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Bloomsburg Area School District |
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English 9-12 |
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Language Arts - Communication Studies 10/10H |
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Nonfiction: Reading
The learner will be able to
read a variety of nonfiction.
| Strand |
Scope |
Source |
| Informational Text |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.8, #1.3.11.; F |
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Nonfiction: Respond
The learner will be able to
respond to nonfiction materials.
| Strand |
Scope |
Source |
| Nonfiction |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.8, #1.3.11.; F |
|
Nonfiction: Interpret
The learner will be able to
interpret nonfiction.
| Strand |
Scope |
Source |
| Nonfiction |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
|
Informational
The learner will be able to
read and understand an informational, nonfiction story.
| Strand |
Scope |
Source |
| Informational Text |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
|
Informational: Understand
The learner will be able to
read and understand a variety of informational texts.
| Strand |
Scope |
Source |
| Informational Text |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 5, #1.2.11.; A |
|
Fiction
The learner will be able to
read and understand fiction.
| Strand |
Scope |
Source |
| Fiction |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
|
Fiction: Respond
The learner will be able to
read and respond to a variety of fiction.
| Strand |
Scope |
Source |
| Fiction |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.8, #1.3.11.; F |
|
Literary/Art Genres: Conventions
The learner will be able to
create a work in a literary genre that follows the conventions of that genre.
| Strand |
Scope |
Source |
| Genre: Literary/Art |
Develop |
PA: Academic Standards, January 16, 1999, Grade 11, p. 6, #1.2.11.; C |
|
Literature: Understand
The learner will be able to
understand the study of literature.
| Strand |
Scope |
Source |
| Literature |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.7, #1.3.11.; A |
|
Poetry: Sound/Analyze Effect
The learner will be able to
analyze the effects of sound in poetry.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Develop |
PA: Academic Standards, January 16, 1999, Grade 11, p.7, #1.3.11.; C |
|
Poetry: Appropriate Diction
The learner will be able to
analyze poetry for appropriateness of diction.
| Strand |
Scope |
Source |
| Poetry: Author/Speaker |
Develop |
PA: Academic Standards, January 16, 1999, Grade 11, p.7, #1.3.11.; D |
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Analyze: Figurative Language
The learner will be able to
analyze the use of figurative language within a given poem.
| Strand |
Scope |
Source |
| Poetry: Analyze Figurative Language |
Develop |
PA: Academic Standards, January 16, 1999, Grade 11, p.7, #1.3.11.; C |
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Analyze: Figurative Language
The learner will be able to
analyze poetry for appropriateness of figurative language.
| Strand |
Scope |
Source |
| Poetry: Analyze Figurative Language |
Develop |
PA: Academic Standards, January 16, 1999, Grade 11, p.7, #1.3.11.; D |
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Author Intention: Information
The learner will be able to
analyze information to explain the author's purpose.
| Strand |
Scope |
Source |
| Author: Intentions |
Develop |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11, B |
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Author: Strategies/Evaluate
The learner will be able to
evaluate the strategies of an author.
| Strand |
Scope |
Source |
| Author |
Develop |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
|
Analyze: Scriptwriter/Words
The learner will be able to
analyze how a scriptwriter's words develop the tone, mood, and theme of a work.
| Strand |
Scope |
Source |
| Drama: Analyze |
Introduce |
PA: Academic Standards, January 16, 1999, Grade 11, p.8, #1.3.11, E |
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Information/Concept Processing: Identify
The learner will be able to
identify new concepts.
| Strand |
Scope |
Source |
| Information/Ideas: Processing |
Develop |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11, B |
|
Information/Concept Processing: Define
The learner will be able to
define new concepts.
| Strand |
Scope |
Source |
| Information/Ideas: Processing |
Develop |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11, B |
|
Noun: Use
The learner will be able to
use nouns correctly.
| Strand |
Scope |
Source |
| Noun |
Reinforce |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
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Pronoun: Use
The learner will be able to
use pronouns in sentences correctly.
| Strand |
Scope |
Source |
| Pronoun |
Reinforce |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
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Adjective: Use
The learner will be able to
use adjectives in a sentence correctly.
| Strand |
Scope |
Source |
| Adjective |
Reinforce |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
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Adverb: Use
The learner will be able to
correctly use adverbs in a sentence.
| Strand |
Scope |
Source |
| Adverb |
Reinforce |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
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Verb: Use
The learner will be able to
use verbs correctly.
| Strand |
Scope |
Source |
| Verb |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
|
Preposition: Use
The learner will be able to
correctly use prepositions in a sentence.
| Strand |
Scope |
Source |
| Preposition |
Reinforce |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
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Conjunction: Use
The learner will be able to
correctly use conjunctions in a sentence.
| Strand |
Scope |
Source |
| Conjunction |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
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Interjection: Identify/Use
The learner will be able to
identify and use an interjection in a sentence.
| Strand |
Scope |
Source |
| Interjection |
Reinforce |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
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Sentence Structure: Length
The learner will be able to
write using a variety of sentence lengths.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; D |
|
Sentence Content: Variety/Type
The learner will be able to
write a variety of sentence types.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; D |
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Culture: History/Affect
The learner will be able to
identify the effect history has on language and literature.
| Strand |
Scope |
Source |
| Culture |
Develop |
PA: Academic Standards, January 16, 1999, Grade 11, p.16, #1.7.11.; A |
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Culture: Language/World Communication
The learner will be able to
describe how the English language impacts culture through world communication.
| Strand |
Scope |
Source |
| Culture |
Develop |
PA: Academic Standards, January 16, 1999, Grade 11, p.16, #1.7.11.; C |
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Culture: Language/Analyze
The learner will be able to
analyze how the English language impacts culture through world communication.
| Strand |
Scope |
Source |
| Culture |
Develop |
PA: Academic Standards, January 16, 1999, Grade 11, p.16, #1.7.11.; C |
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Capitalization: Use Correctly
The learner will be able to
use capitalization correctly.
