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EAST LONGMEADOW PUBLIC SCHOOLS |
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2006 - 2007 DISTRICT CURRICULUM GUIDES |
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Language Arts - Advanced Placement English 12 |
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Essay: Moral Argument/Analyze
The learner will be able to
analyze the moral argument presented in an essay.
| Strand |
Scope |
Source |
| Essay |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
|
Essay: Philosophical Argument/Analyze
The learner will be able to
analyze the philosophical argument presented in an essay.
| Strand |
Scope |
Source |
| Essay |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
|
Author: Political Ideology/Analyze
The learner will be able to
analyze how an author's political ideology is reflected in his/her work.
| Strand |
Scope |
Source |
| Author |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
|
Author Technique: Nonfiction/Analyze
The learner will be able to
analyze how authors use the elements of nonfiction to achieve their purposes.
| Strand |
Scope |
Source |
| Author: Style/Technique |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 13.12.; MA: Curriculum Framework, 2001, Grade 12, 13.27 |
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Nonfiction: Meaning/Apply
The learner will be able to
apply knowledge of meaning of nonfictional material.
| Strand |
Scope |
Source |
| Nonfiction |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
|
Nonfiction: Elements/Apply
The learner will be able to
apply knowledge of elements of nonfiction.
| Strand |
Scope |
Source |
| Nonfiction |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
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Informational Text: Meaning/Apply
The learner will be able to
apply knowledge of meaning of informational text.
| Strand |
Scope |
Source |
| Informational Text |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
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Informational Text: Elements/Apply
The learner will be able to
apply knowledge of elements of informational text.
| Strand |
Scope |
Source |
| Informational Text |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
|
Short Story: Satire/Identify
The learner will be able to
identify satire in a short story.
| Strand |
Scope |
Source |
| Story/Short Story |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 10.12 |
|
Narrative: Compare/Contrast/Culture
The learner will be able to
compare and contrast narratives from a variety of cultures.
| Strand |
Scope |
Source |
| Narrative |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 16 |
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Article: Satire/Analyze
The learner will be able to
analyze satire in an editorial article.
| Strand |
Scope |
Source |
| Article |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 10.12 |
|
Article: Parody/Analyze
The learner will be able to
analyze parody in an editorial article.
| Strand |
Scope |
Source |
| Article |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 10.12 |
|
Genre: Characteristics/Apply Knowledge
The learner will be able to
use knowledge of key characteristics of a variety of genres.
| Strand |
Scope |
Source |
| Genre: Characteristics |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 10 |
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Genre: Characteristics/Analyze
The learner will be able to
analyze key characteristics of a variety of genres.
| Strand |
Scope |
Source |
| Genre: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 10.; MA: Curriculum Framework, 2001, Grade 12, 10 |
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Drama: Play/Moral Argument
The learner will be able to
analyze the moral argument presented in a play.
| Strand |
Scope |
Source |
| Drama |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
|
Drama: Play/Philosophical Argument
The learner will be able to
analyze the philosophical argument presented in a play.
| Strand |
Scope |
Source |
| Drama |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
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Novel: Moral Argument/Analyze
The learner will be able to
analyze the moral argument presented in a novel.
| Strand |
Scope |
Source |
| Novel: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
|
Novel: Philosophical Argument/Analyze
The learner will be able to
analyze the philosophical argument presented in a novel.
| Strand |
Scope |
Source |
| Novel: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
|
Drama: Theme/Structure/Elements
The learner will be able to
recognize, analyze, and use knowledge of themes, structure, and elements of drama and offer textual evidence to support understanding.
| Strand |
Scope |
Source |
| Drama |
Master |
MA: Curriculum Framework, 2001, Grade 12, 17 |
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Multicultural Literature: Style/Language
The learner will be able to
examine and compare style and language choice in important cross-cultural literary works.
| Strand |
Scope |
Source |
| Multicultural Literature |
Master |
MA: Curriculum Framework, 2001, Grade 12, 15.10 |
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Nonfiction: Purpose/Structure/Elements
The learner will be able to
recognize, analyze, and apply knowledge of purpose, structure, and elements of nonfiction or informational materials and provide evidence from the text to support their comprehension.
| Strand |
Scope |
Source |
| Nonfiction |
Master |
MA: Curriculum Framework, 2001, Grade 12, 13 |
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Word Choice: Senses/Imagery/Mood
The learner will be able to
recognize and examine how author's word choice appeals to the senses, creates imagery, suggests mood, and sets tone and provide textual evidence to support understanding.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
MA: Curriculum Framework, 2001, Grade 12, 15 |
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Imagery: Analyze
The learner will be able to
analyze the use of imagery within a given poem.
| Strand |
Scope |
Source |
| Poetry: Imagery |
Master |
MA: Curriculum Framework, 2001, Grade 12, 14.6 |
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Literature: Recognize/Characteristics
The learner will be able to
recognize the characteristics of literature that overlap or cut across the boundaries of genre classifications.
| Strand |
Scope |
Source |
| Literature |
Master |
MA: Curriculum Framework, 2001, Grade 12, 10.6 |
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Poetry: Evaluate Diction
The learner will be able to
evaluate poetry for appropriateness of diction.
| Strand |
Scope |
Source |
| Poetry: Author/Speaker |
Master |
MA: Curriculum Framework, 2001, Grade 12, 14.6 |
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Poetry: Moral Argument/Analyze
The learner will be able to
analyze the moral argument presented in a poem.
| Strand |
Scope |
Source |
| Poetry: Analyze Story Elements |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
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Poetry: Philosophical Argument/Analyze
The learner will be able to
analyze the philosophical argument presented in a poem.
| Strand |
Scope |
Source |
| Poetry: Analyze Story Elements |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
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Poetry: Structure/Analyze
The learner will be able to
analyze structural elements of poems.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
MA: Curriculum Framework, 2001, Grade 12, 14 |
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Poetry: Theme/Apply
The learner will be able to
apply knowledge of theme in a poem.
| Strand |
Scope |
Source |
| Poetry: Story Elements |
Master |
MA: Curriculum Framework, 2001, Grade 12, 14 |
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Poetry: Theme/Identify
The learner will be able to
identify the theme of a given poem.
| Strand |
Scope |
Source |
| Poetry: Story Elements |
Master |
MA: Curriculum Framework, 2001, Grade 12, 14 |
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Author: Elements of Fiction
The learner will be able to
examine, evaluate and use knowledge of how authors use elements of fiction to achieve specific rhetorical and aesthetic purposes.
| Strand |
Scope |
Source |
| Author |
Master |
MA: Curriculum Framework, 2001, Grade 12, 12.6 |
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Elements: Analyze
The learner will be able to
analyze the poetic elements within a poem.
| Strand |
Scope |
Source |
| Poetry: Elements |
Master |
MA: Curriculum Framework, 2001, Grade 12, 14 |
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Elements: Knowledge/Apply
The learner will be able to
apply knowledge of poetic elements.
| Strand |
Scope |
Source |
| Poetry: Elements |
Master |
MA: Curriculum Framework, 2001, Grade 12, 14 |
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Imagery: Evaluate
The learner will be able to
evaluate the use of imagery within a given poem.
| Strand |
Scope |
Source |
| Poetry: Imagery |
Master |
MA: Curriculum Framework, 2001, Grade 12, 14.6 |
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Poetry: Structure/Identify
The learner will be able to
identify the structure of poetry.
| Strand |
Scope |
Source |
| Poetry |
Master |
MA: Curriculum Framework, 2001, Grade 12, 14 |
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African-American: Influence/Analyze
The learner will be able to
analyze influences on the works of African-American writers, and the influence of African-American writers on subsequent works.
| Strand |
Scope |
Source |
| African-American Literature |
Master |
East Longmeadow High School |
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African-American: Themes/Compare
The learner will be able to
compare themes in African-American literary works to events occurring when the works were written.
| Strand |
Scope |
Source |
| African-American Literature |
Master |
East Longmeadow High School |
|
American Literature: Assess/Social
The learner will be able to
assess the social influences that contributed to the development of characters, plot, and/or settings in American literature.
| Strand |
Scope |
Source |
| American Literature |
Master |
East Longmeadow High School |
|
American Literature: Characters
The learner will be able to
recognize the differences among archetypal characters in American literature.
| Strand |
Scope |
Source |
| American Literature |
Master |
East Longmeadow High School |
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American Literature: Conventions/Analyze
The learner will be able to
analyze the difference in the use of language conventions by authors from different time periods of American literature.
| Strand |
Scope |
Source |
| American Literature |
Master |
East Longmeadow High School |
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Analyze: Author Techniques
The learner will be able to
analyze techniques poets use to inspire readers to share emotions.
| Strand |
Scope |
Source |
| Poetry: Analyze Author/Speaker |
Master |
East Longmeadow High School |
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Analyze: Figurative Language/Evaluate
The learner will be able to
evaluate poetry for the purpose of identifying the effect of figurative language.
| Strand |
Scope |
Source |
| Poetry: Figurative Language |
Master |
East Longmeadow High School |
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Analyze: Form/Content
The learner will be able to
analyze the form and content of plays.
| Strand |
Scope |
Source |
| Drama: Analyze |
Master |
East Longmeadow High School |
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Analyze: Irony
The learner will be able to
analyze the use of irony within a given poem.
| Strand |
Scope |
Source |
| Poetry: Analyze Figurative Language |
Master |
East Longmeadow High School |
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Analyze: Literary Device/Use
The learner will be able to
examine world literature by analyzing the use of literary devices.
| Strand |
Scope |
Source |
| World Literature: Analyze |
Master |
East Longmeadow High School |
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Analyze: Metaphors
The learner will be able to
analyze how poets use metaphors to inspire readers to share emotions.
| Strand |
Scope |
Source |
| Poetry: Analyze Figurative Language |
Master |
East Longmeadow High School |
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Analyze: Motifs/Archetypal Characters
The learner will be able to
analyze common motifs and archetypal characters, settings, and themes in world literature.
| Strand |
Scope |
Source |
| World Literature: Analyze |
Master |
East Longmeadow High School |
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Analyze: Personification
The learner will be able to
analyze personification in poetry.
| Strand |
Scope |
Source |
| Poetry: Analyze Figurative Language |
Master |
East Longmeadow High School |
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Analyze: Purpose
The learner will be able to
analyze the purposes of different dramatic genres.
