English Language Arts – Program Goals and Proficiency Scales
READING (FICTION & NONFICTION)
The student is able to:
●discover meaning(s) in the text using a variety of individual and collaborative strategies, including: re-reading, questioning, summary, prediction, and making connections (text-to-self, text-to-text, text-to-world)
●determine the meaning of words and phrases used in the text, including figurative and connotative meanings
●determine a central idea of a text and analyze its development
●provide an objective summary of the text
●cite strong and thorough textual evidence to demonstrate explicit understanding of the text
●draw inferences from the text through interpretation, analysis, argument, application, and empathy
Proficiency Scale for Reading Fiction
Score 4 / When reading novels, plays, and poetry, the student:●analyzes how characters advance plot or develop theme
●analyzes the development of a theme over the course of the text
●analyzes how language contributes to a sense of time and place, and how it sets a tone
●cites strong and thorough textual evidence in to support analysis
●analyzes how an author’s choices about structure create effects such as mystery, tension or surprise
Score 3 / The student:
●comprehends what the text says through inference
●understands how characters develop and interact
●notices the presence of a theme over the course of the text
●cites textual evidence (quotations) to support analysis of what the text says
●determines figurative and connotative meanings of words and phrases
Score 2 / The student:
●comprehends literal meaning of text
●identifies main characters
●identifies major ideas and/or themes in text
●cites examples to support analysis of what the text says
●determines meaning of words and phrases
●notices the structure of the text
Score 1 / The student demonstrates a partial understanding of some of the simpler processes and some of the more complex processes.
Proficiency Scale for Reading Non-fiction
Score 4 / When reading essays, articles, textbooks, and instructions, the student:●analyzes how an author uses rhetoric to achieve his/her purpose and address his/her particular audience
●analyzes how the author introduces and develops an analysis or series of ideas or events, and the connections the author makes between them
●analyzes how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
●analyzes the overall impact of specific word choices on meaning and tone
●aites strong, specific quoted evidence from the text
Score 3 / The student:
●recognizes the author’s purpose and audience
●determines how central ideas develop over the course of the text
●understands the order in which points are made
●determines connotative and/or technical meanings of words in context
●cites quoted, specific evidence from the text
Score 2 / The student:
●recognizes the author’s point of view
●determines the central idea of the text
●can summarize the main points of the text
●determines the meanings of words as they are used in context
●cites examples from the text
Score 1 / The student demonstrates a partial understanding of some of the simpler processes and some of the more complex processes.
WRITING ARGUMENTS
The student is able to:
●develop a defensible thesis
●introduce precise supporting claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence
●develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the context, strengths and limitations of both
●anticipate the audience’s knowledge level and concerns
●use a range of rhetorical strategies
●provide a concluding statement or section that follows from and supports the argument presented
Proficiency Scale forArgument
Score 4 / The student:●formulates a provocative, original thesis
●uses pointed, persuasive evidence
●creates a cohesive organization that establishes clear relationships among claims, evidence and analysis
●maintains formal style and objective tone that shows clear understanding of purpose, audience and discipline
●uses meaningfully varied sentences
●makes no errors
Score 3 / The student:
●formulates and states a clear, defensible thesis and claims
●uses detailed evidence
●uses CCQC (Claim, context, quotation/evidence, commentary) to create an organization that establishes relationships among claims, evidence and analysis
●uses words, phrases and clauses to create transitions
●maintains appropriate tone for purpose and audience
●uses some sentence variety
●makes few errors
Score 2 / The student:
●formulates and states a clear thesis and claims
●uses evidence to support claims
●develops a logical organization
●uses few transitional words or phrases
●shows awareness of purpose and audience
●has clear, correct sentences
●makes some errors
Score 1 / The student demonstrates a partial understanding of some of the simpler processes and some of the more complex processes.