| Strand |
Scope |
Source |
| Capitalization: Applications |
Reinforce |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
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Affective: Literature/Appreciate
The learner will be able to
appreciate literature through listening activities.
| Strand |
Scope |
Source |
| Listening Responses: Affective |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11, B |
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Behaviors: Variety/Attentive
The learner will be able to
listen attentively to a variety of speakers.
| Strand |
Scope |
Source |
| Listening Behaviors |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11.; A |
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Discussion: Respect Views
The learner will be able to
demonstrate respect for others' viewpoints while engaged in a discussion.
| Strand |
Scope |
Source |
| Discussion |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; D |
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Literature: Relate/Previous Knowledge
The learner will be able to
listen to a variety of literature and relate to previous knowledge.
| Strand |
Scope |
Source |
| Literature |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11, B |
|
Literature: Analyze/Synthesize
The learner will be able to
analyze and synthesize a literary work, relating it to other selections.
| Strand |
Scope |
Source |
| Literature |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11, B |
|
Questions: Respond/Elaborate
The learner will be able to
respond to questions with appropriate elaboration.
| Strand |
Scope |
Source |
| Questions |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; D |
|
Discussion: Ideas
The learner will be able to
listen to and understand ideas exchanged in a discussion.
| Strand |
Scope |
Source |
| Discussion |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; D |
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Informational Concept: Synthesize
The learner will be able to
synthesize information to determine relevancy.
| Strand |
Scope |
Source |
| Informational Concept |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11.; A |
|
Purposes: Reflect
The learner will be able to
listen to reflect upon the content of auditory materials.
| Strand |
Scope |
Source |
| Listening Purposes |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11, B |
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Critical Listening: Stereotypes
The learner will be able to
examine stereotypes presented in spoken language.
| Strand |
Scope |
Source |
| Critical Listening |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.16, #1.7.11, B |
|
Strategies: Ideas/Relevancy
The learner will be able to
synthesize ideas to determine relevancy.
| Strand |
Scope |
Source |
| Listening Strategies |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11.; A |
|
Strategies: Opinions/Relevancy
The learner will be able to
synthesize opinions to determine relevancy.
| Strand |
Scope |
Source |
| Listening Strategies |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11.; A |
|
Literature: Summarize/Identify
The learner will be able to
summarize events in literature, identifying the key points.
| Strand |
Scope |
Source |
| Literature |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11, B |
|
Literature: Solutions/Problems
The learner will be able to
offer solutions to problems in literature.
| Strand |
Scope |
Source |
| Literature |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11, B |
|
Media Form: Media/Repertoire
The learner will be able to
appreciate and use a wide variety of media forms.
| Strand |
Scope |
Source |
| Media Form |
Develop |
PA: Academic Standards, January 16, 1999, Grade 11, p. 6, #1.2.11, B |
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Media Message: Expand Understanding
The learner will be able to
create and use a media project that expands understanding.
| Strand |
Scope |
Source |
| Media Message |
Develop |
PA: Academic Standards, January 16, 1999, Grade 11, p. 6, #1.2.11, B |
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Purposes: Learning/Thinking
The learner will be able to
use media to stimulate his/her learning and thinking skills.
| Strand |
Scope |
Source |
| Media Purposes |
Develop |
PA: Academic Standards, January 16, 1999, Grade 11, p.15, #1.6.11.; F |
|
Media Form: Electronic/Traditional
The learner will be able to
explain how electronic media modify traditional research forms for different purposes.
| Strand |
Scope |
Source |
| Media Form |
Develop |
PA: Academic Standards, January 16, 1999, Grade 11, p. 6, #1.2.11, B |
|
Media Form: Understand
The learner will be able to
understand a variety of media forms.
| Strand |
Scope |
Source |
| Media Form |
Develop |
PA: Academic Standards, January 16, 1999, Grade 11, p. 6, #1.2.11, B |
|
Media Form: Variety/Integrate
The learner will be able to
integrate a variety of media forms into a completed project.
| Strand |
Scope |
Source |
| Media Form |
Develop |
PA: Academic Standards, January 16, 1999, Grade 11, p.15, #1.6.11.; F |
|
Media: Gain Information
The learner will be able to
gain information from a variety of media sources.
| Strand |
Scope |
Source |
| Media |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.15, #1.6.11.; F |
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Evaluate: Events
The learner will be able to
evaluate the media's influence in drawing attention to specific events.
| Strand |
Scope |
Source |
| Media: Evaluate |
Develop |
PA: Academic Standards, January 16, 1999, Grade 11, p.15, #1.6.11.; F |
|
Multimedia: Effectively/Use
The learner will be able to
effectively use appropriate media in a multimedia presentation.
| Strand |
Scope |
Source |
| Media Aids: Multimedia |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.15, #1.6.11.; F |
|
Multimedia: Develop/Understanding
The learner will be able to
develop a multimedia presentation that demonstrates understanding of a topic.
| Strand |
Scope |
Source |
| Media Aids: Multimedia |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.15, #1.6.11.; F |
|
Evaluate: Media Message
The learner will be able to
evaluate media messages.
| Strand |
Scope |
Source |
| Media Message: Evaluate |
Develop |
PA: Academic Standards, January 16, 1999, Grade 11, p. 6, #1.2.11, B |
|
Decision: Criteria/Use
The learner will be able to
use established criteria when decision making.
| Strand |
Scope |
Source |
| Critical Thinking: Decision |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 5, #1.2.11.; A |
|
Fact/Opinion: Distinguish
The learner will be able to
distinguish fact from opinion in texts by using complete and accurate information, coherent arguments, and points of view.
| Strand |
Scope |
Source |
| Fact/Opinion |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 5, #1.2.11.; A |
|
Story Elements: Relationships/Uses
The learner will be able to
analyze relationships, uses, and effectiveness of story elements used by authors in similar genres, including characterization, setting, plot, theme, point of view, tone, and style.