| Strand |
Scope |
Source |
| Drama: Analyze |
Master |
East Longmeadow High School |
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Analyze: Satire
The learner will be able to
analyze satire in drama.
| Strand |
Scope |
Source |
| Drama: Analyze |
Master |
East Longmeadow High School |
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Analyze: Satire
The learner will be able to
analyze satire in a novel.
| Strand |
Scope |
Source |
| Novel: Analyze |
Master |
East Longmeadow High School |
|
Analyze: Satire
The learner will be able to
analyze satire in a poem.
| Strand |
Scope |
Source |
| Poetry: Analyze Figurative Language |
Master |
East Longmeadow High School |
|
Analyze: Style/Examine
The learner will be able to
examine the effects of historical influences in shaping styles of literary genres.
| Strand |
Scope |
Source |
| Historical Fiction/Context: Analyze |
Master |
East Longmeadow High School |
|
Analyze: Symbolism
The learner will be able to
analyze symbolism in poetry.
| Strand |
Scope |
Source |
| Poetry: Analyze Story Elements |
Master |
East Longmeadow High School |
|
Analyze: Terminology/Elements/Written
The learner will be able to
include appropriate terminology and poetic elements in written analysis of a poem.
| Strand |
Scope |
Source |
| Poetry: Analyze |
Master |
East Longmeadow High School |
|
Analyze: Tone/Significance
The learner will be able to
examine world literature by analyzing the significance of tone.
| Strand |
Scope |
Source |
| World Literature: Analyze |
Master |
East Longmeadow High School |
|
Author Choices: Words/Analyzing
The learner will be able to
analyze the varied, connotative, or symbolic meaning of words used by authors.
| Strand |
Scope |
Source |
| Author |
Master |
East Longmeadow High School |
|
Author Intention: Aesthetic/Irony
The learner will be able to
analyze how irony, tone, mood, style, syntax, and language sound are used by the author for aesthetic purposes.
| Strand |
Scope |
Source |
| Author: Intentions |
Master |
East Longmeadow High School |
|
Author Intention: Aspects/Examine
The learner will be able to
examine aspects of an author's purpose from a variety of written works and genres.
| Strand |
Scope |
Source |
| Author: Intentions |
Master |
East Longmeadow High School |
|
Author Style/Technique: Context
The learner will be able to
analyze how an author uses context.
| Strand |
Scope |
Source |
| Author: Style/Technique |
Master |
East Longmeadow High School |
|
Author Style: Aspects/Examine
The learner will be able to
examine aspects of an author's style from a variety of written works and genres.
| Strand |
Scope |
Source |
| Author: Style/Technique |
Master |
East Longmeadow High School |
|
Author Style: Style/Examine
The learner will be able to
examine the author's influence in shaping styles of literary genres.
| Strand |
Scope |
Source |
| Author: Style/Technique |
Master |
East Longmeadow High School |
|
Compare/Contrast: Literary Works
The learner will be able to
contrast literary works from different genres.
| Strand |
Scope |
Source |
| Compare/Contrast |
Master |
East Longmeadow High School |
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Drama: Characteristics
The learner will be able to
understand the characteristics of major types of drama.
| Strand |
Scope |
Source |
| Drama |
Master |
East Longmeadow High School |
|
Drama: Elements
The learner will be able to
recognize the most effective elements of plays.
| Strand |
Scope |
Source |
| Drama |
Master |
East Longmeadow High School |
|
Drama: Ideas
The learner will be able to
analyze ideas presented through drama.
| Strand |
Scope |
Source |
| Drama |
Master |
East Longmeadow High School |
|
Drama: Theme/Identify
The learner will be able to
identify the theme of selected plays.
| Strand |
Scope |
Source |
| Drama |
Master |
East Longmeadow High School |
|
World Literature: Applying
The learner will be able to
apply an understanding of key characteristics of literature to understand world literature.
| Strand |
Scope |
Source |
| World Literature |
Master |
East Longmeadow High School |
|
World Literature: Characteristic
The learner will be able to
examine a variety of world literature to contrast major literary characteristics from different eras.
| Strand |
Scope |
Source |
| World Literature |
Master |
East Longmeadow High School |
|
World Literature: Compare/Contrast
The learner will be able to
compare and contrast literature from various cultures.
| Strand |
Scope |
Source |
| World Literature |
Master |
East Longmeadow High School |
|
World Literature: Cultural Influence
The learner will be able to
determine the effects of cultural influences in shaping voice in literary genres.
| Strand |
Scope |
Source |
| World Literature |
Master |
East Longmeadow High School |
|
World Literature: Diversity/Read
The learner will be able to
read world literature that represents diversity.
| Strand |
Scope |
Source |
| World Literature |
Master |
East Longmeadow High School |
|
Grammar: Language Structure/Apply
The learner will be able to
apply knowledge of English language structure.
| Strand |
Scope |
Source |
| Grammar |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
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Sentence Structure: Understand
The learner will be able to
understand sentence structure.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Sentence Structure: Grammar/Create
The learner will be able to
create grammatically sound sentences in written works.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Conventions: Language Usage/Describe
The learner will be able to
describe standard language usage.
| Strand |
Scope |
Source |
| Usage |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Conventions: Standard English/Describe
The learner will be able to
describe standard English conventions.
| Strand |
Scope |
Source |
| Language Conventions |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5, 5.12.; MA: Curriculum Framework, 2001, Grade 12, 5.30 |
|
Conventions: Role/Informal/Describe
The learner will be able to
describe the role of standard English in informal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 6.; MA: Curriculum Framework, 2001, Grade 12, 6 |
|
Conventions: Role/Formal/Describe
The learner will be able to
describe the role of standard English in formal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 6.; MA: Curriculum Framework, 2001, Grade 12, 6 |
|
Conventions: Language Usage/Standard
The learner will be able to
demonstrate standard language usage.
| Strand |
Scope |
Source |
| Usage |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Conventions: Standard English/Apply
The learner will be able to
apply knowledge of standard English conventions.
| Strand |
Scope |
Source |
| Language Conventions |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5, 5.12.; MA: Curriculum Framework, 2001, Grade 12, 5.30, 22.10 |
|
Conventions: Role/Informal/Analyze
The learner will be able to
analyze the role of standard English in informal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 6.; MA: Curriculum Framework, 2001, Grade 12, 6 |
|
Conventions: Role/Formal/Analyze
The learner will be able to
analyze the role of standard English in formal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 6.; MA: Curriculum Framework, 2001, Grade 12, 6 |
|
Dialect: Written English/Describe
The learner will be able to
describe how American dialects vary from standard written English.
| Strand |
Scope |
Source |
| Dialect |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 6 |
|
Dialect: Written English/Analyze
The learner will be able to
analyze how American dialects vary from standard written English.
| Strand |
Scope |
Source |
| Dialect: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 6 |
|
Dialect: Differences/Positive Stereotype
The learner will be able to
analyze when dialectical differences produce positive stereotypes among social groups.
| Strand |
Scope |
Source |
| Dialect: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 6.12.; MA: Curriculum Framework, 2001, Grade 12, 6.11 |
|
Dialect: Differences/Negative Stereotype
The learner will be able to
analyze when dialectical differences produce negative stereotypes among social groups.
| Strand |
Scope |
Source |
| Dialect: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 6.12.; MA: Curriculum Framework, 2001, Grade 12, 6.11 |
|
Culture: Language/World Literature
The learner will be able to
describe how the English language impacts culture through world literature.
| Strand |
Scope |
Source |
| Culture |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 7.12 |
|
Culture: Language/World Communication
The learner will be able to
describe how the English language impacts culture through world communication.
| Strand |
Scope |
Source |
| Culture |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 7.12 |
|
Punctuation: Apply
The learner will be able to
apply fundamental punctuation rules to written works.
| Strand |
Scope |
Source |
| Punctuation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Capitalization: Application of Rules
The learner will be able to
apply capitalization rules in his/her written work.
| Strand |
Scope |
Source |
| Capitalization: Applications |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Punctuation: Identify Correct
The learner will be able to
identify the correct punctuation.
| Strand |
Scope |
Source |
| Punctuation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Punctuation: Describe
The learner will be able to
describe correct punctuation.
| Strand |
Scope |
Source |
| Punctuation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Capitalization: Describe Correct
The learner will be able to
describe correct capitalization.
| Strand |
Scope |
Source |
| Capitalization: Applications |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Capitalization: Identify Correct
The learner will be able to
identify correct capitalization.
| Strand |
Scope |
Source |
| Capitalization: Applications |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Discussion: Ideas
The learner will be able to
listen to and understand ideas exchanged in a discussion.
| Strand |
Scope |
Source |
| Discussion |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 2 |
|
Fact: Idea/Identify
The learner will be able to
identify important ideas in what he/she has heard.
| Strand |
Scope |
Source |
| Fact/Opinion |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 9, 9.12 |
|
Fact: Listening Material/Identify
The learner will be able to
identify basic facts in what he/she has heard.
| Strand |
Scope |
Source |
| Fact/Opinion |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 9 |
|
Evaluating: Ideas/Important
The learner will be able to
evaluate important ideas he/she has heard.
| Strand |
Scope |
Source |
| Evaluating |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
|
Critical Listening: Synthesize/Ideas
The learner will be able to
synthesize important ideas he/she has heard.
| Strand |
Scope |
Source |
| Critical Listening |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
|
Strategies: Planning/Describe
The learner will be able to
describe how listening strategies, such as planning, are effective in helping him/her learn from a variety of auditory materials.
| Strand |
Scope |
Source |
| Listening Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
|
Strategies: Focusing/Describe
The learner will be able to
describe how listening strategies, such as focusing, are effective in helping him/her learn from a variety of auditory materials.
| Strand |
Scope |
Source |
| Listening Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
|
Strategies: Assessing/Describe
The learner will be able to
describe how listening strategies, such as assessing, are effective in helping him/her learn from a variety of auditory materials.
| Strand |
Scope |
Source |
| Listening Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
|
Strategies: Monitoring/Describe
The learner will be able to
describe how listening strategies, such as monitoring, are effective in helping him/her learn from a variety of auditory materials.
