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Appendix B: Side-by-Side Chart for English Language Arts

The American Diploma Project (ADP) Benchmarks in English Language Arts are aligned with the: 21st Century Reading and English Language Arts Content Standards and Objectives for West Virginia Schools (Grades 9, 10,

11, and 12) 21st Century Learning Skills and Technology Tools Content Standards and Objectives for West Virginia Schools (Grades 9-12)

Ratings indicate:3 = Excellent alignment between the two documents2= Good alignment, but important elements of an ADP Benchmark are not addressed1 = Weak match. The two statements may be related in only a very general manner0 = No match for the ADP Benchmark was found

Note that when alignment is found in Grades 9-12, earlier grade statements that also align are not included in this chart. Grades K-8 statements are included only when the match at 9-12 is incomplete.

When only a standard in a grade level below high school matches an ADP Benchmark, a rating of “2” is assigned. Expectations from lower grades are shaded in blue to distinguish them from the high school expectations.

Green-shaded cells in this column denote an absence of West Virginia standards that align with an ADP Benchmark.

ADP Benchmarks:

EnglishWest Virginia ELA Objectives West Virginia Standards for

21st Century Learning Rating Commentary

A. LanguageA1. Demonstrate control of standard English through the use of grammar, punctuation, capitalization and spelling. [ADP Core]

RLA.O.12.3.02 plan, organize, adapt and deliver a grammatically correct presentation using a variety of media (e.g., live performance, video, PowerPoint, Web pages).

RLA.O.11.3.02 plan, research, organize and deliver a grammatically correct presentation using a variety of media (e.g., live

3 Grammatical correctness is clearly an expectation, but it does seem somewhat odd that standard English conventions/grammar is not clearly specified in “Writing” at each high school grade level.

The standard statement, that “Students will apply writing skills….by applying grammatical and mechanical

Report on West Virginia’s English Language Achieve, January 2009Arts and Mathematics Standards 1

APPENDIX B: SIDE-BY-SIDE CHART FOR ENGLISH LANGUAGE ARTS


ADP Benchmarks:



performance, video, PowerPoint, web pages).

RLA.O.10.2.10 select revision and editing strategies to correct errors in and improve organization, content, usage, mechanics and spelling. In the proofreading process, integrate the use of

dictionary spell check thesaurus style sheet or guide

RLA.O.10.3.02 formulate and deliver grammatically correct messages, as well as evaluate and adapt strategies for developing credibility, such as speaking truthfully and creating clear and logical messages (e.g., supporting ideas with evidence and emotional appeals in light of purpose, audience and context).

RLA.O.9.3.02 formulate and deliver grammatically correct messages, taking into consideration the purpose of the message and the speaker’s and the listener’s culture, knowledge, beliefs, feelings, and life experiences.

properties in writing…” could be phrased more clearly and this expectation could be specified in the objectives more explicitly for “Writing.”

A2. Use general and specialized dictionaries, thesauruses and glossaries (print and electronic) to determine the definition, pronunciation, etymology, spelling

RLA.O.12.2.11 use proofreading and editing strategies to correct errors in and improve organization, content, usage and mechanics. In the editing process, integrate print and electronic tools: dictionary thesaurus spell check grammar check

3 If West Virginia does want students to be able to use different features of dictionaries and glossaries – not just for definitions or alternate word choices, but also for pronunciation, etymology, or usage – it might be worth specifying this expectation more explicitly. In RLA.O.12.2.11, the implication



ADP Benchmarks:



and usage of words. thesaurus Use peer editing and collaboration

techniques to correct errors.

RLA.O.11.2.10 use proofreading and editing strategies to correct errors in and improve organization, content, usage and mechanics. In the editing process integrate print and electronic tools: spell check grammar check thesaurus dictionary style sheet or guide readability score

RLA.O.10.2.10 select revision and editing strategies to correct errors in and improve organization, content, usage, mechanics and spelling. In the proofreading process, integrate the use of dictionary spell check thesaurus style sheet or guide

is that these would be used for spelling and word choice only.

A3. Use roots, affixes and cognates to determine the meaning of unfamiliar words.

RLA.O.10.1.10 extend vocabulary by developing and using new terms and phrases found in reading classical literature and informational texts using various strategies:

context cluesaffixes suffixesmultiple meaningsetymologies

RLA.O.9.1.10 extend vocabulary by

3



ADP Benchmarks:



developing and using new terms through various literary and informational texts through various strategies: context clues affixes prefixes multiple meanings origin history evolution

A4. Use context to determine the meaning of unfamiliar words.

RLA.O.10.1.10 extend vocabulary by developing and using new terms and phrases found in reading classical literature and informational texts using various strategies:context cluesaffixes suffixesmultiple meaningsetymologies

RLA.O.9.1.10 extend vocabulary by developing and using new terms through various literary and informational texts through various strategies: context clues affixes prefixes multiple meanings origin history evolution

3

A5. Identify the meaning of common idioms, as well as literary, classical and biblical allusions; use

RLA.O.10.1.05 evaluate the author’s use of specific information in text (e.g., author’s purpose/perspective, main/supporting details, specific facts, statistics, definition, figurative/nonfigurative words).

1 Idioms and allusions may be implied, but neither is stated explicitly. Both are important for instruction – particularly for students for whom English is a second language or for students



ADP Benchmarks:



them in oral and written communication. RLA.O.10.1.10 extend vocabulary by

developing and using new terms and phrases found in reading classical literature and informational texts using various strategies:

context cluesaffixes suffixesmultiple meaningsetymologies

RLA.O.9.1.10 extend vocabulary by developing and using new terms through various literary and informational texts through various strategies: context clues affixes prefixes multiple meanings origin history evolution

who may not have a rich home experience with literature and language, as home is often where students with stronger literacy environments would acquire this knowledge of idioms and allusions.

A6. Recognize nuances in the meanings of words; choose words precisely to enhance communication. [ADP Core]

RLA.O.9.2.10 use pre-writing, editing and revision techniques to construct complete and varied sentences, eliminate organizational errors and use more precise and concise language.

RLA.O.12.2.10 demonstrate use of precise vocabulary, figurative language and literary devices to establish credibility, authority, and authorial voice to suggest an attitude toward subject matter, create mood, and carefully appeal to the audience: imagery rhetorical question

3



ADP Benchmarks:



connotation/denotation irony (situational, dramatic, verbal) setting (geographical, historical, political) symbolism extended metaphor

RLA.O.11.2.09 revise, edit and strategically employ a variety of sentences for improved variety and more precise and concise language: gerunds infinitives subordinate clauses adjectival phrases, word usage/choice variations passive/active voice

RLA.O.10.2.09 revise sentences to create specific effects, variety and more precise and concise language: gerund phrase participle phrase infinitive phrase clauses

A7. Comprehend and communicate quantitative, technical and mathematical information. [ADP Core]

21C.O.9-12.1.LS3 Student creates information using advanced skills of analysis, synthesis and evaluation and shares this information through a variety of oral, written and multimedia communications that target academic, professional and technical audiences and purposes.