| Strand |
Scope |
Source |
| Story Elements |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.7, #1.3.11, B |
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Compare/Contrast: Idea/Theme/Issue
The learner will be able to
compare and contrast ideas, themes, and issues in various reading materials.
| Strand |
Scope |
Source |
| Compare/Contrast |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
|
Variety of Sources: Fluent
The learner will be able to
read a variety of text fluently.
| Strand |
Scope |
Source |
| Source |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H, p. 4, #1.1.11.; H |
|
Variety of Sources: Reading Selections
The learner will be able to
read and comprehend material from a variety of sources.
| Strand |
Scope |
Source |
| Source |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H |
|
Response: Exam/Complex Text
The learner will be able to
demonstrate an understanding of the complexity of a reading passage on an exam by responding with informed and sophisticated interpretations, ideas, and reflections.
| Strand |
Scope |
Source |
| Reading Responses: Exams |
Master |
PA: System of School Assessment, 1998, Grade 11, p. 17, Level 4 week tested: 27. |
|
Response: Exam/Connecting
The learner will be able to
demonstrate an understanding of a reading passage on an exam by making connections between textual elements, language arts concepts, and his/her personal experiences.
| Strand |
Scope |
Source |
| Reading Responses: Exams |
Master |
PA: System of School Assessment, 1998, Grade 11, p. 17, Level 4 week tested: 27. |
|
Response: Connection/Culture
The learner will be able to
respond to literature by forming connections between a culture and him/herself.
| Strand |
Scope |
Source |
| Reading Responses: Affective |
Master |
PA: System of School Assessment, 1998, Grade 11, p. 17, Level 4 week tested: 27. |
|
Main Idea: Extending
The learner will be able to
extend the main idea of a given passage by applying it to a new context or situation.
| Strand |
Scope |
Source |
| Main Idea |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
|
Draw Conclusion: Established Criteria
The learner will be able to
use established criteria when drawing conclusions.
| Strand |
Scope |
Source |
| Draw Conclusion |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 5, #1.2.11.; A |
|
Strategies: Text Feature/Key Word
The learner will be able to
use text features, such as key words, to understand informational materials.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; F |
|
Strategies: Personal Experience
The learner will be able to
apply personal experience to understand reading materials.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
PA: System of School Assessment, 1998, Grade 11, p. 17, Level 4 week tested: 27. |
|
Strategies: Validate Information/Support
The learner will be able to
use supporting evidence to verify the validity of reading materials.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
PA: System of School Assessment, 1998, Grade 11, p. 17, Level 4 week tested: 27. |
|
Strategies: Evaluate/Effective
The learner will be able to
evaluate which reading strategies were most effective for a variety of texts.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; D |
|
Setting: Compare/Contrast
The learner will be able to
compare and contrast setting in reading materials.
| Strand |
Scope |
Source |
| Setting |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
|
Critical Thinking: Reading Materials
The learner will be able to
critically examine reading materials.
| Strand |
Scope |
Source |
| Critical Thinking |
Master |
PA: System of School Assessment, 1998, Grade 11, p. 17, Level 4 week tested: 27. |
|
Support: Evidence
The learner will be able to
support his/her assertions about a text with evidence.
| Strand |
Scope |
Source |
| Support |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
|
Classification: Essential/Non-Essential
The learner will be able to
classify information as essential or non-essential in a variety of media.
| Strand |
Scope |
Source |
| Classification |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 5, #1.2.11.; A |
|
Classification: Non-Essential
The learner will be able to
classify textual information as non-essential to reading comprehension.
| Strand |
Scope |
Source |
| Classification |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 5, #1.2.11.; A |
|
Classification: Essential
The learner will be able to
classify textual information as essential to reading comprehension.
| Strand |
Scope |
Source |
| Classification |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 5, #1.2.11.; A |
|
Construct Meaning: Correct Mistakes
The learner will be able to
recognize and correct his/her own reading mistakes.
| Strand |
Scope |
Source |
| Emergent Reading |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H |
|
Reading Behaviors: Comprehension
The learner will be able to
demonstrate comprehension skills.
| Strand |
Scope |
Source |
| Reading Behaviors |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H |
|
Reading Behaviors: Extend/Literal
The learner will be able to
extend understanding beyond literal interpretation.
| Strand |
Scope |
Source |
| Reading Behaviors |
Master |
PA: System of School Assessment, 1998, Grade 11, p. 17, Level 4 week tested: 27. |
|
Evaluating: Ideas
The learner will be able to
evaluate ideas he/she has read.
| Strand |
Scope |
Source |
| Evaluating |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; D |
|
Evaluating: Content
The learner will be able to
evaluate the content of reading materials.
| Strand |
Scope |
Source |
| Evaluating |
Master |
PA: System of School Assessment, 1998, Grade 11, p. 17, Level 4 week tested: 27. |
|
Response: Idea/Identify
The learner will be able to
identify important ideas in what he/she has read.
| Strand |
Scope |
Source |
| Reading Responses: Composing |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; D |
|
Response: Idea/Describe
The learner will be able to
describe important ideas from what he/she has read.
| Strand |
Scope |
Source |
| Reading Responses: Composing |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; D |
|
Response: Connections/Issues
The learner will be able to
make connections among issues in reading materials.
| Strand |
Scope |
Source |
| Reading Responses: Affective |
Master |
PA: System of School Assessment, 1998, Grade 11, p. 17, Level 4 week tested: 27. |
|
Synthesizing: Ideas
The learner will be able to
synthesize ideas in reading materials.
| Strand |
Scope |
Source |
| Synthesizing |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; D |
|
Compare/Contrast: Reading Materials
The learner will be able to
compare and contrast characters in reading materials.
| Strand |
Scope |
Source |
| Character: Compare/Contrast |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
|
Analyze: Effectiveness/Literary Device
The learner will be able to
analyze literary devices for quality of effectiveness.
| Strand |
Scope |
Source |
| Literary Device: Analyze |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.7, #1.3.11.; C |
|
Alliteration: Understand
The learner will be able to
understand the use of alliteration in a literary selection.