| Strand |
Scope |
Source |
| Listening Strategies: Monitor |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
|
Critical Listening: Use/Lectures
The learner will be able to
use critical listening skills during lectures.
| Strand |
Scope |
Source |
| Critical Listening |
Master |
East Longmeadow High School |
|
Critical Listening: Use/Discussions
The learner will be able to
use critical listening skills during class discussions.
| Strand |
Scope |
Source |
| Critical Listening |
Master |
East Longmeadow High School |
|
Main Idea: Identify/Lectures
The learner will be able to
identify the main idea of lectures.
| Strand |
Scope |
Source |
| Main Idea |
Master |
East Longmeadow High School |
|
Paraphrasing: Purpose/Clarity
The learner will be able to
paraphrase the speaker's purpose to enhance clarity.
| Strand |
Scope |
Source |
| Paraphrasing/Restating |
Master |
East Longmeadow High School |
|
Purposes: Learn/Speakers
The learner will be able to
use his/her listening skills to learn new information from speakers.
| Strand |
Scope |
Source |
| Listening Purposes |
Master |
East Longmeadow High School |
|
Response: Ideas/Graphic Organizer
The learner will be able to
use graphic organizers to organize ideas from auditory material.
| Strand |
Scope |
Source |
| Listening Responses: Written/Visual |
Master |
East Longmeadow High School |
|
Response: Ideas/Outline
The learner will be able to
use an outline to organize ideas from auditory material.
| Strand |
Scope |
Source |
| Listening Responses: Written/Visual |
Master |
East Longmeadow High School |
|
Strategies: Enhance Understanding
The learner will be able to
use listening skills to enhance understanding.
| Strand |
Scope |
Source |
| Listening Strategies |
Master |
East Longmeadow High School |
|
Media Production: Medium/Develop
The learner will be able to
consider the medium when developing a media production.
| Strand |
Scope |
Source |
| Media Production: Develop |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 28 |
|
Media Production: Audience/Develop
The learner will be able to
consider the audience when developing a media production.
| Strand |
Scope |
Source |
| Media Production: Develop |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 28 |
|
Media Production: Purpose/Develop
The learner will be able to
consider the purpose when developing a media production.
| Strand |
Scope |
Source |
| Media Production: Develop |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 28 |
|
Media Production: Main Idea/Develop
The learner will be able to
develop a media production with a clear main idea.
| Strand |
Scope |
Source |
| Media Production: Develop |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 28 |
|
Media Production: Detail/Develop
The learner will be able to
develop a media production with adequate detail.
| Strand |
Scope |
Source |
| Media Production: Develop |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 28 |
|
Media Message: Interpret/Analytic
The learner will be able to
interpret media messages using analytic techniques.
| Strand |
Scope |
Source |
| Media Message |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 17 |
|
Media Message: Interpret/Critical Lense
The learner will be able to
interpret media messages using different critical lenses.
| Strand |
Scope |
Source |
| Media Message |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 17 |
|
Media Message: Evaluate
The learner will be able to
evaluate media messages.
| Strand |
Scope |
Source |
| Media Message: Evaluate |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 26 |
|
Media: Modify/Rhetorical Purposes
The learner will be able to
explain how the techniques used in electronic media modify traditional forms of discourse for rhetorical purposes.
| Strand |
Scope |
Source |
| Media |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 27 |
|
Media: Modify/Aesthetic Purposes
The learner will be able to
explain how the techniques used in electronic media modify traditional forms of discourse for aesthetic purposes.
| Strand |
Scope |
Source |
| Media |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 27 |
|
Media Presentation: Technique/Recognize
The learner will be able to
recognize techniques used to design media presentations.
| Strand |
Scope |
Source |
| Media Presentation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 27.12.; MA: Curriculum Framework, 2001, Grade 12, 26.6 |
|
Media Presentation: Aesthetic Effect
The learner will be able to
recognize aesthetic effects of media presentations.
| Strand |
Scope |
Source |
| Media Presentation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 27.12.; MA: Curriculum Framework, 2001, Grade 12, 26.6 |
|
Media Presentation: Technique/Evaluate
The learner will be able to
evaluate techniques used to design media presentations.
| Strand |
Scope |
Source |
| Media Presentation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 27.12.; MA: Curriculum Framework, 2001, Grade 12, 26.6 |
|
Media Production: Purpose/Create
The learner will be able to
consider the purpose when creating a media production.
| Strand |
Scope |
Source |
| Media Production: Create |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 28 |
|
Media Production: Audience/Create
The learner will be able to
consider the audience when creating a media production.
| Strand |
Scope |
Source |
| Media Production: Create |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 28 |
|
Media Production: Medium/Create
The learner will be able to
consider the medium when creating a media production.
| Strand |
Scope |
Source |
| Media Production: Create |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 28 |
|
Media Production: Main Idea/Create
The learner will be able to
create a media production with a clear main idea.
| Strand |
Scope |
Source |
| Media Production: Create |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 28 |
|
Media Production: Detail/Create
The learner will be able to
create a media production with adequate detail.
| Strand |
Scope |
Source |
| Media Production: Create |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 28 |
|
Purposes: Listen/Obtain
The learner will be able to
listen to multimedia sources to obtain information.
| Strand |
Scope |
Source |
| Media Purposes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 26 |
|
Purposes: View/Obtain
The learner will be able to
view multimedia sources to obtain information.
| Strand |
Scope |
Source |
| Media Purposes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 26 |
|
Purposes: Read/Obtain
The learner will be able to
read multimedia sources to obtain information.
| Strand |
Scope |
Source |
| Media Purposes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 26 |
|
Purposes: Public Issue
The learner will be able to
use media to demonstrate understanding of a specific public issue.
| Strand |
Scope |
Source |
| Media Purposes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 28.12 |
|
Purposes: Historical Author/Social
The learner will be able to
use media to demonstrate understanding of the social philosophy of a historical author.
| Strand |
Scope |
Source |
| Media Purposes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 28.12 |
|
Purposes: Historical Author/Political
The learner will be able to
use media to demonstrate understanding of the political philosophy of a historical author.
| Strand |
Scope |
Source |
| Media Purposes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 28.12 |
|
Purposes: Literary Movement/Social
The learner will be able to
use media to demonstrate understanding of the social philosophy of a major literary movement.
| Strand |
Scope |
Source |
| Media Purposes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 28.12 |
|
Purposes: Literary Movement/Political
The learner will be able to
use media to demonstrate understanding of the political philosophy of a major literary movement.
| Strand |
Scope |
Source |
| Media Purposes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 28.12 |
|
Media Production: Plan/Create/Idea
The learner will be able to
plan and create media productions with a controlling idea, detail, and consideration of audience, purpose, and medium.
| Strand |
Scope |
Source |
| Media Production |
Master |
MA: Curriculum Framework, 2001, Grade 12, 27 |
|
Media Production: Information/Synthesize
The learner will be able to
develop media productions that synthesize information from a variety of sources.
| Strand |
Scope |
Source |
| Media Production |
Master |
MA: Curriculum Framework, 2001, Grade 12, 27.8 |
|
Theme: Life/Comment
The learner will be able to
use his/her understanding that the theme of a reading selection represents a comment on life.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 11.12 |
|
Theme: Life/View
The learner will be able to
use his/her understanding that the theme of a reading selection represents a view of life.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 11.12 |
|
Theme: Apply Knowledge
The learner will be able to
apply knowledge of theme in literature.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 11 |
|
Theme: Analyze
The learner will be able to
analyze the theme of a literary selection.
| Strand |
Scope |
Source |
| Themes: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 11 |
|
Story Elements: Analyze
The learner will be able to
analyze story elements in reading materials.
| Strand |
Scope |
Source |
| Story Elements: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 12 |
|
Story Elements: Archetypal Patterns
The learner will be able to
analyze archetypal patterns found in literature.
| Strand |
Scope |
Source |
| Story Elements: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
|
Story Elements: Archetypal Patterns
The learner will be able to
analyze archetypal patterns found in nonfiction text.
| Strand |
Scope |
Source |
| Story Elements: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
|
Point of View: Rhetoric/Analyze
The learner will be able to
analyze how authors use point of view for rhetorical purposes.
| Strand |
Scope |
Source |
| Point of View: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 12.12 |
|
Point of View: Aesthetic/Analyze
The learner will be able to
analyze how authors use point of view for aesthetic purposes.
| Strand |
Scope |
Source |
| Point of View: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 12.12 |
|
Strategies: Planning/Describe
The learner will be able to
describe how reading strategies, such as planning, are effective in helping him/her learn from a variety of texts.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
|
Strategies: Focusing/Describe
The learner will be able to
describe how reading strategies, such as focusing, are effective in helping him/her learn from a variety of texts.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
|
Strategies: Variety
The learner will be able to
use a variety of reading strategies.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 8 |
|
Organization: Outline/Aid Understanding
The learner will be able to
use an outline to aid understanding when reading.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 23 |
|
Interpretation: Analytic Technique
The learner will be able to
interpret literature using analytic techniques.
| Strand |
Scope |
Source |
| Interpretation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 17 |
|
Interpretation: Analytic/Nonfiction
The learner will be able to
interpret nonfiction texts using analytic techniques.
| Strand |
Scope |
Source |
| Interpretation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 17 |
|
Interpretation: Critical Lense
The learner will be able to
interpret literature using different critical lenses.
| Strand |
Scope |
Source |
| Interpretation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 17 |
|
Interpretation: Critical/Nonfiction
The learner will be able to
interpret nonfiction texts using different critical lenses.
| Strand |
Scope |
Source |
| Interpretation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 17 |
|
Critical Thinking: Synthesize/Ideas
The learner will be able to
synthesize important ideas he/she has read.
