001.6.7

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Language Arts Curriculum Standards
3001 - English I

Recognize the effects of sound, visual images, and language on audience.
3001.7.1

Analyze and apply visual and verbal presentations of the same subject matter agree or conflict in matters of culture, audience, and medium.
3001.7.2

Analyze and apply visual and sound techniques and design elements (e.g., special effects, camera angles, lighting and music in television and film; layout,
pictures, and typeface in newspaper, magazines, and print advertisements; layout,
navigation, links, and interactive features on Web sites).
3001.7.3

Present clearly identifiable messages, using increasingly complex visual, audio, and graphic effects and interactive features.
3001.7.4

Demonstrate consistent and effective audience focus through purposeful choice of medium; compelling images, words, and sounds; and focused supporting
ideas.
3001.7.5

Demonstrate awareness of the transactional nature of media by considering audience in preparing productions.
3001.7.6

Use visual images, text, graphics, music and/or sound effects that relate to and support clear, explicit messages.
3001.7.7

State Performance Indicators
7.1 | 7.2 | 7.3 | 7.4 | 7.5

Draw an inference from a non-print medium.
SPI 3001.7.1

Select the type of conflict represented in a non-print medium.
SPI 3001.7.2

Choose a visual image that best reinforces a viewpoint.
SPI 3001.7.3

Determine the impact of production elements (e.g., font, color, layout,graphics, light, camera angle) on a message.
SPI 3001.7.4

Discern how the limitations imposed by a particular medium restrict the delivery of a particular message.
SPI 3001.7.5

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Language Arts Curriculum Standards
3001 - English I

Analyze the setting, plot, theme, characterization, and narration of classic and contemporary short stories and novels.
3001.8.1

Demonstrate understanding of non-linear plot progressions.
3001.8.2

Analyze how plot structures (e.g., conflict, resolution, climax, and subplots) function and advance action.
3001.8.3

Analyze the role and function of characters and determine ways in which the author reveals those characters.
3001.8.4

Analyze the moral dilemmas in works of literature, as revealed by characters’ motivation and behavior.
3001.8.5

Identify ways that the plot shapes the character and presentation of moral dilemmas in increasingly complex texts.
3001.8.6

Identify how setting and changes in setting can affect the literary elements (e.g., plot, character, theme, tone) in texts.
3001.8.7

Analyze the narration and point of view in increasingly complex texts in which the narrator and point of view shift with multiple characters acting as narrators.
3001.8.8

Explain the impact of the author’s choice of a particular point of view(s).
3001.8.9

Demonstrate understanding that form relates to meaning (e.g., compare a poem, an essay, and a novel on the same theme or topic).
3001.8.10

Recognize and identify the characteristics of lyric poetry, blank verse, free verse, epic, sonnet, dramatic poetry, and ballad.
3001.8.11

Identify, analyze, and evaluate the effect and use of metrics, rhyme scheme (e.g., end, internal, slant, eye), rhythm, alliteration, and other conventions of verse in more challenging poetry (including poetic forms such as lyric, blank verse, epic,
sonnet, dramatic poetry).
3001.8.12

Identify and analyze elements of literary drama (e.g., dramatic irony, dialogue, soliloquy, monologue, aside).
3001.8.13

Identify, analyze, and evaluate the development of the theme(s) of a literary text.
3001.8.14

Identify, analyze, and evaluate the development of similar or contrasting themes across two or more literary texts of varying complexity.
3001.8.15

Analyze literary texts to identify the author’s attitudes, viewpoints, and beliefs and to compare these to the larger historical context of the texts.
3001.8.16

Identify and analyze the use of literary elements such as allegory, paradox, satire, and foreshadowing.
3001.8.17

Recognize and interpret figures of speech in all literary genres (e.g., metaphor, simile, personification, allusion).
3001.8.18

Identify and analyze biblical, classical, historical, and literary allusions.
3001.8.19

State Performance Indicators
8.1 | 8.2 | 8.3 | 8.4 | 8.5 | 8.6 | 8.7 | 8.8 | 8.9 | 8.10 | 8.11 | 8.12 | | 8.14

Identify simile, metaphor, onomatopoeia, alliteration, or personification in poetry or prose.
SPI 3001.8.1

Differentiate among verbal, situational, and dramatic irony.
SPI 3001.8.2

Identify an author’s point of view (i.e., first person, third person limited, third person omniscient).
SPI 3001.8.3

Identify how the author reveals character (i.e., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks).
SPI 3001.8.4

Determine the significance/meaning of a symbol in poetry or prose.
SPI 3001.8.5

Identify standard literary elements (i.e., allegory, parable, paradox, parody, satire, foreshadowing).
SPI 3001.8.6

Differentiate between mood and tone in poetry or prose.
SPI 3001.8.7

Determine the impact of setting on literary elements (i.e., plot, character, theme, tone.)
SPI 3001.8.8

Identify the common theme in a series of passages.
SPI 3001.8.9

Demonstrate knowledge of the appropriate use of sound and metric devices (i.e., rhyme (internal, slant), rhythm, repetition, alliteration, onomatopoeia).
SPI 3001.8.10

Demonstrate knowledge of the characteristics of lyric poetry, blank verse, free verse, epics, sonnets, dramatic poetry, and ballads.
SPI 3001.8.11

Identify the elements of drama (i.e., stage directions, dialogue, soliloquy, monologue, aside).
SPI 3001.8.12

Locate words or phrases in a passage that provide historical or cultural cues.
SPI 3001.8.13

Identify classical and literary allusions in context.
SPI 3001.8.14

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