| Strand |
Scope |
Source |
| Alliteration |
Develop |
PA Academic Standards, Grade 11, #1.3.11. C.; D.; F |
|
Allusion: Identify
The learner will be able to
identify allusion in a literary selection.
| Strand |
Scope |
Source |
| Allusion |
Introduce |
Reading Anchor R.11.B.2.1; PA Academic Standards, Grade 11, #1.3.11.C |
|
Analyze: Effectiveness
The learner will be able to
analyze the effectiveness of setting.
| Strand |
Scope |
Source |
| Setting: Analyze |
Develop |
Reading Anchor R11 B.1.1.1, R11.B.2.2.1; PA Academic Standards, Grade 11, #1.3.11.B |
|
Analyze: Structure
The learner will be able to
analyze the structure of informational material.
| Strand |
Scope |
Source |
| Informational Text: Analyze |
Develop |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11, B |
|
Analyze: Effectiveness/Complex Elements
The learner will be able to
analyze the effectiveness of complex elements of plot.
| Strand |
Scope |
Source |
| Plot: Analyze |
Master |
Reading Anchor R11 B.1.1.1, R11.B.2.2.1; PA Academic Standards, Grade 11, #1.3.11.B |
|
Analyze: Fiction
The learner will be able to
analyze theme in fiction.
| Strand |
Scope |
Source |
| Themes: Analyze |
Master |
Reading Anchor R11 B.1.1.1, R11.B.2.2.1; PA Academic Standards, Grade 11, #1.3.11.B |
|
Analyze: Fiction
The learner will be able to
analyze point of view in fiction.
| Strand |
Scope |
Source |
| Point of View: Analyze |
Master |
Reading Anchor R11 B.1.1.1, R11.B.2.2.1; PA Academic Standards, Grade 11, #1.3.11.B |
|
Analyze: Inferential
The learner will be able to
analyze inferential cause and effect relationships in reading materials.
| Strand |
Scope |
Source |
| Cause/Effect: Analyze |
Master |
Reading Anchor R11 A.1.3.1, R11.A.2.3.1; |
|
Analyze: Literary/Device/Text
The learner will be able to
use his/her knowledge of literary devices to analyze reading materials and their construction.
| Strand |
Scope |
Source |
| Literary Device: Analyze |
Master |
Reading Anchor R11 B.2.1.1, PA Academic Standards, Grade 11, #1.3.11.C |
|
Analyze: Reading Selections
The learner will be able to
analyze character in reading selections.
| Strand |
Scope |
Source |
| Character: Analyze |
Master |
Reading Anchor R11 B.1.1.1; PA Academic Standards, Grade 11, #1.3.11.B |
|
Analyze: Relevance/Mood
The learner will be able to
analyze the relevance of setting (time and place) to the mood of a story.
| Strand |
Scope |
Source |
| Setting: Analyze |
Master |
Reading Anchor R11 A.1.6.1 |
|
Analyze: Relevance/Tone
The learner will be able to
analyze the relevance of setting (time and place) to the tone of a story.
| Strand |
Scope |
Source |
| Setting: Analyze |
Master |
Reading Anchor R11 A.1.6.1 |
|
Cause/Effect: Identify
The learner will be able to
identify cause and effect (both literal and inferential) from reading passages.
| Strand |
Scope |
Source |
| Cause/Effect |
Master |
PA Academic Standards, Grade 11, #1.2.11.A |
|
Compare: Venn Diagram
The learner will be able to
show comparison using a Venn diagram.
| Strand |
Scope |
Source |
| Compare/Contrast |
Master |
PA Academic Standards, Grade 11, #1.4.11.B |
|
Confirm: Use/Foreshadowing
The learner will be able to
use foreshadowing clues to confirm predicted outcomes of a reading selection.
| Strand |
Scope |
Source |
| Predicting: Confirm |
Master |
Reading Anchor R11 B.2.2.1; PA Academic Standards, Grade 11, #1.3.11.B |
|
Conflict: Identify
The learner will be able to
identify conflict in a reading passage.
| Strand |
Scope |
Source |
| Conflict |
Master |
Reading Anchor R11 B.1.1.1; PA Academic Standards, Grade 11, #1.3.11.B |
|
Construct Meaning: Strategies/Explain
The learner will be able to
explain the strategies used as he/she comprehends text.
| Strand |
Scope |
Source |
| Constructing Meaning: Strategies |
Master |
Reading Anchor R11 A.1.4.1; R11.A.2.4.1 |
|
Details: Main Idea/Support
The learner will be able to
identify details which support a main idea in a given reading selection.
| Strand |
Scope |
Source |
| Support: Detail |
Master |
Reading Anchor R11 A.1.4.1; R11.A.2.4.2 |
|
Draw Conclusion: Implied/Information
The learner will be able to
draw conclusions using implied information.
| Strand |
Scope |
Source |
| Draw Conclusion |
Master |
Reading Anchor R11 A.1.3.1 |
|
Fact/Opinion: Distinguish
The learner will be able to
distinguish between fact, reasoned judgment, and opinion in reading materials.
| Strand |
Scope |
Source |
| Fact/Opinion |
Master |
PA Academic Standards, Grade 11, #1.2.11.A |
|
Fact/Opinion: Nonfiction/Distinguish
The learner will be able to
distinguish between fact and opinion in nonfiction materials.
| Strand |
Scope |
Source |
| Fact/Opinion |
Master |
PA Academic Standards, Grade 11, #1.2.11.A |
|
Figurative Language: Figures of Speech
The learner will be able to
analyze author use of figures of speech.
| Strand |
Scope |
Source |
| Figurative Language |
Master |
PA Academic Standards, Grade 11, #1.3.11.C.; D |
|
Flashback: Analyze
The learner will be able to
analyze author's use of flashback technique.
| Strand |
Scope |
Source |
| Flashback |
Master |
PA Academic Standards, Grade 11, #1.3.11.C |
|
Graphic Feature: Identify
The learner will be able to
identify common graphical features to understand information in all content areas.