21C.O.9-12.1.TT6 Student uses advanced features and utilities of spreadsheet software, (e.g., formulas,

2 Emphasis in West Virginia is on the communication of technical information.

Note that West Virginia goes beyond the scope of ADP in the specificity of its statements on spreadsheet and database software.

Expectations for comprehending (and communicating) quantitative and mathematical information may logically appear in West



ADP Benchmarks:



filters, pivot tables, pivot charts, macros, conditional formatting), to perform calculations and to organize, analyze and report data.

21C.O.9-12.1.TT8 Student uses advanced features and utilities of database software (e.g., to create tables, forms, perform table relationships, advanced queries, and simple reports) to test hypotheses or research questions and to report results.

Virginia in the mathematics and science objectives.

B. Communication B1. Give and follow spoken instructions to perform specific tasks, to answer questions or to solve problems.

RLA.O.2.1.05 describe a purpose for reading: for information for pleasure to understand specific viewpoints to follow directions

RLA.O.3.1.14 use reading skills and strategies to understand a variety of information resources to support literacy learning (e.g., written directions, captions, electronic resources, labels, informational text).

1 Expectations related to giving/following directions appear much before grades 9-12 and relate to written directions rather than spoken directions.

B2. Summarize information presented orally by others.

RLA.O.3.3.01 listen and respond to familiar stories and poems (e.g., summarize and paraphrase to confirm comprehension, recount personal experiences, imagine beyond the literary form).

RLA.O.4.3.01 listen and respond to different literary forms and speakers (e.g., summarize and paraphrase to confirm understanding,

2 Specific attention to summarizing information presented orally is only evident at the elementary levels.



ADP Benchmarks:



recount personal experiences, listen to information and exhibit comprehension, provide reasons in support of opinions, respond to others’ ideas).

RLA.O.12.1.06 formulate, in a critique, supportable conclusions, summarize events and ideas, construct inferences and generalizations, and interpret character traits from explicit and implicit ideas.

RLA.O.11.1.06 formulate supportable conclusions, summarize events and ideas, construct inferences and generalizations, and critique character traits in a written/oral literary interpretation.

RLA.O.10.2.07 summarize, paraphrase, and use direct quotations correctly and effectively in a writing/research project in order to avoid plagiarism; recognize copyright laws and public/private domain.

RLA.O.9.2.08 summarize, paraphrase, and use direct quotations correctly and effectively in writing in order to avoid plagiarism; recognize media copyright laws and public/private domain

B3. Paraphrase information presented orally by others.

RLA.O.3.3.01 listen and respond to familiar stories and poems (e.g., summarize and paraphrase to confirm comprehension, recount personal experiences, imagine beyond the literary form).

RLA.O.4.3.01 listen and respond to different literary forms and speakers (e.g., summarize

2



ADP Benchmarks:



and paraphrase to confirm understanding, recount personal experiences, listen to information and exhibit comprehension, provide reasons in support of opinions, respond to others’ ideas).


RLA.O.9.2.08 summarize, paraphrase, and use direct quotations correctly and effectively in writing in order to avoid plagiarism; recognize media copyright laws and public/private domain.

B4. Identify the thesis of a speech and determine the essential elements that elaborate it. [ADP Core]


RLA.O.9.1.05 locate and analyze the author’s use of specific information in text (e.g., author’s purpose/perspective, main and supporting details, specific facts, statistics, definition).

2 In West Virginia, these related statements come from the “Reading” strand instead of from the “Listening, Speaking and Media Literacy” strand.

B5. Analyze the ways in which the style and structure of a speech support or confound its meaning or purpose.

RLA.O.8.3.03 critique oral/visual information presented, relate personal experiences and apply the information to global situations.

RLA.O.9.3.03 perform a variety of roles in various settings:

critique oral/visual information relate personal experiences

3



ADP Benchmarks:



collaborate to gain consensus mediate speak extemporaneously

RLA.O.9.3.05 understand, interpret and evaluate various media communications.

RLA.O.12.1.05 evaluate and justify the characteristics of author’s intended audience, purpose, style, voice and technique through the use of reasoning and evidence and literary/character analysis.

RLA.O.11.1.05 analyze characteristics of author’s intended audience, purpose, style, voice and technique through the use of reasoning, evidence and literary/character analysis.

B6. Make oral presentations that:• exhibit a logical structure appropriate to the audience, context and purpose;• group related ideas and maintain a consistent focus;• include smooth transitions• support judgments with sound evidence and well-chosen details;• make skillful use of rhetorical devices;• provide a coherent

RLA.O.12.3.01 present using the transactional process of communication to include the components of speaker, listener, message, channel, feedback, and noise.


RLA.O.11.3.01 communicate using the transactional process to include the components of speaker, listener, message, channel, feedback, and noise.

RLA.O.11.3.02 plan, research, organize and deliver a grammatically correct presentation

3 ADP B6 is also represented in Speech standards; see SP1.0.12.1.05, SP1.0.12.3.03, and SP1.0.12.3.06.



ADP Benchmarks:



conclusion;• employ proper eye contact, speaking rate, volume, enunciation, inflection and gestures to communicate ideas effectively. [ADP Core]

using a variety of media (e.g., live performance, video, PowerPoint, web pages).

RLA.O.10.3.01 plan, research background of topic, and communicate in different settings (e.g. interpersonal, small group, whole group, panel, round table, debate) and for different purposes: inform persuade relate entertain

RLA.O.10.3.02 formulate and deliver grammatically correct messages, as well as evaluate and adapt strategies for developing credibility, such as speaking truthfully and creating clear and logical messages (e.g., supporting ideas with evidence and emotional appeals in light of purpose, audience and context).

RLA.O.9.3.01 plan, prepare appropriate background information on a specified topic and communicate effectively in different settings (e.g. interpersonal, small group, whole group) and for different purposes to inform persuade relate entertain

RLA.O.9.3.02 formulate and deliver grammatically correct messages, taking into consideration the purpose of the message and the speaker’s and the listener’s culture,



ADP Benchmarks:



knowledge, beliefs, feelings, and life experiences.