| Strand |
Scope |
Source |
| Critical Thinking: Synthesize |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
|
Support: Story Elements/Text Example
The learner will be able to
use examples from the text to support his/her understanding of story elements.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 12 |
|
Support: Meaning/Nonfictional Text
The learner will be able to
use examples from the text to support his/her understanding of the meaning of nonfiction.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
|
Support: Meaning/Informational Text
The learner will be able to
use examples from the text to support his/her understanding of the meaning of informational material.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
|
Support: Theme/Text Example
The learner will be able to
use examples from the text to support his/her understanding of theme.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 11, 11.12 |
|
Support: Theme/Poem
The learner will be able to
use examples from the text to support his/her understanding of the theme of a poem.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 14.; MA: Curriculum Framework, 2001, Grade 12, 14 |
|
Support: Structure/Fictional Text
The learner will be able to
use examples from the text to support his/her understanding of structure in fictional materials.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 12 |
|
Support: Structure/Nonfictional Text
The learner will be able to
use examples from the text to support his/her understanding of structure in nonfictional materials.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
|
Support: Elements/Nonfictional Text
The learner will be able to
use examples from the text to support his/her understanding of the elements of nonfiction.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
|
Support: Structure/Informational Text
The learner will be able to
use examples from the text to support his/her understanding of structure in informational materials.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
|
Support: Structure/Poem
The learner will be able to
use examples from the text to support his/her understanding of structure in a poem.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 14.; MA: Curriculum Framework, 2001, Grade 12, 14 |
|
Support: Elements/Poem
The learner will be able to
use examples from the text to support his/her understanding of the elements of a poem.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 14.; MA: Curriculum Framework, 2001, Grade 12, 14 |
|
Word: New Word
The learner will be able to
read and understand new words encountered in reading materials.
| Strand |
Scope |
Source |
| Emergent Reading: Word |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 8 |
|
Questions: Obtain Information
The learner will be able to
generate questions to obtain information while reading.
| Strand |
Scope |
Source |
| Questions |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 23 |
|
Structure: Analyze/Fiction
The learner will be able to
analyze the structure of fictional material.
| Strand |
Scope |
Source |
| Structure: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 12 |
|
Structure: Analyze/Nonfiction
The learner will be able to
analyze the structure of nonfictional material.
| Strand |
Scope |
Source |
| Structure: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
|
Structure: Analyze/Informational
The learner will be able to
analyze the structure of informational material.
| Strand |
Scope |
Source |
| Informational Text: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
|
Evaluating: Ideas
The learner will be able to
evaluate ideas he/she has read.
| Strand |
Scope |
Source |
| Evaluating |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
|
Response: Notes/Aid Understanding
The learner will be able to
respond to reading by taking notes to aid understanding.
| Strand |
Scope |
Source |
| Reading Responses: Composing |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 23 |
|
Response: Idea/Identify
The learner will be able to
identify important ideas in what he/she has read.
| Strand |
Scope |
Source |
| Reading Responses: Composing |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 9, 9.12 |
|
Allusion: Apply Knowledge
The learner will be able to
apply knowledge of allusion to understand it's meaning when used in literature.
| Strand |
Scope |
Source |
| Allusion |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 8.12 |
|
Irony: Rhetorical Purpose/Analyze
The learner will be able to
analyze how authors use irony for rhetorical purposes.
| Strand |
Scope |
Source |
| Irony |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 12.12 |
|
Irony: Aesthetic Purpose/Analyze
The learner will be able to
analyze how authors use irony for aesthetic purposes.
| Strand |
Scope |
Source |
| Irony |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 12.12 |
|
Main Idea: Identify
The learner will be able to
identify main ideas from reading passages.
| Strand |
Scope |
Source |
| Main Idea |
Master |
MA: Curriculum Framework, 2001, Grade 12, 8 |
|
Theme: Apply/Support From Text
The learner will be able to
apply themes as they occur in literature and give supporting evidence from the text.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Framework, 2001, Grade 12, 11 |
|
Theme: Issues/Contemporary/Connect
The learner will be able to
relate a literary work to the contemporary issues of its time.
| Strand |
Scope |
Source |
| Themes: Social |
Master |
MA: Curriculum Framework, 2001, Grade 12, 9.7 |
|
Abstract Element: Concepts/Analyze
The learner will be able to
analyze abstract concepts.
| Strand |
Scope |
Source |
| Abstract Elements |
Master |
East Longmeadow High School |
|
Analyze: Fiction
The learner will be able to
analyze point of view in fiction.
| Strand |
Scope |
Source |
| Point of View: Analyze |
Master |
East Longmeadow High School |
|
Analyze: Fiction
The learner will be able to
analyze theme in fiction.
| Strand |
Scope |
Source |
| Themes: Analyze |
Master |
East Longmeadow High School |
|
Analyze: Nonfiction
The learner will be able to
analyze point of view in nonfiction.
| Strand |
Scope |
Source |
| Point of View: Analyze |
Master |
East Longmeadow High School |
|
Analyze: Nonfiction
The learner will be able to
analyze theme in nonfiction.
| Strand |
Scope |
Source |
| Themes: Analyze |
Master |
East Longmeadow High School |
|
Argument: Logic/Analyze
The learner will be able to
analyze the logic of an argument.
| Strand |
Scope |
Source |
| Argument |
Master |
East Longmeadow High School.; MA: Curriculum Framework, 2001, Grade 12, 8.34, 13.26 |
|
Cause/Effect: "Why"/"How&
The learner will be able to
determine cause and effect relationships by answering "why," "how," and "what-if" questions.
| Strand |
Scope |
Source |
| Cause/Effect |
Master |
East Longmeadow High School |
|
Critical Thinking: Theme/Text/Examine
The learner will be able to
critically examine text to create thematic connections.
| Strand |
Scope |
Source |
| Critical Thinking |
Master |
East Longmeadow High School |
|
Culture: Cultures/Read/Respond
The learner will be able to
read and respond to literature reflecting other cultures.
| Strand |
Scope |
Source |
| Themes: Culture |
Master |
East Longmeadow High School |
|
Culture: Differences/Recognize
The learner will be able to
recognize cultural differences within texts.
| Strand |
Scope |
Source |
| Themes: Culture |
Master |
East Longmeadow High School |
|
Decode: Complex/Words
The learner will be able to
apply knowledge of decoding skills to read increasingly complex words by him/herself.
| Strand |
Scope |
Source |
| Reading Strategies: Decode |
Master |
East Longmeadow High School |
|
Detail: Subordinate Idea/Recognize
The learner will be able to
recognize subordinate ideas in reading materials.
| Strand |
Scope |
Source |
| Detail |
Master |
East Longmeadow High School |
|
Diction: Mood/Effect/Evaluate
The learner will be able to
evaluate the effect diction has on the mood of a reading passage.
| Strand |
Scope |
Source |
| Figurative Language: Diction |
Master |
East Longmeadow High School |
|
Draw Conclusion: Deductive Reasoning
The learner will be able to
draw logical conclusions using deductive reasoning.
| Strand |
Scope |
Source |
| Draw Conclusion |
Master |
East Longmeadow High School |
|
Draw Conclusion: Implicit Information
The learner will be able to
draw a conclusion from implicit information found in a reading passage.
| Strand |
Scope |
Source |
| Draw Conclusion |
Master |
East Longmeadow High School |
|
Fact/Opinion: Distinguish
The learner will be able to
distinguish between fact, reasoned judgment, and opinion in reading materials.
| Strand |
Scope |
Source |
| Fact/Opinion |
Master |
East Longmeadow High School |
|
Inference: Information/Synthesize
The learner will be able to
synthesize information from reading materials to make inferences.
| Strand |
Scope |
Source |
| Inference |
Master |
East Longmeadow High School |
|
Inference: Explanation/Meaning
The learner will be able to
make inferences to determine the most likely explanation of meaning in reading materials.
| Strand |
Scope |
Source |
| Inference |
Master |
East Longmeadow High School |
|
Interpretation: Evidence/Provide
The learner will be able to
provide evidence from the text to support interpretations.
| Strand |
Scope |
Source |
| Interpretation |
Master |
East Longmeadow High School |
|
Interpretation: Inference/Conclusions
The learner will be able to
make inferences and draw conclusions from interpretations of materials.
| Strand |
Scope |
Source |
| Interpretation |
Master |
East Longmeadow High School |
|
Main Idea: Concept/Nonfiction/Recognize
The learner will be able to
recognize underlying concepts in nonfiction.
| Strand |
Scope |
Source |
| Main Idea |
Master |
East Longmeadow High School |
|
Main Idea: Understand/Stated/Unstated
The learner will be able to
understand the stated or unstated main idea or main topic.
| Strand |
Scope |
Source |
| Main Idea |
Master |
East Longmeadow High School |
|
Main Idea: Understanding/Show
The learner will be able to
show his/her ability to read explanatory texts by demonstrating understanding of the main ideas.
| Strand |
Scope |
Source |
| Main Idea |
Master |
East Longmeadow High School |
|
Mood: Author/Describe
The learner will be able to
describe the author's use of mood.
| Strand |
Scope |
Source |
| Mood |
Master |
East Longmeadow High School |
|
Mood: Rhetorical Purpose/Analyze
The learner will be able to
analyze how authors use mood for rhetorical purposes.
| Strand |
Scope |
Source |
| Mood |
Master |
East Longmeadow High School |
|
Organization: Characteristics/Structure
The learner will be able to
understand the distinguishing characteristics of structure in a variety of genres.
| Strand |
Scope |
Source |
| Organization |
Master |
East Longmeadow High School |
|
Organization: Coherence/Analyze
The learner will be able to
analyze reading selections for coherence.
| Strand |
Scope |
Source |
| Organization |
Master |
East Longmeadow High School |
|
Organization: Compare/Identify
The learner will be able to
identify organization structures of fiction and nonfiction that use comparisons.
| Strand |
Scope |
Source |
| Organization |
Master |
East Longmeadow High School |
|
Point of View: Understand
The learner will be able to
apply strategies for reading from and understanding multiple points of view.
| Strand |
Scope |
Source |
| Point of View |
Master |
East Longmeadow High School |
|
Post-Reading: Vocabulary/Discussion
The learner will be able to
show an understanding of story vocabulary during post-reading discussion or story response time.
| Strand |
Scope |
Source |
| Reading Responses: Discussions |
Master |
East Longmeadow High School |
|
Question: Material/Answer/Identify
The learner will be able to
identify questions that should be answered by reading the passage.
| Strand |
Scope |
Source |
| Questions |
Master |
East Longmeadow High School |
|
Question: Understanding/Identify
The learner will be able to
identify questions that will improve understanding of reading selections.
| Strand |
Scope |
Source |
| Questions |
Master |
East Longmeadow High School |
|
Questions: Main Idea
The learner will be able to
identify questions designed to evaluate comprehension of the main idea of a reading passage.