| Strand |
Scope |
Source |
| Reading Strategies: Graphic Features |
Master |
Reading Anchor R11.B.3.3.4 |
|
Graphic Organizers: Use/Meaning
The learner will be able to
use graphic organizers, such as lists, charts, diagrams, time lines, maps and illustrations, to construct meaning from text.
| Strand |
Scope |
Source |
| Constructing Meaning: Graphic Organizers |
Master |
Reading Anchor R11.B.3.3.4 |
|
Imagery: Sensory Imagery/Recognize
The learner will be able to
recognize sensory imagery.
| Strand |
Scope |
Source |
| Imagery |
Develop |
PA Academic Standards, Grade 11, #1.3.11.C.; D |
|
Inference: Long Passage
The learner will be able to
make inferences from a long passage.
| Strand |
Scope |
Source |
| Inference |
Master |
Reading Anchor R11.A.1.2.1, PA Academic Standards, Grade 11, #1.2.11.A |
|
Irony: Identify
The learner will be able to
identify the presence of irony in a literary selection.
| Strand |
Scope |
Source |
| Irony |
Master |
Reading Anchor R11.B.2.1.1; PA Academic Standards, Grade 11, #1.3.11.C |
|
Metaphor: Interpret
The learner will be able to
identify and use metaphors to interpret other words.
| Strand |
Scope |
Source |
| Metaphor |
Master |
Reading Anchor R11. B.2.1.1; PA Academic Standards, Grade 11, #1.3.11.C |
|
Mood: Describe
The learner will be able to
describe the mood of a reading selection.
| Strand |
Scope |
Source |
| Mood |
Master |
Reading Anchor R11. B.2.1.1; PA Academic Standards, Grade 11, #1.3.11.C |
|
Onomatopoeia
The learner will be able to
understand onomatopoeia as a literary device.
| Strand |
Scope |
Source |
| Onomatopoeia |
Master |
Reading Anchor R11. B.2.1.1; PA Academic Standards, Grade 11, #1.3.11.C |
|
Analyze: Fiction
The learner will be able to
analyze the structure of fictional material.
| Strand |
Scope |
Source |
| Structure: Analyze |
Master |
Reading Anchor R11 B.1.1.1, R11.B.2.2.1; PA Academic Standards, Grade 11, #1.3.11.B |
|
Plot: Structure/Evaluate
The learner will be able to
evaluate a plot's structure.
| Strand |
Scope |
Source |
| Plot |
Master |
Reading Anchor R11. B.1.1.1; PA Academic Standards, Grade 11, #1.3.11.B |
|
Plot: Turning Point/Identify
The learner will be able to
identify the turning point in a reading passage.
| Strand |
Scope |
Source |
| Plot |
Master |
Reading Anchor R11. B.1.1.1; PA Academic Standards, Grade 11, #1.3.11.B |
|
Plot: Verbally/Resolution/State
The learner will be able to
read and verbally state the resolution of the problem of a plot in a reading selection.
| Strand |
Scope |
Source |
| Plot |
Master |
Reading Anchor R11. B.1.1.1; PA Academic Standards, Grade 11, #1.3.11.B, #1.6.11 |
|
Point of View: 1st/3rd Person
The learner will be able to
differentiate between first and third person point of view.
| Strand |
Scope |
Source |
| Point of View |
Master |
Reading Anchor R11. B.1.1.1; PA Academic Standards, Grade 11, #1.3.11.B |
|
Post-Reading: Summarizing
The learner will be able to
use post-reading strategies, such as summarizing, to confirm his/her understanding of a given text.
| Strand |
Scope |
Source |
| Post-Reading |
Master |
Reading Anchor R11. A.1.5.1; PA Academic Standards, Grade 11, #1.1.11.G |
|
Predict Outcome: Reading Passage
The learner will be able to
predict the outcome of a given reading passage.
| Strand |
Scope |
Source |
| Predicting |
Master |
Reading Anchor R11. A.2.3.1; PA Academic Standards, Grade 11, #1.2.11.A |
|
Prereading: Strategies/Apply
The learner will be able to
apply prereading strategies before beginning to read.
| Strand |
Scope |
Source |
| Pre-Reading |
Master |
Reading Anchor R11. A.1.5.1; PA Academic Standards, Grade 11, #1.1.11.G |
|
Selecting: Genre
The learner will be able to
use knowledge of genres to select reading materials.
| Strand |
Scope |
Source |
| Reading Behaviors: Selecting/Sharing |
Master |
PA Academic Standards, Grade 11, #1.1.11. |
|
Simile: Meaning/Explain
The learner will be able to
explain the meaning of a simile in one's own words.
| Strand |
Scope |
Source |
| Simile |
Master |
Reading Anchor R11. B.2.1.1; PA Academic Standards, Grade 11, #1.3.11.C |
|
Strategies: Context Clues
The learner will be able to
use context clues to develop fluency in reading .
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
Reading Anchor R11. A.1.2.2 ; PA Academic Standards, Grade 11, #1.1.11. |
|
Style: Identify
The learner will be able to
identify a variety of styles found in reading materials.
| Strand |
Scope |
Source |
| Style |
Develop |
PA Academic Standards, Grade 11, #1.3.11.B |
|
Symbol: Explain
The learner will be able to
explain the meaning of symbols from reading materials.
| Strand |
Scope |
Source |
| Symbol |
Master |
Reading Anchor R11. B.2.1.1; PA Academic Standards, Grade 11, #1.3.11.C |
|
Text Purpose: Headings
The learner will be able to
use headings to determine the purpose of text.
| Strand |
Scope |
Source |
| Text Purpose |
Master |
Reading Anchor R11. B.3.3.4 |
|
Theme: Apply Knowledge
The learner will be able to
apply knowledge of theme in literature.
| Strand |
Scope |
Source |
| Themes |
Master |
Reading Anchor R11. B.2.1.1; PA Academic Standards, Grade 11, #1.3.11.C |
|
Tone: Recognize/Narrative
The learner will be able to
recognize tone in narrative materials.
