English I Standards
English 1
Overview
In English 1, students continue to develop skills through structured study and independent reading of literary and informational texts. A variety of informational texts as well as four major types of literary texts—fiction, literary nonfiction, poetry, and drama—are read and viewed both inside and outside of class. Through literary texts, students study the author’s craft by making inferences, determining point of view, and analyzing theme and figurative language. By reading a variety of informational texts, students analyze an author’s development and support of a thesis, create a variety of responses to texts, and examine the ways that bias is revealed in texts. In addition, students continue to develop and use in reading, writing, and oral communication, a knowledge of vocabulary that includes roots, affixes, euphemisms, and idioms.
High school students are a great deal more sophisticated in their use of language than they were in the lower grades. They now produce coherent and well-organized writing that includes a thesis and supporting evidence. In implementing the writing process, students compose various types of texts including informational (expository/persuasive/argumentative) pieces and narratives. They proofread and edit for the correct use of the conventions of written Standard American English, and they improve the content and development, the organization, and the quality of voice in their writing through the use of revision strategies. The ability to develop an idea thoughtfully is a skill that students will use in college and in the workplace.
In carrying out the research process, students in English 1 identify a topic, collect information from primary and secondary sources, and present their findings and conclusions in oral, written, and visual formats. In today’s technological world, with the amount of information expanding at an unparalleled rate, students must be adept at accessing information in order to become critical, independent learners, thinkers, and writers. They must be able to determine what particular type of information they need for a specific topic, and they must know how to locate that information efficiently. Students must also be able to evaluate the validity of their sources. In addition, after incorporating their own ideas with the information they have chosen from those sources, they must be able to clearly distinguish that information from their own ideas by providing accurate and complete documentation of the sources they have used.
English 1
READING
Standard E1-1 The student will read and comprehend a variety of literary texts in print and nonprint formats.
Students in English 1 read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, young adult novels, science fiction, folktales, myths, satires, parodies, allegories, and monologues. In the category of literary nonfiction, they read classical essays, memoirs, autobiographical and biographical sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, free verse, odes, songs/ballads, and epics.
The teacher should continue to address earlier indicators as they apply to more difficult texts.
Indicators
E1-1.1 Compare/contrast ideas within and across literary texts to make inferences.
E1-1.2 Analyze the impact of point of view on literary texts.
E1-1.3 Interpret devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).
E1-1.4 Analyze the relationship among character, plot, conflict, and theme in a given literary text.
E1-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.
E1-1.6 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).
E1-1.7 Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories).
E1-1.8 Read independently for extended periods of time for pleasure.
English 1
READING
Standard E1-2 The student will read and comprehend a variety of informational texts in print and nonprint formats.
Students in English 1 read informational (expository/persuasive/argumentative) texts of the following types: historical documents, research reports, essays (for example, social, political, scientific, historical, natural history), position papers (for example, persuasive brochures, campaign literature), editorials, letters to the editor, informational trade books, textbooks, news and feature articles, magazine articles, advertisements, journals, speeches, reviews (for example, book, movie, product), contracts, government documents, business forms, instruction manuals, product-support materials, and application forms. They also read directions, schedules, and recipes embedded in informational texts. In addition, they examine commercials, documentaries, and other forms of nonprint informational texts.
The teacher should continue to address earlier indicators as they apply to more difficult texts.
Indicators
E1-2.1 Compare/contrast theses within and across informational texts.
E1-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences.
E1-2.3 Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinions).
E1-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).
E1-2.5 Analyze the impact that text elements have on the meaning of a given informational text.
E1-2.6 Analyze information from graphic features (for example, charts and graphs) in informational texts.
E1-2.7 Analyze propaganda techniques in informational texts.
E1-2.8 Read independently for extended periods of time to gain information.
English 1
VOCABULARY
Standard E1-3 The student will use word analysis and vocabulary strategies to read fluently.
The teacher should continue to address earlier indicators as they apply to more difficult texts.
Instructional appendixes are provided as the baseline expectations for instruction and are not intended to be all-inclusive documents.
Indicators
E1-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words.
E1-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.)
E1-3.3 Interpret euphemisms and connotations of words to understand the meaning of a given text.
E1-3.4 Spell new words using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.)