| Strand |
Scope |
Source |
| Questions |
Master |
East Longmeadow High School |
|
Questions: Read/Respond
The learner will be able to
read and respond to who, what, when, where, and how questions.
| Strand |
Scope |
Source |
| Questions |
Master |
East Longmeadow High School |
|
Questions: Respond/Reading
The learner will be able to
respond to questions that are related to the passage he/she has read.
| Strand |
Scope |
Source |
| Questions |
Master |
East Longmeadow High School |
|
Sequence: Beginning/Middle/End
The learner will be able to
identify the beginning, middle, and end of a story.
| Strand |
Scope |
Source |
| Sequence |
Master |
East Longmeadow High School |
|
Sequence: Chronological/Identify
The learner will be able to
identify chronological order within fiction and nonfiction.
| Strand |
Scope |
Source |
| Sequence |
Master |
East Longmeadow High School |
|
Sequence: Development/Evaluate
The learner will be able to
evaluate the development of sequence in a piece of literature.
| Strand |
Scope |
Source |
| Sequence |
Master |
East Longmeadow High School |
|
Strategies: Apply/Structures
The learner will be able to
apply knowledge of structures in the text to assist comprehension.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Apply/Types/Comprehension
The learner will be able to
apply knowledge of types in the text to assist comprehension.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Critical Details/Extract
The learner will be able to
extract critical details from written texts.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Critical Thinking
The learner will be able to
apply critical thinking when reading materials.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Critical/Use/Interpret
The learner will be able to
use critical strategies to interpret literature.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Narrative
The learner will be able to
know strategies for understanding narrative text.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Persuasive
The learner will be able to
know strategies for understanding persuasive text.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Scanning
The learner will be able to
use scanning to aid reading comprehension.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Skim/Comprehension
The learner will be able to
skim text for general comprehension.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Strategies: Structural Analysis
The learner will be able to
use structural analysis strategies.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
East Longmeadow High School |
|
Structure: Analyze
The learner will be able to
study the text for structures to assist in understanding.
| Strand |
Scope |
Source |
| Structure |
Master |
East Longmeadow High School |
|
Style: Voice
The learner will be able to
understand the stylistic elements that go into creating voice.
| Strand |
Scope |
Source |
| Style |
Master |
East Longmeadow High School |
|
Support: Evidence/Ideas
The learner will be able to
use evidence in the text to support ideas about the text.
| Strand |
Scope |
Source |
| Support |
Master |
East Longmeadow High School |
|
Synthesizing: Ideas
The learner will be able to
synthesize ideas in reading materials.
| Strand |
Scope |
Source |
| Synthesizing |
Master |
East Longmeadow High School |
|
Theme: Connections/Examine
The learner will be able to
examine the connections made between themes in different types of literature.
| Strand |
Scope |
Source |
| Themes |
Master |
East Longmeadow High School |
|
Theme: Interpret/Support/Evidence
The learner will be able to
support interpretation of theme with textual evidence.
| Strand |
Scope |
Source |
| Themes |
Master |
East Longmeadow High School |
|
Tone: Examine
The learner will be able to
examine an author's use of tone.
| Strand |
Scope |
Source |
| Tone |
Master |
East Longmeadow High School |
|
Universal: Analyze/Support
The learner will be able to
analyze texts with universal themes and give evidence to support his/her ideas.
| Strand |
Scope |
Source |
| Themes: Universal |
Master |
East Longmeadow High School.; MA: Curriculum Framework, 2001, Grade 12, 11.7 |
|
Voice: Recognize
The learner will be able to
recognize effective use of voice.
| Strand |
Scope |
Source |
| Voice |
Master |
East Longmeadow High School |
|
Analyze: Point of View
The learner will be able to
analyze the point of view of a given reading passage.
| Strand |
Scope |
Source |
| Point of View: Analyze |
Master |
MA: Curriculum Framework, 2001, Grade 12, 8.32 |
|
Drama: Dramatic Reading/Plan
The learner will be able to
plan a dramatic reading.
| Strand |
Scope |
Source |
| Drama |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 18 |
|
Formal: Recitation/Plan
The learner will be able to
plan an effective recitation.
| Strand |
Scope |
Source |
| Communication: Formal |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 18 |
|
General: Plan
The learner will be able to
plan a presentation.
| Strand |
Scope |
Source |
| Presentation: General |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 18 |
|
Purposes: Identify
The learner will be able to
identify purposes for speaking.
| Strand |
Scope |
Source |
| Speaking Purposes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 18 |
|
Pronunciation: Pronounce Clearly
The learner will be able to
pronounce words clearly.
| Strand |
Scope |
Source |
| Pronunciation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 3.12 |
|
Body Language: Gestures
The learner will be able to
use gestures effectively while speaking.
| Strand |
Scope |
Source |
| Communication: Nonverbal |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 3.12 |
|
Drama: Dramatic Readings
The learner will be able to
participate in dramatic readings of literary selections.
| Strand |
Scope |
Source |
| Drama |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 18 |
|
Discussion: Informal/Large Group
The learner will be able to
follow guidelines for informal discussions in large groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 1.; MA: Curriculum Framework, 2001, Grade 12, 1 |
|
Discussion: Informal/Small Group
The learner will be able to
follow guidelines for informal discussions in small groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 1.; MA: Curriculum Framework, 2001, Grade 12, 1 |
|
Discussion: Formal/Large Group
The learner will be able to
follow guidelines for formal discussions in large groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 1.; MA: Curriculum Framework, 2001, Grade 12, 1 |
|
Discussion: Formal/Small Group
The learner will be able to
follow guidelines for formal discussions in small groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 1.; MA: Curriculum Framework, 2001, Grade 12, 1 |
|
Discussion: Information
The learner will be able to
provide information in the context of a discussion.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 2 |
|
Discussion: Questions
The learner will be able to
ask appropriate questions in the context of a discussion.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 2 |
|
Discussion: Ideas
The learner will be able to
provide ideas in the context of a discussion.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 2 |
|
Discussion: Analyze Responses
The learner will be able to
analyze differences in group discussion responses.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 2.12 |
|
Organization: Clearly Organize
The learner will be able to
clearly organize the information within an oral presentation.
| Strand |
Scope |
Source |
| Presentation: Style/Organization |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 3.12 |
|
General: Deliver
The learner will be able to
deliver a presentation.
| Strand |
Scope |
Source |
| Presentation: General |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 18 |
|
Audience: Needs/Identify
The learner will be able to
identify with the needs of an audience.
| Strand |
Scope |
Source |
| Audience |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 18 |
|
Audience: Specific
The learner will be able to
speak for a specific audience.
| Strand |
Scope |
Source |
| Audience |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 3.12 |
|
Word Choice: Vocabulary/Use
The learner will be able to
use appropriate vocabulary in an oral presentation.
| Strand |
Scope |
Source |
| Word Choice |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 3.12 |
|
Discussion: Participants/Evaluate
The learner will be able to
following one of the commonly used professional evaluation forms for group discussion, evaluate discussion participants at a local meeting.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Framework, 2001, Grade 12, 1.6 |
|
Audience: Content/Needs/Audience
The learner will be able to
select content based on audience needs.
| Strand |
Scope |
Source |
| Audience |
Master |
East Longmeadow High School |
|
Audience: Content/Reaction/Adjust
The learner will be able to
adjust the content of an oral presentation based on audience reaction during the presentation.
| Strand |
Scope |
Source |
| Presentation: Audience |
Master |
East Longmeadow High School |
|
Debate: Argument/Respond/Context
The learner will be able to
respond to argument in the context of a debate.
| Strand |
Scope |
Source |
| Debate: Argumentation |
Master |
East Longmeadow High School |
|
Debate: Arguments/Viewpoints/Present
The learner will be able to
present arguments from different viewpoints.
| Strand |
Scope |
Source |
| Debate: Argumentation |
Master |
East Longmeadow High School |
|
Debate: Briefs/Develop
The learner will be able to
develop briefs for a debate.
| Strand |
Scope |
Source |
| Debate: Preparation |
Master |
East Longmeadow High School |
|
Discussion: Attentive/Participate
The learner will be able to
participate in discussions attentively.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
East Longmeadow High School |
|
Discussion: Communicate/Opinions
The learner will be able to
communicate his/her opinions about literary topics effectively in group discussions.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
East Longmeadow High School |
|
Discussion: Context/Create/Analyze
The learner will be able to
analyze controversial issues by creating a context for discussions.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
East Longmeadow High School |
|
Discussion: Contribution
The learner will be able to
make contributions in class discussions.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
East Longmeadow High School |
|
Discussion: Solve Problems
The learner will be able to
use discussion skills to solve problems.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
East Longmeadow High School |
|
Discussion: Skills/Lead/Use
The learner will be able to
use his/her speaking skills to be a leader in group discussions.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
East Longmeadow High School |
|
Group: Interact Successfully
The learner will be able to
interact successfully in group situations.
| Strand |
Scope |
Source |
| Group Communication |
Master |
East Longmeadow High School |
|
Group: Members/Ideas/Contribute
The learner will be able to
encourage group members to contribute ideas.
| Strand |
Scope |
Source |
| Group Communication |
Master |
East Longmeadow High School |
|
Group: Stand/Action/Plan
The learner will be able to
take a stand and develop a plan of action in a group.
| Strand |
Scope |
Source |
| Group Communication |
Master |
East Longmeadow High School |
|
Group: Synthesize
The learner will be able to
synthesize the ideas of a group.
| Strand |
Scope |
Source |
| Group Communication |
Master |
East Longmeadow High School |
|
Spelling: Identify Correct
The learner will be able to
identify the correct spelling of words.
| Strand |
Scope |
Source |
| Emergent Spelling |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Spelling: Describe Correct
The learner will be able to
describe the correct spelling of words.
| Strand |
Scope |
Source |
| Emergent Spelling |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
Spelling: Applications
The learner will be able to
apply conventional spelling in his/her writing.
| Strand |
Scope |
Source |
| Spelling Applications |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
|
|
Study and Research Skills
|
|
|
Dictionary: Use
The learner will be able to
use a dictionary to locate information.
| Strand |
Scope |
Source |
| Dictionary |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 4.12 |
|
Sources: Utilizing
The learner will be able to
locate and use information from reference materials.