III. WRITING INFORMATIVE/EXPOSITORY TEXTS
The student is able to:
●introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., illustrations, figures, tables), and multimedia to aid comprehension
●develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic
●use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
●use precise language to manage the complexity of the topic
●establish a style and tone appropriate to the audience and purpose while maintaining an accurate sense of the subject matter
●provide a concluding statement or section that follows from and is supported by the information or explanation presented (e.g., articulating implications or the significance of the topic)
Proficiency Scale for Informative / Expository Texts
Score 4 / The student:●organizes complex ideas, concepts and information to enhance comprehension of topic
●develops the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples
●uses appropriate and varied transitions to create cohesion and clarify the relationships among complex ideas and concepts
●uses precise language
●establishes a style and tone compelling to the audience and strengthening purpose
●provides a concluding statement or section that follows from the information and explains significance and implications of the topic
Score 3 / The student:
●organizes ideas, concepts and information to clarify comprehension of topic
●develops the topic with sufficient facts, definitions, details, quotations or other information and examples
●uses appropriate transitions to link ideas and concepts
●uses clear language
●establishes a style and tone appropriate to audience and purpose
●provides a concluding statement or section that follows from the information and explains significance
Score 2 / The student:
●organizes ideas, concepts and information logically
●uses some facts, definitions, details, quotations or other information and examples related to topic
●uses few transitions
●uses correct language
●shows awareness of purpose and audience
●provides a concluding statement or section
Score 1 / The student demonstrates a partial understanding of some of the simpler processes and some of the more complex processes.
IV. WRITING NARRATIVES
The student is able to:
●engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events
●use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters
●use a variety of techniques to sequence events so that they build on one another to create a coherent whole
●use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters
●provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative
Proficiency Scale for Narrative
Score 4 / The student:●engages the reader in the set-up
●uses point of view with sophistication
● uses multiple narrative techniques*
●uses language** to convey a vivid picture of the experiences, events, setting, and/or characters.
●uses a variety of techniques to sequence events so that they build on one another to create a coherent whole.
●provides a conclusion that reflects insightfully on what is experienced, observed, or resolved over the course of the narrative
Score 3 / The student:
●clearly orients in the reader in the set-up
●chooses an effective point of view
●uses several narrative techniques*
●uses language** to create a picture of the experience, events, setting and/or characters
●creates a smooth progression of events
●provides a conclusion that reflects on what is experienced, observed, or resolved over the course of the narrative
Score 2 / The student:
●sets up a situation, problem or observation
●establishes a point of view and introduces characters
●uses some narrative techniques* to develop experiences, events, and/or characters
●sequences events logically
●uses sensory details, words and phrases to show experiences, events, setting, and/or characters.
●provides a conclusion that follows from the rest of the story.
Score 1 / The student demonstrates a partial understanding of some of the simpler processes and some of the more complex processes.
*narrative techniques = dialogue, pacing, description, reflection, and multiple plot lines
**language = precise words and phrases, telling details, and sensory language
V. LANGUAGE CONVENTIONS: GRAMMAR, CAPITALIZATION, PUNCTUATION, SPELLING & USAGE
The student is able to:
●demonstrate command of the conventions of standard English grammar and usage when writing or speaking
●demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
●Use various types of phrases and clauses to convey specific meanings and add variety and interest to writing or presentations.
●Use parallel structure
●Use semi-colons and colons
Proficiency Scale for Language Conventions
Score 4 / The student:●spells correctly
●uses parallel structures to emphasize points and build momentum
●uses a variety of phrases and clauses to convey specific meanings and add variety and interest to writing or presentations.
●uses colons, and semicolons skillfully
Score 3 / The student:
●spells correctly
●uses some parallel structures
●uses clauses and phrases for sentence variety
●uses colons and semicolons correctly
Score 2 / The student:
●spells correctly
●uses parallel elements correctly
●uses some sentence variety (simple/compound)
●uses commas correctly
Score 1 / The student demonstrates a partial understanding of some of the simpler processes and some of the more complex processes.
VI. LANGUAGE: VOCABULARY ACQUISITION & USE
The student is able to:
●Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
●Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, usage, or etymology.
●Acquire and use accurately words and phrases sufficient for grade level
Proficiency Scale for Vocabulary Acquisition & Use
Score 4 / The student:●expertly uses context to understand unfamiliar words
●routinely consults reference materials to clarify precise meaning, usage, etymology and pronunciation of words
●acquires and uses accurately words and phrases beyond grade level
Score 3 / The student:
●uses context as a clue to understanding unfamiliar words
●frequently consults reference materials to understand meaning, usage and pronunciation of words
●acquires and uses accurately words and phrases at grade level
Score 2 / The student:
●sometimes uses context as a clue to understanding unfamiliar words
●sometimes consults reference materials to understand meaning of words
●acquires and uses some new words and phrases
Score 1 / The student demonstrates partial understanding of some of the simpler and more complex processes.