English 1
WRITING
Standard E1-4 The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.
The teacher should continue to address earlier indicators as they apply to more difficult texts.
Instructional appendixes are provided as the baseline expectations for instruction and are not intended to be all-inclusive documents.
By the beginning of high school, students should have mastered the concepts listed below. Review and/or reteaching may be necessary.
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Conventions of Grammar |
Mechanics of Editing |
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Parts of Speech nouns (common and proper nouns, singular and plural nouns, collective nouns, agreement of nouns and their modifiers)
pronouns (personal pronouns, nominative and objective-case pronouns, pronoun-antecedent agreement, indefinite pronouns, pronoun case)
verbs (past, present, and future verb tenses; past participles of commonly misused verbs; subject-verb agreement; consistent verb tenses; verb formation)
adverbs (adverbs of time, place, manner, and degree; irregular adverbs; formation of comparative and superlative adverbs)
adjectives (comparative and superlative adjectives, proper adjectives, irregular comparative and superlative adjectives, formation of comparative and superlative adjectives)
conjunctions (and, but, or, because, since, yet, until, although, while, neither, nor)
prepositions and prepositional phrases
interjections
Usage · subject-verb agreement · subject-verb and pronoun-antecedent agreement with collective nouns · main and subordinate clauses · idiomatic usage · placement of modifiers · shifts in construction
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Capitalization first word of a sentence; the names of people; the pronoun I; proper nouns; the initials of a person’s name; courtesy titles (for example, Mr. and Ms.); days of the week; months of the year; titles of books, poems, and songs; geographic names; holidays; historical and special events; titles of works of art; titles of publications; brand names; proper adjectives; names of organizations; names of ethnic and national groups; names of established religions and languages
Punctuation end punctuation (periods, exclamation points, question marks)
commas (to enclose appositives; to separate items in a series; in dates, addresses, and greetings and closings in letters; in compound sentences; between main clauses; to separate introductory clauses and long introductory phrases from the main body of sentences)
periods in abbreviations
apostrophes (contractions, possessive nouns)
quotation marks (to show dialogue, in direct quotations, to indicate titles of short pieces within longer pieces, underlining or italics of titles of separately published works)
colons
hyphens
semicolons
ellipses
parentheses
Spelling (high-frequency words; three- and four-letter short-vowel words; words that do not fit regular spelling patterns; basic short-vowel, long-vowel, r- controlled, and consonant-blend patterns; misused homonyms; commonly confused words; words that have blends; contractions; compound words; words with orthographic patterns; words with suffixes and prefixes; multisyllabic words; commonly confused words; double consonant patterns; irregular vowel patterns in multisyllabic words; and words with Greek and Latin roots and affixes) |
Indicators
E1-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.
E1-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).
E1-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).
E1-4.4 Use grammatical conventions of written Standard American English, including
· subject-verb agreement,
· pronoun-antecedent agreement,
· agreement of nouns and their modifiers,
· verb formation,
· pronoun case,
· formation of comparative and superlative adjectives and adverbs, and
· idiomatic usage.
(See Instructional Appendix: Composite Writing Matrix.)
E1-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.)
E1-4.6 Edit written pieces for correct use of Standard American English, including the reinforcement of the mechanics previously taught. (See Instructional Appendix: Composite Writing Matrix.)
English 1
WRITING
Standard E1-5 The student will write for a variety of purposes and audiences.
The teacher should continue to address earlier indicators as they apply to more difficult texts.
Indicators
E1-5.1 Create informational pieces (for example, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.
E1-5.2 Create narratives (for example, personal essays, memoirs, or narrative poems) that use descriptive language to create tone and mood.
E1-5.3 Create descriptions for use in other modes of written works (for example, narrative, expository, and persuasive).
E1-5.4 Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and firsthand accounts).
E1-5.5 Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language appropriate for the purpose and audience.
English 1
RESEARCHING
Standard E1-6 The student will access and use information from a variety of sources.
The teacher should continue to address earlier indicators as they apply to more difficult texts.
Indicators
E1-6.1 Clarify and refine a research topic.
E1-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.
E1-6.3 Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.
E1-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.
E1-6.5 Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.
E1-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.
E1-6.7 Use a variety of print and electronic reference materials.
E1-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information.