B7. Participate productively in self-directed work teams for a particular purpose (for example, to interpret literature, write or critique a proposal, solve a problem, make a decision), including: posing relevant questions; listening with civility to the ideas of others; extracting essential information from others’ input; building on the ideas of others and contributing relevant information or ideas in group discussions; consulting texts as a source of ideas; gaining the floor in respectful ways; defining individuals’ roles and responsibilities and setting clear goals; acknowledging the ideas and contributions of individuals in the group;

RLA.O.10.3.01 plan, research background of topic, and communicate in different settings (e.g. interpersonal, small group, whole group, panel, round table, debate) and for different purposes: inform persuade relate entertain

RLA.O.10.3.03 model a variety of roles in various settings to listen actively, understand the intended message, evaluate, enjoy and/or respond to an oral message: critique oral/visual information relate experiences in third person collaborate to achieve a goal mediate to reach a consensus deliver an extended extemporaneous

speech participate in a panel/round table

discussion

RLA.O.9.3.01 plan, prepare appropriate background information on a specified topic and communicate effectively in different settings (e.g. interpersonal, small group, whole group) and for different purposes to inform persuade relate entertain

RLA.O.9.3.03 perform a variety of roles in

21C.O.9-12.1.TT9 Student uses advanced telecommunication tools (e.g., email, video conferencing, interactive websites, newsgroups, video phones, chats) to create collaborative projects that are relevant to real world situations and contribute to the communication process among various groups.

21C.O.9-12.2.TT2 Student collaborates with peers, experts and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.

21C.O.9-12.2.TT3 Student uses multiple electronic sources of information and multiple technology tools and resources tools (e.g., digital cameras, graphing calculators, probes, mp3 players, handheld devices, other emerging technologies, simulations, models, browsers, word processing, authoring tools, spreadsheets, databases) to collaborate with others, to formulate a hypothesis, to solve problems, make decisions, and present and justify the solutions.

21C.O.9-12.3.TT2 Student works collaboratively to acquire information

3 ADP B6 is also represented in Speech standards; see SP1.0.12.1.08, SP1.0.12.1.12, SP1.0.12.1.13, and SP1.0.12.3.01.

Note that collaboration is emphasized in West Virginia’s learning and technology standards that are included here. The technology suggested by these statements goes beyond the focus of the ADP English benchmarks.



ADP Benchmarks:



understanding the purpose of the team project and the ground rules for decision-making; maintaining independence of judgment, offering dissent courteously, ensuring a hearing for the range of positions on an issue and avoiding premature consensus; tolerating ambiguity and a lack of consensus; and selecting leader /spokesperson when necessary.

various settings:critique oral/visual informationrelate personal experiencescollaborate to gain consensus mediate speak extemporaneously

from electronic resources, conducts online research, and evaluates information as to validity, appropriateness, usefulness, comprehensiveness and bias.

21C.O.9-12.3.LS4 Student demonstrates ethical behavior and works responsibly and collaboratively with others in the context of the school and the larger community, and he/she demonstrates civic responsibility through engagement in public discourse and participation in service learning.

21C.O.9-12.3.LS5 Student exhibits positive leadership through interpersonal and problem-solving skills that contribute to achieving the goal. He/she helps others stay focused, distributes tasks and responsibilities effectively, and monitors group progress toward the goal without undermining the efforts of others.

C. WritingC1. Plan writing by taking notes, writing informal outlines and researching.

RLA.O.12.2.01 compose using the five-step writing process (pre-writing, drafting, revising, editing, publishing), critique and evaluate narrative, informative, descriptive, persuasive and functional writings that include a letter of job application, a scholarship application/essay, and personal letters.

3



ADP Benchmarks:



RLA.O.12.2.05 use, plan and incorporate varied note taking skills to organize and synthesize information from print and electronic primary and secondary sources (e.g., Internet, reference books, electronic databases for periodicals and newspapers) into an outline (introduction, thesis/hypothesis, main points, supporting details/examples, conclusion) to develop a composition or research project.

RLA.O.11.2.01 employ the five-step writing process (pre-writing, drafting, revising, editing, publishing) for developing narrative, informative, descriptive, persuasive and functional writings that include a letter of job application, a scholarship application/essay, and personal letters.

RLA.O.11.2.05 plan and incorporate varied note taking skills to organize and synthesize information from print and electronic primary and secondary sources (e.g., Internet, reference books, electronic databases for periodicals and newspapers) into an outline (introduction, thesis/hypothesis, main points, supporting details/examples, conclusion) to develop a composition or research project.

RLA.O.10.2.01 define topic from assigned subject/prompt and compose narrative, informative, descriptive and persuasive writings using the five-step writing process (pre-writing, drafting, revising, editing, publishing) for specific audiences by



ADP Benchmarks:



employing writing strategies that are modeled in various types of literature.

RLA.O.10.2.05 plan and incorporate varied note taking skills to organize and synthesize information from print and electronic sources (e.g., Internet research, electronic databases for periodicals and newspapers, print reference materials) into an outline for a composition or research project (introduction, thesis/hypothesis, main points, supporting details/examples, conclusion).

RLA.O.9.2.01 compose narrative, informative, descriptive, persuasive writing from a prompt using the five-step writing process (pre-writing, drafting, revising, editing, publishing).

RLA.O.9.2.06 incorporate varied note taking skills to process and organize information into an outline for a composition (introduction, main points, supporting details, conclusion).

C2. Select and use formal, informal, literary or technical language appropriate for the purpose, audience and context of the communication.[ADP Core]

RLA.O.12.2.10 demonstrate use of precise vocabulary, figurative language and literary devices to establish credibility, authority, and authorial voice to suggest an attitude toward subject matter, create mood, and carefully appeal to the audience: imagery rhetorical question connotation/denotation irony (situational, dramatic, verbal) setting (geographical, historical, political) symbolism

3 Some statements from the Speech standards apply; See SP1.O.12.1.03 and SP1.O.12.1.11



ADP Benchmarks:



extended metaphorC3. Organize ideas in writing with a thesis statement in the introduction, well-constructed paragraphs, a conclusion and transition sentences that connect paragraphs into a coherent whole. [ADP Core]

RLA.O.12.2.02 generate a clearly worded and effectively placed thesis statement to develop a document (e.g., composition, essay, literary critique, research paper) that has a clear, logical progression of ideas in the introduction, body, and conclusion.

RLA.O.12.2.08 evaluate the effectiveness of and apply various forms of transition in a composition: sentence links repetition of key words or phrases restating of main/key ideas inferred transitions


RLA.O.11.2.06 develop personal style and voice in writing, and create a clear, logical progression of ideas in argumentative writing, research writing, literary analysis, and creative and reflective writing.

RLA.O.11.2.08 evaluate the effectiveness of and apply various forms of transition in a composition: sentence links repetition of key words or phrases restating of main/key ideas

3



ADP Benchmarks:



RLA.O.10.2.02 construct a clearly worded and effectively placed thesis statement to develop a composition that addresses the assigned topic.


RLA.O.10.2.08 incorporate different transitional sentences to signal progression of ideas within and between paragraphs as well as appropriate phrases to signal organizational patterns.

RLA.O.9.2.03 construct a clearly worded and correctly placed thesis statement to develop a composition that addresses the assigned topic.

RLA.O.9.2.09 create and apply transition sentences to signal progression of ideas between paragraphs as well as appropriate words and phrases to signal organizational patterns.