| Strand |
Scope |
Source |
| Reference |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 4.12 |
|
Research Technology: Appropriate Sources
The learner will be able to
select appropriate technology for research purposes.
| Strand |
Scope |
Source |
| Research Technology |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 26.12 |
|
Research Skills: Evaluate Information
The learner will be able to
evaluate information collected from research materials.
| Strand |
Scope |
Source |
| Resource: Evaluating |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 26.12 |
|
Organizing Information: Using
The learner will be able to
obtain and use information from a variety of sources for different purposes.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Framework, 2001, Grade 12, 24 |
|
Research Skills: Gathering Information
The learner will be able to
engage in research using associated skills and processes to gather information.
| Strand |
Scope |
Source |
| Research Skills |
Master |
MA: Curriculum Framework, 2001, Grade 12, 24.6 |
|
Sources: Learning/Expand
The learner will be able to
use various references to expand learning.
| Strand |
Scope |
Source |
| Reference |
Master |
MA: Curriculum Framework, 2001, Grade 12, 4.27 |
|
Dictionary: Specialized/Use
The learner will be able to
use a specialized dictionary to expand learning.
| Strand |
Scope |
Source |
| Dictionary |
Master |
MA: Curriculum Framework, 2001, Grade 12, 4.27 |
|
Dictionary: Use/Variety of Purposes
The learner will be able to
use a dictionary for a variety of purposes.
| Strand |
Scope |
Source |
| Dictionary |
Master |
MA: Curriculum Framework, 2001, Grade 12, 4.27 |
|
Evaluate: Questions/Materials/Approach
The learner will be able to
evaluate the quality of one's research project by examining its questions, materials, approach, and documentation of sources.
| Strand |
Scope |
Source |
| Research Skills: Evaluate |
Master |
MA: Curriculum Framework, 2001, Grade 12, 24.6 |
|
Reference Form: Quotations/Use
The learner will be able to
use reference sources listing quotations.
| Strand |
Scope |
Source |
| Reference Form |
Master |
MA: Curriculum Framework, 2001, Grade 12, 4.27 |
|
Research Project: Plan
The learner will be able to
plan a research project.
| Strand |
Scope |
Source |
| Research Project |
Master |
MA: Curriculum Framework, 2001, Grade 12, 24.6 |
|
Research Skills: Question/Interest
The learner will be able to
generate questions about a topic of interest.
| Strand |
Scope |
Source |
| Research Skills |
Master |
MA: Curriculum Framework, 2001, Grade 12, 24.6 |
|
Thesaurus: Understand
The learner will be able to
understand and use information found in a thesaurus.
| Strand |
Scope |
Source |
| Thesaurus |
Master |
MA: Curriculum Framework, 2001, Grade 12, 4.27 |
|
Communication: Ideas
The learner will be able to
use technology to communicate ideas.
| Strand |
Scope |
Source |
| Technology: Communication |
Master |
East Longmeadow High School |
|
Computer: Recording
The learner will be able to
record ideas, voices, and stories using a computer.
| Strand |
Scope |
Source |
| Hardware |
Master |
East Longmeadow High School |
|
Internet: Understand
The learner will be able to
understand the uses of the Internet.
| Strand |
Scope |
Source |
| Internet |
Master |
East Longmeadow High School |
|
Technology: Access Information
The learner will be able to
use technology to access information.
| Strand |
Scope |
Source |
| Technology: Information Processing |
Master |
East Longmeadow High School |
|
Word Processing: Create Text
The learner will be able to
use technology to create text.
| Strand |
Scope |
Source |
| Software: Word Processing |
Master |
East Longmeadow High School |
|
Strategies: Planning/Describe
The learner will be able to
describe how viewing strategies, such as planning, are effective in helping him/her learn from a variety of texts.
| Strand |
Scope |
Source |
| Viewing Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
|
Strategies: Focusing/Describe
The learner will be able to
describe how viewing strategies, such as focusing, are effective in helping him/her learn from a variety of texts.
| Strand |
Scope |
Source |
| Viewing Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
|
Strategies: Assessing/Describe
The learner will be able to
describe how viewing strategies, such as assessing, are effective in helping him/her learn from a variety of texts.
| Strand |
Scope |
Source |
| Viewing Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
|
Strategies: Monitoring/Describe
The learner will be able to
describe how viewing strategies, such as monitoring, are effective in helping him/her learn from a variety of texts.
| Strand |
Scope |
Source |
| Viewing Strategies: Monitor |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
|
Evaluating: Ideas/Important
The learner will be able to
evaluate important ideas he/she has viewed.
| Strand |
Scope |
Source |
| Evaluating |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
|
Fact: Idea/Identify
The learner will be able to
identify important ideas in what he/she has viewed.
| Strand |
Scope |
Source |
| Fact/Opinion |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 9, 9.12 |
|
Fact: Viewing Material/Identify
The learner will be able to
identify basic facts in what he/she has viewed.
| Strand |
Scope |
Source |
| Fact/Opinion |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 9 |
|
Critical Viewing: Synthesize/Ideas
The learner will be able to
synthesize important ideas he/she has viewed.
| Strand |
Scope |
Source |
| Critical Viewing |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
|
Vocabulary: Advanced English/Develop
The learner will be able to
develop an advanced standard English vocabulary.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 4 |
|
Vocabulary: Advanced English/Use
The learner will be able to
use an advanced standard English vocabulary.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 4 |
|
Word Relationships: Meaning/Recognize
The learner will be able to
use an understanding of word relationships to recognize meaning.
| Strand |
Scope |
Source |
| Word Relationships |
Master |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, Standard 4 |
|
Denotation: Content Area/Recognize
The learner will be able to
recognize words with literal meanings in all content areas.
| Strand |
Scope |
Source |
| Denotation |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 4.10 |
|
Denotation: Content Area/Use
The learner will be able to
use words with literal meanings in all content areas.
| Strand |
Scope |
Source |
| Denotation |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 4.10 |
|
Connotation: Content Area/Recognize
The learner will be able to
recognize words with figurative meanings in all content areas.
| Strand |
Scope |
Source |
| Connotation |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 4.10 |
|
Connotation: Content Area/Use
The learner will be able to
use words with figurative meanings in all content areas.
| Strand |
Scope |
Source |
| Connotation |
Introduce |
Massachusetts Curriculum Frameworks, February 1997, Grade 10, 4.10 |
|
Vocabulary: Read/Identify/Understand
The learner will be able to
read, identify, and understand grade specific vocabulary words.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
MA: Curriculum Framework, 2001, Grade 10, 4 |
|
Antonym: Identify
The learner will be able to
identify antonyms.
| Strand |
Scope |
Source |
| Antonym |
Master |
East Longmeadow High School |
|
Antonym: Purpose
The learner will be able to
understand the purpose of antonyms.
| Strand |
Scope |
Source |
| Antonym |
Master |
East Longmeadow High School |
|
Context: Comprehend/Vocabulary
The learner will be able to
comprehend vocabulary in context.
| Strand |
Scope |
Source |
| Context |
Master |
East Longmeadow High School |
|
Context: Unfamiliar Words
The learner will be able to
use context clues to decide the meaning of unfamiliar words.
| Strand |
Scope |
Source |
| Context |
Master |
East Longmeadow High School |
|
Expand: Use
The learner will be able to
use an expanded vocabulary.
| Strand |
Scope |
Source |
| Vocabulary: Expand/Build |
Master |
East Longmeadow High School |
|
Multiple Meaning: Definition/Identify
The learner will be able to
identify the correct definition of a multiple meaning word.
| Strand |
Scope |
Source |
| Multiple Meaning |
Master |
East Longmeadow High School |
|
Sentence Completion
The learner will be able to
identify the vocabulary word that best completes a given sentence as read aloud by the teacher.
| Strand |
Scope |
Source |
| Complete Sentence |
Master |
East Longmeadow High School |
|
Strategies: Apply
The learner will be able to
apply vocabulary strategies fluently.
| Strand |
Scope |
Source |
| Vocabulary Strategies |
Master |
East Longmeadow High School |
|
Strategies: Categories/Clarify
The learner will be able to
clarify words by putting them into categories.
| Strand |
Scope |
Source |
| Vocabulary Strategies |
Master |
East Longmeadow High School |
|
Synonym: Antonym/Differentiate
The learner will be able to
differentiate between synonyms and antonyms.
| Strand |
Scope |
Source |
| Synonym |
Master |
East Longmeadow High School |
|
Synonym: Basic/Identify
The learner will be able to
identify basic synonyms.
| Strand |
Scope |
Source |
| Synonym |
Master |
East Longmeadow High School |
|
Unfamiliar Word: Meaning/Determine
The learner will be able to
determine the meaning of unfamiliar words.
| Strand |
Scope |
Source |
| Vocabulary Strategies: Unfamiliar Words |
Master |
East Longmeadow High School |
|
Vocabulary Log
The learner will be able to
maintain a log of personal vocabulary words.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
East Longmeadow High School |
|
Vocabulary: Construct/Word Banks
The learner will be able to
construct word banks or word walls.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
East Longmeadow High School |
|
Vocabulary: Writing/Utilize
The learner will be able to
utilize suitable vocabulary when writing.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
East Longmeadow High School |
|
Analogy: Complete
The learner will be able to
identify the answer choice that shows an abstract relationship analogous to the relationship in the question.
| Strand |
Scope |
Source |
| Analogy |
Master |
East Longmeadow High School |
|
Analogy: Connection/Meaning
The learner will be able to
determine the connection between word meaning and analogy.
| Strand |
Scope |
Source |
| Analogy |
Master |
East Longmeadow High School |
|
Analogy: Development/Improve/Implied
The learner will be able to
improve vocabulary development by understanding the implied relationships in word analogies.
| Strand |
Scope |
Source |
| Analogy |
Master |
East Longmeadow High School |
|
Revise: Reflect/Genre
The learner will be able to
reflect on how well he/she has addressed the genre of writing before revising.
| Strand |
Scope |
Source |
| Revising: Reflect |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 21.12 |
|
Revise: Reflect/Purpose
The learner will be able to
reflect on how well he/she has addressed the purpose for writing before revising.
| Strand |
Scope |
Source |
| Revising: Reflect |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 21.12 |
|
Revise: Reflect/Audience
The learner will be able to
reflect on how well he/she has addressed the audience before revising.