| Strand |
Scope |
Source |
| Tone |
Master |
Reading Anchor R11. B.1.1.1; PA Academic Standards, Grade 11, #1.3.11.C |
|
Tone: Recognize/Editorial
The learner will be able to
recognize tone in editorial materials.
| Strand |
Scope |
Source |
| Tone |
Master |
Reading Anchor R11. B.1.1.1; PA Academic Standards, Grade 11, #1.3.11.C |
|
Understatement
The learner will be able to
understand understatement as a literary device.
| Strand |
Scope |
Source |
| Exaggeration/Understatement |
Master |
Reading Anchor R11. B.2.1.1; PA Academic Standards, Grade 11, #1.3.11.C |
|
Written: Writing/Narrative Text
The learner will be able to
respond to information and ideas within narrative texts through writing.
| Strand |
Scope |
Source |
| Reading Responses: Written |
Master |
PA Academic Standards, Grade 11, #1.5.11.F |
|
Conversation: Initiate
The learner will be able to
initiate conversation.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Discussion: Contribute
The learner will be able to
contribute ideas, thoughts, and opinions to a discussion.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; D |
|
Vocal Characteristic: Clarity/Speed
The learner will be able to
communicate using clear speech, at a speed which is appropriate for the student's age and purpose.
| Strand |
Scope |
Source |
| Vocal Characteristic |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
Vocal Characteristic: Inflection/Varied
The learner will be able to
use varied inflections to communicate with others.
| Strand |
Scope |
Source |
| Vocal Characteristic |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
Oral Interpretation: Audience
The learner will be able to
deliver oral readings to a variety of audiences.
| Strand |
Scope |
Source |
| Oral Composition/Interpretation |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Group: Adjust Tone
The learner will be able to
adjust tone to encourage group participation.
| Strand |
Scope |
Source |
| Group Communication |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; D |
|
Group: Adjust Involvement
The learner will be able to
adjust involvement in a group to encourage equal participation.
| Strand |
Scope |
Source |
| Group Communication |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; D |
|
Pronunciation: Pronounce Clearly
The learner will be able to
pronounce words clearly.
| Strand |
Scope |
Source |
| Pronunciation |
Reinforce |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H |
|
Paraphrasing: Information
The learner will be able to
paraphrase information.
| Strand |
Scope |
Source |
| Paraphrasing/Restating |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; D |
|
Discussion: Summarize
The learner will be able to
summarize what he/she has learned from a discussion.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; D |
|
Discussion: Role/Small Group
The learner will be able to
participate in his/her assigned role during a small group discussion.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Vocal Characteristic: Adjust Stress
The learner will be able to
adjust stress on words for emphasis.
| Strand |
Scope |
Source |
| Vocal Characteristic |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
Vocal Characteristic: Meter
The learner will be able to
use appropriate meter when speaking.
| Strand |
Scope |
Source |
| Vocal Characteristic |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H |
|
Vocal Characteristic: Flow
The learner will be able to
speak with an appropriate flow of words.
| Strand |
Scope |
Source |
| Vocal Characteristic |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H |
|
Sentence Structure: Variety/Use
The learner will be able to
use a variety of sentences (simple, compound, complex) when speaking.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11.; C |
|
Formal: Speaking Skills/Appropriate
The learner will be able to
use speaking skills appropriate to formal speaking situations.
| Strand |
Scope |
Source |
| Communication: Formal |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11.; C |
|
Questions: Ask Relevant
The learner will be able to
ask relevant questions.
| Strand |
Scope |
Source |
| Questions |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; D |
|
Questions: Clarify
The learner will be able to
ask questions to clarify his/her understanding.
| Strand |
Scope |
Source |
| Questions |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11.; A, p.14, #1.6.11.; D |
|
Audience: Adjust Pace
The learner will be able to
adjust speaking pace according to audience.
| Strand |
Scope |
Source |
| Audience |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
Practices: Read Aloud
The learner will be able to
read familiar materials aloud accurately.
| Strand |
Scope |
Source |
| Communication Practices |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H |
|
Rhythm: Incorporate
The learner will be able to
incorporate rhythm into his/her speaking.
| Strand |
Scope |
Source |
| Rhythm/Rhyme |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H |
|
Group: Participate/Large Group
The learner will be able to
participate in large group presentations.
| Strand |
Scope |
Source |
| Presentation: Group |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Interview: Formal/Participate
The learner will be able to
participate in a formal interview.
| Strand |
Scope |
Source |
| Interview |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Questions: Informational Interview
The learner will be able to
conduct an informational interview.
| Strand |
Scope |
Source |
| Interview: Questions |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Volume: Varied/Use
The learner will be able to
use varied speech volumes to communicate with others.
| Strand |
Scope |
Source |
| Vocal Characteristic: Volume |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
Body Language: Appropriate/Impact
The learner will be able to
use appropriate body language to increase impact of information delivered.
| Strand |
Scope |
Source |
| Communication: Body Language |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Audience: Interest/Analyze
The learner will be able to
analyze the interest level of the audience through nonverbal communication.
| Strand |
Scope |
Source |
| Audience |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Audience: Language/Interest/Select
The learner will be able to
select language suitable to the interests of the audience.
| Strand |
Scope |
Source |
| Audience |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Audience: Presentation/Deliver
The learner will be able to
deliver oral presentations for specific audiences.
| Strand |
Scope |
Source |
| Presentation: Audience |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Audience: Presentation/Visual/Create
The learner will be able to
create oral presentations that use visual aides and demonstrate an awareness of audience.
| Strand |
Scope |
Source |
| Presentation: Audience |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; F |
|
Audience: Specific
The learner will be able to
speak for a specific audience.
| Strand |
Scope |
Source |
| Audience |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Audience: Voice
The learner will be able to
use appropriate voice for audience and purpose of writing.
| Strand |
Scope |
Source |
| Audience |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
Body Language: Gestures
The learner will be able to
use gestures effectively while speaking.