C4. Drawing on readers’ comments on working drafts, revise documents to develop or support ideas more

RLA.O.12.2.01 compose using the five-step writing process (pre-writing, drafting, revising, editing, publishing), critique and evaluate narrative, informative, descriptive, persuasive and functional writings that

3



ADP Benchmarks:



clearly, address potential objections, ensure effective transitions between paragraphs and correct errors in logic.

include a letter of job application, a scholarship application/essay, and personal letters.

RLA.O.12.2.09 revise, edit and strategically employ a variety of sentence structures to improve variety and create more precise and concise language:compound-complexcoordination/subordinationparallel structures appositives rhetorical questionsword/usage/choicepassive/active voice

RLA.O.12.2.11 use proofreading and editing strategies to correct errors in and improve organization, content, usage and mechanics. In the editing process, integrate print and electronic tools: dictionary thesaurus spell check grammar check thesaurus Use peer editing and collaboration





ADP Benchmarks:



RLA.O.11.2.08 evaluate the effectiveness of and apply various forms of transition in a composition: sentence links repetition of key words or phrases restating of main/key ideas


RLA.O.10.2.01 define topic from assigned subject/prompt and compose narrative, informative, descriptive and persuasive writings using the five-step writing process (pre-writing, drafting, revising, editing, publishing) for specific audiences by employing writing strategies that are modeled in various types of literature.




ADP Benchmarks:



RLA.O.10.2.10 select revision and editing strategies to correct errors in and improve organization, content, usage, mechanics and spelling. In the proofreading process, integrate the use of dictionary spell check thesaurus style sheet or guide



C5. Edit both one’s own and others’ work for grammar, style and tone appropriate to audience, purpose and context.


RLA.O.12.2.09 revise, edit and strategically employ a variety of sentence structures to improve variety and create more precise and concise language:compound-complex

3



ADP Benchmarks:



coordination/subordinationparallel structures appositives rhetorical questionsword/usage/choicepassive/active voice

RLA.O.12.2.11 use proofreading and editing strategies to correct errors in and improve organization, content, usage and mechanics. In the editing process, integrate print and electronic tools: dictionary thesaurus spell check grammar check thesaurus Use peer editing and collaboration



RLA.O.11.2.09 revise, edit and strategically employ a variety of sentences for improved variety and more precise and concise language: gerunds infinitives subordinate clauses adjectival phrases,



ADP Benchmarks:



word usage/choice variations passive/active voice




RLA.O.10.2.10 select revision and editing strategies to correct errors in and improve organization, content, usage, mechanics and spelling. In the proofreading process,



ADP Benchmarks:



integrate the use of dictionary spell check thesaurus style sheet or guide



C6. Cite print or electronic sources properly when paraphrasing or summarizing information, quoting, or using graphics.

RLA.O.12.2.03 identify, evaluate, and analyze information (e.g., primary and secondary sources, print and electronic media, personal interview) and recognize the concepts of intellectual property and plagiarism in all media (e.g., media copyright laws, private/public domain).

RLA.O.12.3.06 properly use private and public information.

RLA.O.11.2.04 formulate a working research question, organize and consider the relevance of information gathered through the research process, create a detailed outline and produce a research paper with documented and cited sources, using an accepted format (e.g. MLA, APA, Chicago, ASA) with an accompanying multimedia presentation and/or Web page.

21C.O.9-12.3.TT4 Student adheres to acceptable use policy and displays ethical behaviors related to acceptable use of information and communication technology (e.g., privacy, security, copyright, file-sharing, plagiarism); student predicts the possible cost and effects of unethical use of technology (e.g., consumer fraud, intrusion, spamming, virus setting, hacking) on culture and society; student identifies the methodologies that individuals and businesses can employ to protect the integrity of technology systems.

21C.O.9-12.3.TT5 Student models ethical behavior relating to security, privacy, computer etiquette,

3



ADP Benchmarks:





RLA.O.10.2.11 develop a research topic, select approaches, write and publish a well-developed research project with documented and cited sources and computer-generated graphics, following a specified format: APA MLA Chicago


RLA.O.9.2.02 develop research topics, select approaches, create, and publish (e.g., word processing and desktop publishing) a well developed paper with documented and cited sources and computer-generated graphics, following a specified format: APA MLA

RLA.O.9.2.08 summarize, paraphrase, and use direct quotations correctly and effectively in writing in order to avoid plagiarism; recognize media copyright laws and public/private domain.

passwords and personal information and demonstrates an understanding of copyright by citing sources of copyrighted materials in papers, projects and multi-media presentations. Student advocates for legal and ethical behaviors among peers, family, and community regarding the use of technology and information.



ADP Benchmarks:




C7. Determine how, when and whether to employ technologies (such as computer software, photographs and video) in lieu of, or in addition to, written communication.

RLA.O.10.2.03 evaluate, analyze, and synthesize into one’s writing a variety of informational media using primary and secondary sources.

21C.O.9-12.1.TT1 Student makes informed choices among available advanced technology systems, resources and services (e.g., global positioning software, graphing calculators, personal digital assistants, web casting, online collaboration tools) for completing curriculum assignments and projects and for managing and communicating personal/professional information.

21C.O.9-12.1.LS2 Student analyzes and interprets visuals and recognizes the impact digital media influences (e.g. design, technique, and rate of speed) have on audiences. The student’s visual products reflect a sophisticated understanding of subject, digital media and design techniques.

3 ADP C7 is also represented in West Virginia’s Speech standards; see SP1.0.12.3.07.

C8. Present written material using basic software programs (such as Word, Excel and PowerPoint) and graphics (such as charts, ratios and tables) to present information and ideas best understood visually.


RLA.O.12.3.02 plan, organize, adapt and deliver a grammatically correct presentation using a variety of media (e.g., live performance, video, PowerPoint, Web


21C.O.9-12.1.TT1Student makes informed choices among

available advanced technology systems, resources and services (e.g.,

3



ADP Benchmarks:



pages).


RLA.O.11.3.02 plan, research, organize and deliver a grammatically correct presentation using a variety of media (e.g., live performance, video, PowerPoint, web pages).



global positioning software, graphing calculators, personal digital assistants, web casting, online collaboration tools) for completing curriculum assignments and projects and for managing and communicating personal/professional information.

21C.O.9-12.1.TT4 Student uses audio, video, pictures, clip art, moviemaker programs, webpage design software, electronic documents and other files to collaborate for the creation of electronic products that inform multiple audiences both inside and outside the school environment.

21C.O.9-12.1.TT6 Student uses advanced features and utilities of spreadsheet software, (e.g., formulas, filters, pivot tables, pivot charts, macros, conditional formatting), to perform calculations and to organize, analyze and report data.