| Strand |
Scope |
Source |
| Revising: Reflect |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 21.12 |
|
Evaluating Writing: Rhetorical/Develop
The learner will be able to
develop rhetorical criteria for evaluating research papers.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 25 |
|
Evaluating Writing: Logical/Develop
The learner will be able to
develop logical criteria for evaluating research papers.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 25 |
|
Evaluating Writing: Logical/Develop
The learner will be able to
develop logical criteria for evaluating compositions.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 25 |
|
Evaluating Writing: Rhetorical/Develop
The learner will be able to
develop rhetorical criteria for evaluating compositions.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 25 |
|
Evaluating Writing: Stylistic/Develop
The learner will be able to
develop stylistic criteria for evaluating research papers.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 25 |
|
Evaluating Writing: Criteria/Develop
The learner will be able to
develop criteria for evaluating his/her own writing in the content areas.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 25.12.; MA: Curriculum Framework, 2001, Grade 12, 25.6 |
|
Evaluating Writing: Stylistic/Develop
The learner will be able to
develop stylistic criteria for evaluating compositions.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 25 |
|
Edit: Standard English Conventions
The learner will be able to
apply knowledge of standard English language conventions to edit written works.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 22, 22.12.; MA: Curriculum Framework, 2001, Grade 12, 22, 22.10 |
|
Audience: Variety
The learner will be able to
write for a variety of audiences.
| Strand |
Scope |
Source |
| Audience |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 20.; MA: Curriculum Framework, 2001, Grade 12, 20 |
|
Prewriting: Generate Ideas/Evaluate
The learner will be able to
evaluate the prewriting strategies used to generate ideas.
| Strand |
Scope |
Source |
| Prewriting: Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 19.12 |
|
Prewriting: Organize Ideas/Evaluate
The learner will be able to
evaluate the prewriting strategies used to organize ideas.
| Strand |
Scope |
Source |
| Prewriting: Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 19.12 |
|
Revise: Organizational Pattern
The learner will be able to
revise writing to improve the organizational pattern.
| Strand |
Scope |
Source |
| Revising |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 21 |
|
Revise: Word Choices
The learner will be able to
revise writing to improve word choices.
| Strand |
Scope |
Source |
| Revising: Word Choice |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 21, 21.12 |
|
Revise: Sentence Variety
The learner will be able to
revise written works to improve sentence variety.
| Strand |
Scope |
Source |
| Revising |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 21.12 |
|
Revise: Style
The learner will be able to
revise writing to improve style.
| Strand |
Scope |
Source |
| Revising |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 21, 21.12 |
|
Composition: Literary Assignment
The learner will be able to
create a composition as a literary writing assignment.
| Strand |
Scope |
Source |
| Essay/Composition |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 20.12 |
|
Composition: Ideas
The learner will be able to
develop and present ideas coherently in a composition.
| Strand |
Scope |
Source |
| Essay/Composition |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 19.; MA: Curriculum Framework, 2001, Grade 12, 19.30 |
|
Organization: Outline/Aid Understanding
The learner will be able to
create an outline to aid understanding when writing.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 23 |
|
Organization: Outline/Integrate Learning
The learner will be able to
use outlines to integrate learning across content areas.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 23.12 |
|
Evaluating Writing: Criteria/Explain
The learner will be able to
explain criteria he/she used to evaluate writing.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 25.12 |
|
Evaluating Writing: Research/Questions
The learner will be able to
evaluate the questions used in his/her research paper.
| Strand |
Scope |
Source |
| Evaluating Writing |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 24.12 |
|
Evaluating Writing: Research/Materials
The learner will be able to
evaluate the materials used in his/her research paper.
| Strand |
Scope |
Source |
| Evaluating Writing |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 24.12 |
|
Evaluating Writing: Research/Sources
The learner will be able to
evaluate the documentation of sources used in his/her research paper.
| Strand |
Scope |
Source |
| Evaluating Writing |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 24.12 |
|
Evaluating Writing: Research/Approach
The learner will be able to
evaluate the approach used in his/her research paper.
| Strand |
Scope |
Source |
| Evaluating Writing |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 24.12 |
|
Evaluating Writing: Criteria/Use
The learner will be able to
use criteria for evaluating his/her own writing in the content areas.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 25.12.; MA: Curriculum Framework, 2001, Grade 12, 25.6 |
|
Evaluating Writing: Logical/Use
The learner will be able to
use logical criteria to evaluate compositions.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 25 |
|
Evaluating Writing: Logical/Use
The learner will be able to
use logical criteria to evaluate research papers.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 25 |
|
Evaluating Writing: Stylistic/Use
The learner will be able to
use stylistic criteria to evaluate compositions.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 25 |
|
Evaluating Writing: Stylistic/Use
The learner will be able to
use stylistic criteria to evaluate research papers.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 25 |
|
Evaluating Writing: Rhetorical/Use
The learner will be able to
use rhetorical criteria to evaluate compositions.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 25 |
|
Evaluating Writing: Rhetorical/Use
The learner will be able to
use rhetorical criteria to evaluate research papers.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 25 |
|
Publishing: Share
The learner will be able to
share writing with others.
| Strand |
Scope |
Source |
| Publishing |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 25 |
|
Publishing: Share/Research Paper
The learner will be able to
share research papers with others.
| Strand |
Scope |
Source |
| Publishing |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 25 |
|
Paragraph: Central Idea
The learner will be able to
develop paragraphs with a focused central idea.
| Strand |
Scope |
Source |
| Paragraph Content |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 19.12 |
|
Style: Appropriate/Choose
The learner will be able to
choose an appropriate writing style.
| Strand |
Scope |
Source |
| Style |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 20 |
|
Form/Style: Reasoning/Choose
The learner will be able to
choose an appropriate mode of reasoning for writing.
| Strand |
Scope |
Source |
| Form |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 20 |
|
Style: Appropriate/Use
The learner will be able to
use an appropriate writing style.
| Strand |
Scope |
Source |
| Style |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 20 |
|
Form/Style: Reasoning/Use
The learner will be able to
use an appropriate mode of reasoning when writing.
| Strand |
Scope |
Source |
| Form |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 20 |
|
Genre: Choose
The learner will be able to
choose an appropriate genre in which to write.
| Strand |
Scope |
Source |
| Genre |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 20 |
|
Genre: Use
The learner will be able to
use an appropriate genre when writing.
| Strand |
Scope |
Source |
| Genre |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 20 |
|
Strategies: Rhetorical/Use
The learner will be able to
use rhetorical writing strategies.
| Strand |
Scope |
Source |
| Writing Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 20.12 |
|
Strategies: Elements of Discourse
The learner will be able to
write with an understanding of the elements of discourse.
| Strand |
Scope |
Source |
| Writing Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 20.12 |
|
Drama: Role/Playwright
The learner will be able to
demonstrate understanding of the role of a playwright by writing an original play.
| Strand |
Scope |
Source |
| Drama |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 18.12.; MA: Curriculum Framework, 2001, Grade 12, 18.6 |
|
Expository: Essay
The learner will be able to
write an expository essay.
| Strand |
Scope |
Source |
| Expository |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 20.12 |
|
Persuasive: Use
The learner will be able to
write in persuasive form.
| Strand |
Scope |
Source |
| Persuasive |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 20.12 |
|
Summary: Aid Understanding
The learner will be able to
write a summary to aid understanding.
| Strand |
Scope |
Source |
| Summary |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 23 |
|
Summary: Abstract/Aid Understanding
The learner will be able to
write an abstract to aid understanding.
| Strand |
Scope |
Source |
| Summary |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 23 |
|
Summary: Integrate Learning
The learner will be able to
use summaries to integrate learning across content areas.
| Strand |
Scope |
Source |
| Summary |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 23.12 |
|
Research Paper: Planning
The learner will be able to
develop an appropriate plan for researching his/her paper.
| Strand |
Scope |
Source |
| Research Paper |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 24.12 |
|
Research Paper: Planning/Implement
The learner will be able to
implement his/her research plan.
| Strand |
Scope |
Source |
| Research Paper |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 24.12 |
|
Research Paper: Sources/Variety
The learner will be able to
use a variety of sources to collect information for a research paper.
| Strand |
Scope |
Source |
| Research Paper: Sources |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 24 |
|
Research Paper: Methods/Collect
The learner will be able to
use appropriate research methods to collect information for a research paper.
| Strand |
Scope |
Source |
| Research Paper |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 24 |
|
Questions: Generate
The learner will be able to
generate questions to aid understanding while participating in writing experiences.
| Strand |
Scope |
Source |
| Questions |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 23 |
|
Questions: Open-Ended/Explore Topic
The learner will be able to
generate open-ended questions to explore a topic.
| Strand |
Scope |
Source |
| Questions |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 24.12 |
|
Questions: Open-Ended/Collect
The learner will be able to
use open-ended questions to collect information for a research project.
| Strand |
Scope |
Source |
| Questions |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 24 |
|
Questions: Integrate Learning
The learner will be able to
use questions to integrate learning across content areas.
| Strand |
Scope |
Source |
| Questions |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 23.12 |
|
Purposes: To Learn
The learner will be able to
write to learn information.
| Strand |
Scope |
Source |
| Writing Purposes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 20 |
|
Focus: Maintain
The learner will be able to
maintain the focus of a written work.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 19, 19.12 |
|
Focus: Details
The learner will be able to
choose details relevant to the focus of a written work.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 19, 19.12 |
|
Revise: Details/Modify
The learner will be able to
revise his/her writing to change details.
| Strand |
Scope |
Source |
| Revising: Content/Detail |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 21 |
|
Revise: Paragraph Development
The learner will be able to
revise writing to improve paragraph development.
| Strand |
Scope |
Source |
| Revising: Content |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 21 |
|
Revise: Comprehensive Content
The learner will be able to
revise writing for comprehensive content.
| Strand |
Scope |
Source |
| Revising: Content |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 21 |
|
Revise: Tone
The learner will be able to
revise writing to improve tone.
| Strand |
Scope |
Source |
| Revising: Content |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 21 |
|
Revise: Meaning
The learner will be able to
revise writing to create a better sense of intended meaning.
| Strand |
Scope |
Source |
| Revising: Content |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 21.12 |
|
Expressive: Write
The learner will be able to
create an expressive writing piece.