VII. SPEAKING & LISTENING: CONVERSATIONS & COLLABORATIONS
The student is able to:
●initiate and participate in a range of in-person and online collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
●come to discussions prepared, having read and researched material under study; explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
●work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
●propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
●respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and views and understanding, and make new connections in light of the evidence and reasoning presented.
Proficiency Scale for Conversations & Collaborations
Score 4 / In discussion with peers and teacher, in groups of varying size, the student:●directs discussion toward quoted evidence from reading
●poses and responds to questions relating the current discussion to larger themes or ideas
●actively incorporates others into discussion; responds to diverse perspectives; summarizes points of agreement and disagreement; qualifies or justifies own views and makes new connections in light of discussion.
●expresses opinions persuasively
Score 3 / The student:
●refers to evidence from reading in discussion
●poses and responds to questions
●occasionally incorporates others into discussion
●expresses opinions clearly
Score 2 / The student:
●comes to discussion prepared, having read material
●speaks in turn
●listens to others actively
●expresses opinions
Score 1 / The student demonstrates a partial understanding of some of the simpler processes and some of the more complex processes.
VIII. SPEAKING & LISTENING
The student is able to:
●demonstrate understanding by making connections to other experiences or texts.
●present information using techniques and content relevant to audience.
●use the current range of media and technology to present information or experience to make a point or build an idea.
Proficiency Scale for Speaking Presentation
Score 4 / The student:●presents information clearly, concisely and logically
●organizes and develops information, findings and supporting evidence so that audience can follow a clear line of reasoning
●skillfully uses elements of speaking style such as consistent eye contact, varied volume and tone, and confident body language to engage audience
●skillfully adapts language to audience and task
●skillfully selects and uses digital media to enhance presentation
Score 3 / The student:
●presents information clearly and logically
●organizes and develops information, findings and supporting evidence appropriately for purpose, audience and task
●uses elements of speaking style such as consistent eye contact, varied tone, and body language to maintain audience interest
●adapts language to audience and task
●makes purposeful use of digital media to clarify understanding
Score 2 / The student:
●presents information clearly
●organizes presentation appropriately for purpose, audience and task
●uses appropriate speaking style, including body language
●uses appropriate language
●makes adequate use of digital media
Score 1 / The student demonstrates a partial understanding of some of the simpler processes and some of the more complex processes.
Prerequisite skills:
In order to successfully access each program goal, students will have attained the following prerequisite skills. When planning instruction, possible gaps in these skills should be taken into consideration, and instructional design should be altered accordingly.
READING (FICTION & NON FICTION)
The student:
●has a working understanding of the purpose of reading: to make meaning
●understands that words and phrases can have connotations as well as denotations that control meaning
●is aware of the figurative vs. literal use of language to enhance meaning
●can successfully use context clues to negotiate meaning
●understands the differences between genres and their traditional purposes
●has experience reading short stories, novels, plays, essays, etc.
●has sufficient sight vocabulary to ensure a working fluency
WRITING (EXPOSITION, ARGUMENT AND NARRATIVE)
The student:
●is familiar with the concept of audience/reader,
●writes simple and complex sentences
●writes in paragraph form
●can produce basic summaries
●knows that a thesis expresses the main idea
●knows that a thesis needs to be supported with evidence
●differentiates between main ideas and supporting ideas
●has acquired pre-writing strategies
●writes generally coherent essays
●should be familiar with these terms: narrator, point of view, character, problem/conflict, plot, setting,
●dialogue, sensory detail
LANGUAGE CONVENTIONS
The student:
●has a working understanding of capitalization, punctuation, and spelling
●is familiar with parts of speech
VOCABULARY ACQUISITION
Within the context of reading and writing, the student:
●knows how to use reference materials to acquire vocabulary
●is aware of the Greek/Latin roots of words
SPEAKING AND LISTENING
The student should be familiar with these terms:
●eye contact
●voice control
●body language
●pacing and inflection
●visual aids
●basic presentation technologies
●active listening