21C.O.9-12.1.TT7 Student uses advanced features and utilities of presentation software (e.g., slide transitions, master slides, narrations and timings, creating web-enabled presentations, creating a non-linear presentation) to communicate ideas to multiple audiences.

21C.O.9-12.1.TT8 Student uses advanced features and utilities of



ADP Benchmarks:



database software (e.g., to create tables, forms, perform table relationships, advanced queries, and simple reports) to test hypotheses or research questions and to report results.

C9.Write an academic essay (for example, a summary, an explanation, a description, a literary analysis essay) that:• develops a thesis;• creates an organizing structure appropriate to purpose, audience and context;• includes relevant information and excludes extraneous information;• makes valid inferences;• supports judgments with relevant and substantial evidence and well-chosen details; and• provides a coherent conclusion. [ADP Core]

RLA.O.12.2.01 compose using the five-step writing process (pre-writing, drafting, revising, editing, publishing), critique and evaluate narrative, informative, descriptive, persuasive and functional writings that include a letter of job application , a scholarship application/essay, and personal letters.


RLA.O.12.2.13 compose an analysis of a literary selection with precise literary terminology (e.g. symbolism, imagery) to establish credibility and authority, to support interpretation of the text, and to appeal to the audience’s interests.


3



ADP Benchmarks:







RLA.O.10.2.06 classify and prioritize different drafting strategies for specific writing tasks to frame a clear, logical progression of ideas in argumentative writing, research writing, literary analysis, and creative and reflective writing.

RLA.O.9.2.01 compose narrative, informative,



ADP Benchmarks:



descriptive, persuasive writing from a prompt using the five-step writing process (pre-writing, drafting, revising, editing, publishing).


RLA.O.9.2.07 examine and prioritize different drafting strategies for specific writing tasks to structure a clear, logical progression of ideas in argumentative writing, research writing, literary analysis, and creative and reflective writing.

C10. Produce work-related texts (for example, memos, e-mails, correspondence, project plans, work orders, proposals, bios) that:• address audience needs, stated purpose and context;• translate technical language into non-technical English;• include relevant information and exclude extraneous information;• use appropriate strategies, such as providing facts and

RLA.O.12.2.01 compose using the five-step writing process (pre-writing, drafting, revising, editing, publishing), critique and evaluate narrative, informative, descriptive, persuasive and functional writings that include a letter of job application , a scholarship application/essay, and personal letters.


RLA.O.10.2.01 define topic from assigned subject/prompt and compose narrative, informative, descriptive and persuasive


21C.O.9-12.1.TT9 Student uses advanced telecommunication tools (e.g., email, video conferencing, interactive websites, newsgroups, video phones, chats) to create collaborative projects that are relevant to real world situations and contribute to the communication process among various groups.

3



ADP Benchmarks:



details, describing or analyzing the subject, explaining benefits or limitations, comparing or contrasting, and providing a scenario to illustrate;• anticipate potential problems, mistakes and misunderstandings that might arise for the reader;• create predictable structures through the use of headings, white space and graphics, as appropriate; and• adopt a customary format, including proper salutation, closing and signature, when appropriate. [ADP Core]

writings using the five-step writing process (pre-writing, drafting, revising, editing, publishing) for specific audiences by employing writing strategies that are modeled in various types of literature.





D. ResearchD1. Define and narrow a problem or research topic.

RLA.O.12.2.04 refine the research question through pre-writing strategies by considering whether the thesis claim is personally relevant, interesting and meaningful, is relevant and meaningful to the audience, is aligned with purposes and goals, is logical and can be supported within the limits of the

21C.O.9-12.1.LS1 Student recognizes information needed for problem solving, can efficiently browse, search and navigate online to access relevant information, evaluates information based on credibility, social, economic, political and/or ethical issues, and

3



ADP Benchmarks:



assignment and available resources.


RLA.O.10.2.04 formulate a working research question and identify, organize and consider the relevance of known information to guide further research.


presents findings clearly and persuasively using a range of technology tools and media.

D2. Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews and surveys.

RLA.O.12.2.03 identify, evaluate, and analyze information (e.g., primary and secondary sources, print and electronic media, personal interview) and recognize the concepts of intellectual property and plagiarism in all media (e.g., media copyright laws, private/public domain).

RLA.O.11.2.05 plan and incorporate varied note taking skills to organize and synthesize information from print and electronic primary and secondary sources (e.g., Internet,

21C.O.9-12.1.LS1 Student recognizes information needed for problem solving, can efficiently browse, search and navigate online to access relevant information, evaluates information based on credibility, social, economic, political and/or ethical issues, and presents findings clearly and persuasively using a range of technology tools and media.

21C.O.9-12.3.TT8 Student uses

3 ADP D2 is also represented in West Virginia’s Speech standards; see SP1.0.12.2.01 and SP1.0.12.2.02.



ADP Benchmarks:



reference books, electronic databases for periodicals and newspapers) into an outline (introduction, thesis/hypothesis, main points, supporting details/examples, conclusion) to develop a composition or research project.


RLA.O.10.2.04 formulate a working research question and identify, organize and consider the relevance of known information to guide further research.


RLA.O.9.2.04 identify, evaluate, and analyze a variety of informational media using primary and secondary sources.

technology to seek strategies and information to address limits in their own knowledge.

21C.O.9-12.1.TT10 Student implements various Internet search techniques (e.g., Boolean searches, meta-searches, web bots) to gather information; student evaluates the information for validity, appropriateness, content, bias, currency, and usefulness.

D3. Make distinctions about the credibility, reliability, consistency,

RLA.O.9.2.04 identify, evaluate, and analyze a variety of informational media using primary and secondary sources.

21C.O.9-12.1.LS1 Student recognizes information needed for problem solving, can efficiently browse, search

3 ADP D3is also represented in West Virginia’s Speech standards; see SP1.0.12.2.03.



ADP Benchmarks:



strengths and limitations of resources, including information gathered from Web sites.

and navigate online to access relevant information, evaluates information based on credibility, social, economic, political and/or ethical issues, and presents findings clearly and persuasively using a range of technology tools and media.


21C.O.9-12.1.TT10 Student implements various Internet search techniques (e.g., Boolean searches, meta-searches, web bots) to gather information; student evaluates the information for validity, appropriateness, content, bias, currency, and usefulness.

21C.O.9-12.3.TT2 Student works collaboratively to acquire information from electronic resources, conducts online research, and evaluates information as to validity, appropriateness, usefulness, comprehensiveness and bias.

D4. Report findings within prescribed time

0



ADP Benchmarks:



and/or length requirements, as appropriate.D5.Write an extended research essay (approximately six to 10 pages), building on primary and secondary sources, that:• marshals evidence in support of a clear thesis statement and related claims;• paraphrases and summarizes with accuracy and fidelity the range of arguments and evidence supporting or refuting the thesis, as appropriate; and• cites sources correctly and documents quotations, paraphrases and other information using a standard format. [ADP Core]

RLA.O.12.2.06 plan, develop, and write a focused research project that has a clear thesis/hypothesis and logical progression of ideas supported by relevant details with an accompanying multimedia presentation and/or Web page using an accepted format (MLA, APA, Chicago, ASA).