| Strand |
Scope |
Source |
| Communication: Nonverbal |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11 |
|
Body Language: Oral/Understand
The learner will be able to
understand how body language may affect an oral presentation.
| Strand |
Scope |
Source |
| Communication: Body Language |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
Body Language: Presentation/Enhance
The learner will be able to
use body language for emphasis in oral presentations.
| Strand |
Scope |
Source |
| Communication: Body Language |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
Communication: Maintain/Verbal
The learner will be able to
maintain communication through the use of verbal strategies.
| Strand |
Scope |
Source |
| Communication: Verbal/Nonverbal |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; D |
|
Communication: Message/Understanding
The learner will be able to
communicate a message and verify listener understanding.
| Strand |
Scope |
Source |
| Communication Skills |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; A |
|
Communication: Nonverbal
The learner will be able to
interpret the nonverbal communication used by the speaker or the audience.
| Strand |
Scope |
Source |
| Communication: Verbal/Nonverbal |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Communication: Pause
The learner will be able to
use pauses effectively while speaking.
| Strand |
Scope |
Source |
| Communication: Verbal/Nonverbal |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Communication: School/Community/Initiate
The learner will be able to
initiate conversation with members of the school community.
| Strand |
Scope |
Source |
| Communication: Interpersonal |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Communication: Verbal/Nonverbal
The learner will be able to
identify cultural differences in verbal and nonverbal communication.
| Strand |
Scope |
Source |
| Communication: Verbal/Nonverbal |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Communication: Vocabulary
The learner will be able to
apply new vocabulary in formal and informal speaking situations.
| Strand |
Scope |
Source |
| Communication: Formal/Informal |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
Creative: Play/Reenact
The learner will be able to
reenact a scene from a play.
| Strand |
Scope |
Source |
| Presentation: Creative |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Diction: Situation/Choose
The learner will be able to
choose diction appropriate for a given speaking situation.
| Strand |
Scope |
Source |
| Diction |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
Discussion: Effective/Small Group
The learner will be able to
speak effectively in a small group discussion.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; D |
|
Discussion: Favorite Poem
The learner will be able to
discuss his/her favorite poem.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; D |
|
Evaluate: Peer/Teacher
The learner will be able to
evaluate oral presentations through peer review with teacher guidance.
| Strand |
Scope |
Source |
| Evaluator |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Evaluating: Criteria/Improve/Others'
The learner will be able to
apply established criteria to improve others' presentations.
| Strand |
Scope |
Source |
| Evaluator |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Evaluator: Performance/Scoring Guides
The learner will be able to
use established criteria from scoring guides to evaluate his/her performance.
| Strand |
Scope |
Source |
| Evaluator |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Evaluator: Strengths/Needs
The learner will be able to
evaluate his/her own strengths and developmental needs as a presenter.
| Strand |
Scope |
Source |
| Evaluator |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Expressive: Facial/Enhance
The learner will be able to
use facial expressions to enhance oral presentations.
| Strand |
Scope |
Source |
| Communication: Expressive |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
Figurative Language: Enhance/Clarify
The learner will be able to
use figurative language, such as metaphors and similes, to enhance and clarify the ideas within an oral presentation.
| Strand |
Scope |
Source |
| Figurative Language |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
Fluency: Naturalness/Phrasing/Rate
The learner will be able to
read aloud naturally and fluently, with appropriate phrasing, rate, and intonation.
| Strand |
Scope |
Source |
| Speaking Strategies |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Formal/Informal: Concise Language
The learner will be able to
apply concise language consistently while speaking.
| Strand |
Scope |
Source |
| Communication: Formal/Informal |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
Formal/Informal: Identify/Effectiveness
The learner will be able to
identify the effectiveness of informal messages.
| Strand |
Scope |
Source |
| Communication: Formal/Informal |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; D |
|
Formal/Informal: Language/Situation
The learner will be able to
apply knowledge of appropriate language for a given situation, including vocabulary and examples that are appropriate to the topic and audience.
| Strand |
Scope |
Source |
| Communication: Formal/Informal |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; D |
|
Formal: Presentation
The learner will be able to
use verbal and nonverbal skills when delivering a 5-10 minute formal presentation.
| Strand |
Scope |
Source |
| Communication: Formal |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
Formal: Principles/Apply
The learner will be able to
apply formal language principles while speaking.
| Strand |
Scope |
Source |
| Communication: Formal |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
Formal: Speeches/Inform
The learner will be able to
present formal speeches to inform.
| Strand |
Scope |
Source |
| Communication: Formal |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
Formal: Speeches/Persuade/Influence
The learner will be able to
present formal speeches to persuade or influence.
| Strand |
Scope |
Source |
| Communication: Formal |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
General: Apply/Strategies/Presentation
The learner will be able to
apply strategies for effective oral presentations to complete projects.
| Strand |
Scope |
Source |
| Questions |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
General: Audio/Visual/Choose
The learner will be able to
choose audio or visual tools to support presentations.
| Strand |
Scope |
Source |
| Presentation: General |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; F |
|
General: Formal/Rehearse
The learner will be able to
independently rehearse formal oral presentations.
| Strand |
Scope |
Source |
| Presentation: General |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
General: Literary Works/Share
The learner will be able to
orally share familiar literary works through various presentations and activities.
| Strand |
Scope |
Source |
| Presentation: General |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, B.; C.; D |
|
General: Speaker/Effectiveness/Recognize
The learner will be able to
recognize the factors that influence the effectiveness of a speaker.
| Strand |
Scope |
Source |
| Presentation: General |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
General: Visual Aids/Clarify
The learner will be able to
use visual aids to clarify an oral presentation.
| Strand |
Scope |
Source |
| Presentation: General |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; F |
|
General: Visual Aids/Use
The learner will be able to
use visual aids to enhance an oral presentation.
| Strand |
Scope |
Source |
| Presentation: General |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; F |
|
Grammar: Presentation
The learner will be able to
use standard grammar in oral presentations.
