STANDARDS FOR ENGLISH LANGUAGE ARTS
ISTE & IRA/NCTE
The vision guiding these
standards is that all students must have the opportunities and resources to
develop the language skills they need to pursue life's goals and to participate
fully as informed, productive members of society. These standards assume that
literacy growth begins before children enter school as they experience and experiment
with literacy activities—reading and writing, and associating spoken words
with their graphic representations. Recognizing this fact, these standards encourage
the development of curriculum and instruction that make productive use of the
emerging literacy abilities that children bring to school. Furthermore, the
standards provide ample room for the innovation and creativity essential to
teaching and learning. They are not prescriptions for particular curriculum
or instruction. Although we present these standards as a list, we want to emphasize
that they are not distinct and separable; they are, in fact, interrelated and
should be considered as a whole.
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
Ohio Academic Content Standards
Concepts of Print, Comprehension Strategies and
1. Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems.
3. Compare and contrast information on a single topic or theme across different text and non-text resources.
5. Make inferences or draw conclusions about what has been read and support those conclusions with textual evidence.
10. Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others).
11. Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).
Reading Applications: Informational, Technical and Persuasive Text
4. Identify examples of cause and effect used in informational text.
6. Clarify steps in a set of instructions or procedures form completeness.
Reading Applications: Literary Text
1. Describe the thoughts, words and interactions of characters.
3. Identify the main incidents of a plot sequence, identifying the major conflict and its resolution.
5. Determine the theme and whether it is implied or stated directly.
6. Identify and explain the defining characteristics of literary forms and genres, including poetry, drama, fables, fantasies, chapter books, fiction and non-fiction.
7. Explain how an author’s choice of words appeals to the senses and suggests mood.
1. Generate writing ideas through discussion with others and from printed material.
2. State and develop a clear main idea for writing.
3. Develop a purpose and audience for writing.
4. Use organizational strategies (e.g., brainstorming, lists, webs and Venn Diagrams) wo plan writing.
8. Vary language and style as appropriate to audience and purpose.
9. Use available technology to compose text.
11. Add descriptive words and details and delete extraneous information.
14. Proofread writing and edit to imprve conventions (e.g., grammar, spelling, punctuation and capitalization) and identify and correct fragments and run-ons.
15. Apply tools to judge the quality of writing.
16. Prepare for publication writing that follows a format appropriate to the purpose using techniques such as electronic resources and graphics to enhance the final product.
2. Spell high-frequency words correctly.
3. Identify important information found in the sources and summarize