RLA.O.11.2.07 summarize, paraphrase, and use direct quotations correctly and effectively in writing in order to avoid plagiarism.

RLA.O.10.2.07 summarize, paraphrase, and use direct quotations correctly and effectively in a writing/research project in order to avoid


21C.O.9-12.3.TT4 Student adheres to acceptable use policy and displays ethical behaviors related to acceptable use of information and communication technology (e.g., privacy, security, copyright, file-sharing, plagiarism); student predicts the possible cost and effects of unethical use of technology (e.g., consumer fraud, intrusion, spamming, virus setting, hacking) on culture and society; student identifies the methodologies that individuals and businesses can employ to protect the integrity of technology systems.

21C.O.9-12.3.TT5 Student models ethical behavior relating to security, privacy, computer etiquette, passwords and personal information and demonstrates an understanding of copyright by citing sources of

3



ADP Benchmarks:



plagiarism; recognize copyright laws and public/private domain.

RLA.O.10.2.11 develop a research topic, select approaches, write and publish a well-developed research project with documented and cited sources and computer-generated graphics, following a specified format: APA MLA Chicago




RLA.O.9.2.08 summarize, paraphrase, and use direct quotations correctly and effectively in writing in order to avoid plagiarism;

copyrighted materials in papers, projects and multi-media presentations. Student advocates for legal and ethical behaviors among peers, family, and community regarding the use of technology and information.




ADP Benchmarks:



recognize media copyright laws and public/private domain.

E. LogicE1. Distinguish among facts and opinions, evidence and inferences. [ADP Core]

RLA.O.4.1.08 interpret and extend the ideas in literary and informational texts to summarize, determine story elements, skim and scan, determine cause and effect, compare and contrast, visualize, paraphrase, infer, sequence, determine fact and opinion, draw conclusions, analyze characterize and provide main idea and support details.

RLA.O.9.3.04 use active listening strategies to analyze the message, formulate a response and react to

determine purpose make predictions differentiate fact from opinion construct meaning of discussion, speech,

or media

1

E2. Identify false premises in an argument.

0

E3. Describe the structure of a given argument; identify its claims and evidence; and evaluate connections among evidence, inferences and claims.

RLA.O.12.1.12 analyze and evaluate persuasive language and techniques(e.g., advertisements, junk mail, web sites, news stories) for intent, purpose, audience, type (inductive or deductive) and effectiveness.

RLA.O.11.1.12 evaluate persuasive language and techniques in literature and informational texts for intent, purpose, and effectiveness.

RLA.O.10.1.11 critique persuasive language and techniques as found in literary and informational texts and media.

2



ADP Benchmarks:



E4. Evaluate the range and quality of evidence used to support or oppose an argument. [ADP Core]


1

E5. Recognize common logical fallacies, such as the appeal to pity (argumentum ad misericordiam), the personal attack (argumentum ad hominem), the appeal to common opinion (argumentum ad populum) and the false dilemma (assuming only two options when there are more options available); understand why these fallacies do not prove the point being argued.


RLA.O.11.1.12 evaluate persuasive language and techniques in literature and informational texts for intent, purpose, and effectiveness.

RLA.O.10.1.11 critique persuasive language and techniques as found in literary and informational texts and media.

1

E6. Analyze written or oral communications for false assumptions, errors, loaded terms, caricature, sarcasm, leading questions and faulty reasoning.

0 Alignment only found in Speech standards.

See the following statement: SP1.O.12.1.09 demonstrate critical listening skills by separating fact from opinion, and by identifying propaganda, distortion, and faulty reasoning.



ADP Benchmarks:



E7. Understand the distinction between a deductive argument (where, if the premises are all true and the argument’s form is valid, the conclusion is inescapably true) and inductive argument (in which the conclusion provides the best or most probable explanation of the truth of the premises, but is not necessarily true).

RLA.O.12.1.12 analyze and evaluate persuasive language and techniques (e.g., advertisements, junk mail, web sites, news stories) for intent, purpose, audience, type (inductive or deductive) and effectiveness.

2

E8. Analyze two or more texts addressing the same topic to determine how authors reach similar or different conclusions. [ADP Core]

0

E9. Construct arguments (both orally and in writing) that:• develop a thesis that demonstrates clear and knowledgeable judgment;• structure ideas in a sustained and logical fashion;• use a range of strategies to elaborate and persuade, such as descriptions, anecdotes,


RLA.O.11.2.01 employ the five-step writing process (pre-writing, drafting, revising, editing, publishing) for developing narrative, informative, descriptive, persuasive and functional writings that include a letter of job


3 West Virginia clearly expects argumentative writing, but standards may not be as explicit as ADP Benchmarks in defining the characteristics of effectiveness.



ADP Benchmarks:



case studies, analogies and illustrations;• clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations and/or expressions of commonly accepted beliefs and logical reasoning;• anticipate and address the reader’s concerns and counterclaims; and• provide clear and effective conclusions. [ADP Core]

application, a scholarship application/essay, and personal letters.



RLA.O.10.2.06 classify and prioritize different drafting strategies for specific writing tasks to frame a clear, logical progression of ideas in argumentative writing, research writing, literary analysis, and creative and reflective writing.


RLA.O.9.2.07 examine and prioritize different drafting strategies for specific writing tasks to structure a clear, logical progression of ideas in argumentative writing, research writing, literary analysis, and creative and reflective



ADP Benchmarks:



writing.F. Informational TextF1. Follow instructions in informational or technical texts to perform specific tasks, answer questions or solve problems.

RLA.O.2.1.05 describe a purpose for reading: for information for pleasure to understand specific viewpoints to follow directions

RLA.O.3.1.14 use reading skills and strategies to understand a variety of information resources to support literacy learning (e.g., written directions, captions, electronic resources, labels, informational text).

21C.O.9-12.2.TT3 Student uses multiple electronic sources of information and multiple technology tools and resources tools (e.g., digital cameras, graphing calculators, probes, mp3 players, handheld devices, other emerging technologies, simulations, models, browsers, word processing, authoring tools, spreadsheets, databases) to collaborate with others, to formulate a hypothesis, to solve problems, make decisions, and present and justify the solutions.

21C.O.9-12.2.TT4 Student uses technology tools and multiple media sources to analyze a real-world problem, design and implement a process to assess the information, and chart and evaluate progress toward the solution.

1 Expectations related to giving/following directions appear much before grades 9-12.

F2. Identify the main ideas of informational text and determine the essential elements that elaborate them. [ADP Core]

RLA.O.9.1.05 locate and analyze the author’s use of specific information in text (e.g., author’s purpose/perspective, main and supporting details, specific facts, statistics, definition).