| Strand |
Scope |
Source |
| Expressive |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 20.12 |
|
Notes: Foster Learning
The learner will be able to
utilize notetaking as a strategy to foster learning.
| Strand |
Scope |
Source |
| Writing to Learn: Notes/Observations |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 23 |
|
Notes: Integrate Learning
The learner will be able to
use notes to integrate learning across content areas.
| Strand |
Scope |
Source |
| Writing to Learn: Notes/Observations |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 23.12 |
|
Purposes: Variety
The learner will be able to
write for a variety of purposes.
| Strand |
Scope |
Source |
| Writing Purposes |
Master |
MA: Curriculum Framework, 2001, Grade 12, 20 |
|
Revise: Improvement/Demonstrate/Content
The learner will be able to
show improvement in organization, content, paragraph development, level of detail, style, tone, and word choice after revision.
| Strand |
Scope |
Source |
| Revising |
Master |
MA: Curriculum Framework, 2001, Grade 12, 21 |
|
Revise: Style/Word Choice/Meaning
The learner will be able to
revise writing to improve style, word choice, sentence variety, and subtlety of meaning while considering how well questions of purpose, audience, and genres have been addressed.
| Strand |
Scope |
Source |
| Revising |
Master |
MA: Curriculum Framework, 2001, Grade 12, 21.9 |
|
Prewriting: Organize/Purpose
The learner will be able to
consider writing purpose when organizing information before writing.
| Strand |
Scope |
Source |
| Prewriting |
Master |
MA: Curriculum Framework, 2001, Grade 12, 23.14 |
|
Revise: English Conventions
The learner will be able to
apply knowledge of Standard English language conventions to revise written works.
| Strand |
Scope |
Source |
| Revising: Language Conventions |
Master |
MA: Curriculum Framework, 2001, Grade 12, 22 |
|
Sentence: Main Idea/Focus
The learner will be able to
create sentences focusing clearly on a main idea.
| Strand |
Scope |
Source |
| Emergent Writing: Sentence |
Master |
MA: Curriculum Framework, 2001, Grade 12, 19 |
|
Topic: Focus/Complete/Maintain
The learner will be able to
maintain complete focus on the topic.
| Strand |
Scope |
Source |
| Topic |
Master |
MA: Curriculum Framework, 2001, Grade 12, 19.30 |
|
Detail: Sufficient/Developed/Use
The learner will be able to
use sufficient, developed supporting details.
| Strand |
Scope |
Source |
| Support: Detail |
Master |
MA: Curriculum Framework, 2001, Grade 12, 19 |
|
Organization: Purpose/Support
The learner will be able to
organize information to support his/her purpose in writing.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Framework, 2001, Grade 12, 23 |
|
Response: Open-Ended Questions
The learner will be able to
use writing abilities to respond to open ended questions.
| Strand |
Scope |
Source |
| Writing Responses |
Master |
East Longmeadow High School |
|
Analytical: Critical Thinking
The learner will be able to
demonstrate critical thinking in writing.
| Strand |
Scope |
Source |
| Analytical Writing |
Master |
East Longmeadow High School |
|
Analytical: Literature
The learner will be able to
write an analysis of a piece of literature.
| Strand |
Scope |
Source |
| Analytical Writing |
Master |
East Longmeadow High School |
|
Argument: Develop/Support
The learner will be able to
develop an argument supported by specific examples and logical connections in order to clarify meaning.
| Strand |
Scope |
Source |
| Persuasive: Argument |
Master |
East Longmeadow High School |
|
Argument: Sustain/Logical
The learner will be able to
write a persuasive piece that sustains an argument in a logical manner.
| Strand |
Scope |
Source |
| Persuasive: Argument |
Master |
East Longmeadow High School |
|
Audience: Appropriate/Use
The learner will be able to
write using the appropriate style for the intended audience.
| Strand |
Scope |
Source |
| Style: Audience |
Master |
East Longmeadow High School |
|
Clarity/Focus: Cohesive/Strategies/Use
The learner will be able to
use a variety of strategies to demonstrate cohesiveness in his/her writing.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
East Longmeadow High School |
|
Collaborative Writing: Discuss
The learner will be able to
discuss written works with others.
| Strand |
Scope |
Source |
| Collaborative Writing |
Master |
East Longmeadow High School |
|
Creative: Advanced Writing
The learner will be able to
apply advanced writing skills to generate creative works.
| Strand |
Scope |
Source |
| Creative |
Master |
East Longmeadow High School |
|
Creative: Writing
The learner will be able to
generate creative written works.
| Strand |
Scope |
Source |
| Creative |
Master |
East Longmeadow High School |
|
Criteria: Established/Deviate/Support
The learner will be able to
articulate established criteria to improve writing, and support decisions to deviate from criteria.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
East Longmeadow High School |
|
Detail: Sufficient/Use
The learner will be able to
write using an appropriate level of details.
| Strand |
Scope |
Source |
| Support: Detail |
Master |
East Longmeadow High School |
|
Diction: Effectiveness/Evaluate
The learner will be able to
evaluate the effectiveness of diction in his/her writing.
| Strand |
Scope |
Source |
| Diction |
Master |
East Longmeadow High School |
|
Edit: Detail
The learner will be able to
edit written works for level of detail.
| Strand |
Scope |
Source |
| Editing: Content |
Master |
East Longmeadow High School |
|
Edit: Organization
The learner will be able to
edit written works for cohesive organization of ideas in paragraphs.
| Strand |
Scope |
Source |
| Editing: Structure/Organization |
Master |
East Longmeadow High School |
|
Essay: Support
The learner will be able to
state examples and details which support a thesis in an essay.
| Strand |
Scope |
Source |
| Essay/Composition |
Master |
East Longmeadow High School |
|
Evaluating Writing: Literary Devices
The learner will be able to
write an evaluation of literary devices.
| Strand |
Scope |
Source |
| Evaluating Writing |
Master |
East Longmeadow High School |
|
Expository: Evidence/Support/Thesis
The learner will be able to
select evidence to support a thesis, including information on all relevant perspectives of the topic, when composing expository works.
| Strand |
Scope |
Source |
| Expository |
Master |
East Longmeadow High School |
|
Expressive: Enthusiasm
The learner will be able to
develop a passage which conveys his/her enthusiasm for a given topic or point of view.
| Strand |
Scope |
Source |
| Expressive |
Master |
East Longmeadow High School |
|
Factual Information: Quotation
The learner will be able to
use quotations in his/her writing without disrupting the flow of ideas.
| Strand |
Scope |
Source |
| Factual Information |
Master |
East Longmeadow High School |
|
Final Draft: No Error
The learner will be able to
produce a final draft of writing with no errors.
| Strand |
Scope |
Source |
| Final Draft |
Master |
East Longmeadow High School |
|
Group: Collaborative Writing
The learner will be able to
provide personal contributions to a story being developed by a group.
| Strand |
Scope |
Source |
| Collaborative Writing: Group |
Master |
East Longmeadow High School |
|
Language Structure: Control/Exhibit
The learner will be able to
exhibit control over language to enhance effects of his/her writing.
| Strand |
Scope |
Source |
| Language Structure |
Master |
East Longmeadow High School |
|
Literary Device: Style
The learner will be able to
use literary devices to improve style.
| Strand |
Scope |
Source |
| Literary Device |
Master |
East Longmeadow High School |
|
Literary Device: Use
The learner will be able to
use a variety of literary devices in a written work.
| Strand |
Scope |
Source |
| Literary Device |
Master |
East Longmeadow High School |
|
Main Idea: Clear/Focused/Generate
The learner will be able to
generate a clear, focused main idea or ideas that relate to the writing prompt.
| Strand |
Scope |
Source |
| Main Idea |
Master |
East Longmeadow High School |
|
Main Idea: Evidence/Use/Develop
The learner will be able to
use supporting evidence to develop main ideas.
| Strand |
Scope |
Source |
| Main Idea |
Master |
East Longmeadow High School |
|
Organization: Purpose
The learner will be able to
choose an organizational format which suits a given writing purpose.
| Strand |
Scope |
Source |
| Organization |
Master |
East Longmeadow High School |
|
Personal: Learning/Reflect
The learner will be able to
respond in writing to reflect on what he/she has learned.
| Strand |
Scope |
Source |
| Writing Responses: Personal |
Master |
East Longmeadow High School |
|
Personal: Literature/Author/Title
The learner will be able to
write a personal response to a piece of literature where the author and title of the selection is noted.
| Strand |
Scope |
Source |
| Writing Responses: Personal |
Master |
East Longmeadow High School |
|
Portfolio: Self-Reflect/Write
The learner will be able to
write a response that shows self-reflection of portfolio pieces.
| Strand |
Scope |
Source |
| Portfolios |
Master |
East Longmeadow High School |
|
Publishing: Share
The learner will be able to
share his/her written works with others in many different ways.
| Strand |
Scope |
Source |
| Publishing |
Master |
East Longmeadow High School |
|
Research Paper: Organized/Write
The learner will be able to
write an organized research paper.
| Strand |
Scope |
Source |
| Research Paper |
Master |
East Longmeadow High School |
|
Response: Prompt
The learner will be able to
write in response to a prompt.
| Strand |
Scope |
Source |
| Writing Responses |
Master |
East Longmeadow High School |
|
Strategies: Improve Writing
The learner will be able to
develop a personal method to improve his/her writing.
| Strand |
Scope |
Source |
| Writing Strategies |
Master |
East Longmeadow High School |
|
Style: Personal
The learner will be able to
write prose which demonstrates a personal style.
| Strand |
Scope |
Source |
| Style |
Master |
East Longmeadow High School |
|
Synthesis: Text/Content/Media
The learner will be able to
write text which reflects synthesis of content from a variety of media.
| Strand |
Scope |
Source |
| Writing to Learn: Synthesis |
Master |
East Longmeadow High School |
|
Tone: Ideas/Support
The learner will be able to
write using tone that supports ideas presented in the text.
| Strand |
Scope |
Source |
| Tone |
Master |
East Longmeadow High School |
|
Voice: Distinct
The learner will be able to
write with a distinct voice.
| Strand |
Scope |
Source |
| Voice |
Master |
East Longmeadow High School |
|
|