RLA.O.12.1.09 assess the importance and effectiveness of organizational patterns (e.g., problem-solution, cause-and-effect), textual features, graphical representations (e.g., tables, timelines, captions, maps,


3



ADP Benchmarks:



photographs) and ideas in informational and literary texts for intent, purpose and style.

RLA.O.11.1.09 evaluate and justify the effectiveness of organizational patterns (e.g., problem-solution, cause-and-effect), textual features, graphical representations (e.g., tables, timelines, captions, maps, photographs) and ideas in informational and literary texts for intent and purpose.

RLA.O.10.1.09 analyze the organizational patterns (e.g. problem-solution, cause-and-effect, textual features including table of contents, headings, sidebars, marginal notes, graphical representations such as tables, timelines, captions, maps, photographs) and ideas in informational and literary texts.

RLA.O.9.1.09 recognize and examine the purpose of organizational patterns (e.g. problem-solution, cause-and-effect, textual features including table of contents, headings, sidebars, marginal notes, graphical representations such as tables, timelines, captions, maps, photographs) and ideas in informational and literary texts.

F3. Summarize informational and technical texts and explain the visual components that support them.


RLA.O.10.1.09 analyze the organizational patterns (e.g. problem-solution, cause-and-effect, textual features including table of

3



ADP Benchmarks:



contents, headings, sidebars, marginal notes, graphical representations such as tables, timelines, captions, maps, photographs) and ideas in informational and literary texts.



RLA.O.9.2.08 summarize, paraphrase, and use direct quotations correctly and effectively in writing in order to avoid plagiarism; recognize media copyright laws and public/private domain

F4. Distinguish between a summary and a critique.

0

F5. Interpret and use information in maps, charts, graphs, time lines, tables and diagrams. [ADP Core]

RLA.O.12.1.09 assess the importance and effectiveness of organizational patterns (e.g., problem-solution, cause-and-effect), textual features, graphical representations (e.g., tables, timelines, captions, maps, photographs) and ideas in informational and literary texts for intent, purpose and style.


3



ADP Benchmarks:






F6. Identify interrelationships between and among ideas and concepts within a text, such as cause-and-effect relationships.

RLA.O.6.1.10 evaluate connections (e.g., cause/effect, order) among the facts, ideas, events and concepts of literary and informational texts to self, to other texts and to the world.

RLA.O.12.1.09 assess the importance and effectiveness of organizational patterns (e.g., problem-solution, cause-and-effect), textual features, graphical representations (e.g., tables, timelines, captions, maps, photographs) and ideas in informational and

3



ADP Benchmarks:



literary texts for intent, purpose and style.

(And see parallel statements on organizational patterns at grades 9-11.)

F7. Synthesize information from multiple informational and technical sources. [ADP Core]

RLA.O.12.2.05 use, plan and incorporate varied note taking skills to organize and synthesize information from print and electronic primary and secondary sources (e.g., Internet, reference books, electronic databases for periodicals and newspapers) into an outline (introduction, thesis/hypothesis, main points, supporting details/examples, conclusion) to develop a composition or research project.

RLA.O.11.2.05 plan and incorporate varied note taking skills to organize and synthesize information from print and electronic primary and secondary sources (e.g., Internet, reference books, electronic databases for periodicals and newspapers) into an outline (introduction, thesis/hypothesis, main points, supporting details/examples, conclusion) to develop a composition or research project.


RLA.O.10.2.05 plan and incorporate varied note taking skills to organize and synthesize information from print and electronic sources (e.g., Internet research, electronic databases for periodicals and newspapers, print reference materials) into an outline for a


3



ADP Benchmarks:



composition or research project (introduction, thesis/hypothesis, main points, supporting details/examples, conclusion).

F8. Draw conclusions based on evidence from informational and technical texts.


RLA.O.11.1.06 formulate supportable conclusions, summarize events and ideas, construct inferences and generalizations, and critique character traits in a written/oral literary interpretation.

RLA.O.10.1.06 create supportable predictions, generalizations, opinions, inferences and conclusions based upon an analysis of textual information.

RLA.O.9.1.06 formulate supportable predictions, generalizations, opinions, inferences and conclusions based upon text.

21C.O.9-12.2.LS2 Student draws conclusions from a variety of data sources to analyze and interpret systems.

3

F9. Analyze the ways in which a text’s organizational structure supports or confounds its meaning or purpose.

RLA.O.12.1.08 evaluate and critique a variety of texts according to content, structure, purpose, organization of text, and tone.


RLA.O.11.1.08 analyze and evaluate a variety

3



ADP Benchmarks:



of texts according to content, structure, purpose, organization of text, and tone.




F10. Recognize the use or abuse of ambiguity, contradiction, paradox, irony, incongruities, overstatement and understatement in text and explain their effect on the reader.

0 Irony is included in the following statement, but the implication is that this is for analysis of literary texts – not necessarily informational texts. As a result it is not included here.



ADP Benchmarks:



RLA.O.10.1.07 interpret and explain the author’s choice of literary devices used to construct meaning and define the author’s/reader’s purpose: …Irony…

F11. Evaluate informational and technical texts for their clarity, simplicity and coherence and for the appropriateness of their graphics and visual appeal.

RLA.O.12.1.08 evaluate and critique a variety of texts according to content, structure, purpose, organization of text, and tone.


RLA.O.11.1.08 analyze and evaluate a variety of texts according to content, structure, purpose, organization of text, and tone.


RLA.O.10.1.09 analyze the organizational patterns (e.g. problem-solution, cause-and-effect, textual features including table of contents, headings, sidebars, marginal notes,


3



ADP Benchmarks:



graphical representations such as tables, timelines, captions, maps, photographs) and ideas in informational and literary texts.




G. MediaG1. Evaluate the aural, visual and written images and other special effects used in television, radio, film and the Internet for their ability to inform, persuade and entertain (for example, anecdote,


RLA.O.12.3.04 critique and create examples of the wide range of purposes embedded in media communications.


3



ADP Benchmarks:



expert witness, vivid detail, tearful testimony and humor). [ADP Core]

RLA.O.11.3.04 analyze and create examples of the wide range of purposes embedded in media communications.

RLA.O.10.3.03 model a variety of roles in various settings to listen actively, understand the intended message, evaluate, enjoy and/or respond to an oral message: critique oral/visual information relate experiences in third person collaborate to achieve a goal mediate to reach a consensus deliver an extended extemporaneous

speech participate in a panel/round table

discussion

RLA.O.10.3.05 understand, evaluate and create media communications.

RLA.O.9.3.03 perform a variety of roles in various settings: critique oral/visual information relate personal experiences collaborate to gain consensus mediate speak extemporaneously

RLA.O.9.3.05 understand, interpret and evaluate various media communications.

G2. Examine the intersections and conflicts between the visual (such as media images, painting, film

21C.O.9-12.1.LS2 Student analyzes and interprets visuals and recognizes the impact digital media influences (e.g. design, technique, and rate of speed) have on audiences. The student’s

1



ADP Benchmarks:



and graphic arts) and the verbal.

visual products reflect a sophisticated understanding of subject, digital media and design techniques.

G3. Recognize how visual and sound techniques or design (such as special effects, camera angles and music) carry or influence messages in various media.


3

G4. Apply and adapt the principles of written composition to create coherent media productions using effective images, text, graphics, music and/or sound effects — if possible — and present a distinctive point of view on a topic (for example, PowerPoint presentations, videos). [ADP Core]

RLA.O.12.2.06 plan, develop, and write a focused research project that has a clear thesis/hypothesis and logical progression of ideas supported by relevant details with an accompanying multimedia presentation and/or Web page using an accepted format (MLA, APA, Chicago, ASA).


RLA.O.12.3.04 critique and create examples of the wide range of purposes embedded in media communications.

RLA.O.12.3.05 plan, compose, produce, evaluate, and revise an age appropriate product from various forms of media communication that demonstrates an understanding of format, purpose, audience, and choice of medium.



21C.O.9-12.1.TT1 Student makes informed choices among available advanced technology systems, resources and services (e.g., global positioning software, graphing calculators, personal digital assistants, web casting, online collaboration

3



ADP Benchmarks:




RLA.O.11.3.02 plan, research, organize and deliver a grammatically correct presentation using a variety of media (e.g., live performance, video, PowerPoint, web pages).

RLA.O.11.3.04 analyze and create examples of the wide range of purposes embedded in media communications.

RLA.O.11.3.05 plan, compose, produce and evaluate an age appropriate product from various forms of media communication that demonstrates an understanding of format, purpose, audience, and choice of medium.


RLA.O.10.3.05 understand, evaluate and create media communications.

RLA.O.10.3.07 plan, create, organize, and present an age appropriate media product that demonstrates an understanding of format, purpose, audience, and choice of medium.

tools) for completing curriculum assignments and projects and for managing and communicating personal/professional information.

21C.O.9-12.1.TT4 Student uses audio, video, pictures, clip art, moviemaker programs, webpage design software, electronic documents and other files to collaborate for the creation of electronic products that inform multiple audiences both inside and outside the school environment.





ADP Benchmarks:



RLA.O.9.3.07 plan, create, organize, and present an age appropriate media product that demonstrates an understanding of format, purpose, and audience.

H. LiteratureH1. Demonstrate knowledge of 18th and 19th century foundational works of American literature.

RLA.O.12.1.03 extend the amount of independent reading with emphasis on American, British and World Literature, and informational texts.

RLA.O.11.1.03 increase the amount of independent reading with emphasis on classic American, British and World Literature, and informational texts.

RLA.O.10.1.03 extend the amount of independent reading with emphasis on fiction and nonfiction.

RLA.O.9.1.03 increase the amount of independent reading with emphasis on fiction and nonfiction.

1 Independent reading does not suggest that students will have knowledge of a set of foundational works.

In addition, from a measurement standpoint, the West Virginia statements here would be difficult to assess – what is the baseline expected? What does it mean to “extend” or “increase”? What skills or knowledge are students expected to gain from this independent reading? How would they demonstrate these?

H2. Analyze foundational U.S. documents for their historical and literary significance (for example, The Declaration of Independence, the Preamble to the U.S. Constitution, Abraham Lincoln’s “Gettysburg Address,” Martin

0



ADP Benchmarks:



Luther King’s “Letter from Birmingham Jail”).H3. Interpret significant works from various forms of literature: poetry, novel, biography, short story, essay and dramatic literature; use understanding of genre characteristics to make deeper and subtler interpretations of the meaning of the text. [ADP Core]

RLA.O.12.1.02 analyze, evaluate, and critique literary styles according to genre: author’s use elements expectations

RLA.O.11.1.02 analyze and evaluate literary styles according to genre: author’s use elements expectations

RLA.O.10.1.08 interpret and explain the relationships of the literary elements (e.g., setting, plot, , point of view, theme, conflict, characterization, voice, tone, mood) within specific genres.

RLA.O.9.1.08 recognize the relationships of the literary elements (e.g., setting, plot, narrative perspective, point of view, theme, conflict, characterization, voice, tone, structures) within specific genres.

3

H4. Analyze the setting, plot, theme, characterization and narration of classic and contemporary short stories and novels.


RLA.O.10.1.08 interpret and explain the relationships of the literary elements (e.g., setting, plot, point of view, theme, conflict, characterization, voice, tone, mood) within

3



ADP Benchmarks:



specific genres.

RLA.O.9.1.08 recognize the relationships of the literary elements (e.g., setting, plot, narrative perspective, point of view, theme, conflict, characterization, voice, tone, structures) within specific genres.

H5. Demonstrate knowledge of metrics, rhyme scheme, rhythm, alliteration and other conventions of verse in poetry.

RLA.O.5.1.12 read and understand various types of poetry.

RLA.O.6.1.12 characterize and classify various types of poetry.

RLA.O.7.1.09 read, compare and interpret types of poetry (e.g., narrative poems, ballads, lyric, epic), and recognize the elements to derive meaning of poetry.

RLA.O.8.1.11 read, compare and interpret types of poetry (e.g., narrative poems, ballads, lyric, epic) and interpret elements (e.g., lines, stanzas, rhythm, meter or rhyme) to derive meaning of poetry.

2 Statements on poetry appear below grades 9-12.

H6. Identify how elements of dramatic literature (for example, dramatic irony, soliloquy, stage direction and dialogue) articulate a playwright’s vision.

0

H7. Analyze works of literature for what they suggest about the historical period in which they were

RLA.O.12.1.01 research, evaluate and critique the historical, cultural, political and biographical influences to determine the impact on literary works.

3



ADP Benchmarks:



written. RLA.O.11.1.01 research, analyze, and evaluate the historical, cultural, political and biographical influences on literary works.

RLA.O.10.1.01 research and analyze historical, cultural, and biographical influences on literary and informational texts.

RLA.O.9.1.01 examine the social, historical, cultural and biographical influences on literary and informational texts.

H8. Analyze the moral dilemmas in works of literature, as revealed by characters’ motivation and behavior. [ADP Core]

0

H9. Identify and explain the themes found in a single literary work; analyze the ways in which similar themes and ideas are developed in more than one literary work.

RLA.O.10.1.08 interpret and explain the relationships of the literary elements (e.g., setting, plot, point of view, theme, conflict, characterization, voice, tone, mood) within specific genres.

1


h4 - west virginia department of education · web viewrecognize nuances in the meanings of words;...

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