| Strand |
Scope |
Source |
| Language Conventions |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
Informal: Slang/Appropriate
The learner will be able to
identify informal speaking situations where slang is appropriate.
| Strand |
Scope |
Source |
| Communication: Informal |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
Interpersonal: Adults/Community/Initiate
The learner will be able to
initiate conversation with adults in the community.
| Strand |
Scope |
Source |
| Communication: Interpersonal |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Interpersonal: Compare/Contrast
The learner will be able to
compare and/or contrast the features of interpersonal, small group, and public communication.
| Strand |
Scope |
Source |
| Communication: Interpersonal |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Interview: Apply/Skills/Job Interview
The learner will be able to
apply appropriate job interview skills.
| Strand |
Scope |
Source |
| Interview |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Interview: Asking Questions
The learner will be able to
practice asking questions for an interview.
| Strand |
Scope |
Source |
| Interview |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Interview: Collect Information/Research
The learner will be able to
use interview techniques to collect information for a research project.
| Strand |
Scope |
Source |
| Interview |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Interview: Communication Skills
The learner will be able to
apply appropriate communication skills during a job interview.
| Strand |
Scope |
Source |
| Interview |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Interview: Evaluate
The learner will be able to
evaluate the effectiveness of an interview.
| Strand |
Scope |
Source |
| Interview |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Interview: Personal Attire
The learner will be able to
select appropriate attire for a job interview.
| Strand |
Scope |
Source |
| Interview |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Interview: Primary Sources
The learner will be able to
conduct an interview with primary sources to aid in the research process.
| Strand |
Scope |
Source |
| Interview |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Interview: Synthesize
The learner will be able to
synthesize information from interviews.
| Strand |
Scope |
Source |
| Interview |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Introduction/Conclusion: Details/Present
The learner will be able to
present supporting details with an introduction, body, and conclusion.
| Strand |
Scope |
Source |
| Introduction/Conclusion |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
Language Convention: Sophisticated/Apply
The learner will be able to
apply his/her knowledge of more sophisticated language conventions in oral presentations.
| Strand |
Scope |
Source |
| Language Conventions |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
Nonverbal: Gestures/Emphasize
The learner will be able to
use gestures to emphasize verbal communication.
| Strand |
Scope |
Source |
| Communication: Nonverbal |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
Organization: Patterns/Use
The learner will be able to
use a variety of organizational patterns.
| Strand |
Scope |
Source |
| Organization |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
Pitch: Meaning/Explain
The learner will be able to
explain how pitch affects meaning.
| Strand |
Scope |
Source |
| Vocal Characteristic: Pitch |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
Processes: Purpose/Explain
The learner will be able to
explain the purposes for interpersonal communication.
| Strand |
Scope |
Source |
| Speaking Processes |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; D, E |
|
Processes: Listening/Reading/Writing
The learner will be able to
understand that listening, reading, writing, and viewing contribute to speaking.
| Strand |
Scope |
Source |
| Speaking Processes |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; A, B |
|
Purposes: Delivery/Modify
The learner will be able to
modify delivery according to purpose.
| Strand |
Scope |
Source |
| Speaking Purposes |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, B |
|
Purposes: Literary/Works/Analyze
The learner will be able to
analyze literary works through spoken language.
| Strand |
Scope |
Source |
| Speaking Purposes |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, B.; C |
|
Purposes: Literary/Works/Evaluate
The learner will be able to
evaluate literary works through spoken language.
| Strand |
Scope |
Source |
| Speaking Purposes |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, B.; C |
|
Repetition: Repeat/Clarify
The learner will be able to
repeat key ideas for clarification of an oral presentation in response to audience feedback.
| Strand |
Scope |
Source |
| Repetition |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
Speech: Outline/Body/Create
The learner will be able to
create outlines for speeches which include logically developed bodies.
| Strand |
Scope |
Source |
| Speech |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
Speech: Strategies
The learner will be able to
develop strategies for delivering an effective speech.
| Strand |
Scope |
Source |
| Speech |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
Story: Act Out
The learner will be able to
act out stories.
| Strand |
Scope |
Source |
| Story |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Vocal Characteristic: Tone/Understand
The learner will be able to
understand his/her tone will affect the audience during a presentation.
| Strand |
Scope |
Source |
| Vocal Characteristic |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
|
Intrapersonal Communication Strengths
The learner will be able to
evaluate strengths, interests, and aptitudes.
| Strand |
Scope |
Source |
| Analogy |
Develop |
PA Academic Standards, Grade 11, #1.6.11 |
|
Understand Perception and Impact on Comm
The learner will be able to
perception and its impact on communication.
| Strand |
Scope |
Source |
| Analogy |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11, E |
|
Spelling: Applications
The learner will be able to
spell words correctly.
| Strand |
Scope |
Source |
| Spelling Applications |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
|
|
Study and Research Skills
|
|
|
Sources: Credit/Documentation
The learner will be able to
use a standard format to give accurate, formal credit for others' ideas, images or information.
| Strand |
Scope |
Source |
| Reference |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.18, #1.8.11.; C |
|
Reference Form: Assigned/Independent
The learner will be able to
locate texts, media, and traditional resources for assigned and independent purposes.
| Strand |
Scope |
Source |
| Reference Form |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; A |
|
Research Skills: Topic/Self-Selected
The learner will be able to
develop a self-selected topic using research skills.
| Strand |
Scope |
Source |
| Research Skills |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11.; A |
|
Process: Information/Written
The learner will be able to
gather, record, and organize information for written reports.
| Strand |
Scope |
Source |
| Research Skills: Processes |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
|
Dictionary: Use
The learner will be able to
use a dictionary to locate information.
| Strand |
Scope |
Source |
| Dictionary |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11, E |
|
Sources: Identify
The learner will be able to
identify appropriate sources of information.
| Strand |
Scope |
Source |
| Reference |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 5, #1.2.11.; A |
|
Sources: Locate
The learner will be able to
locate appropriate sources of information.
| Strand |
Scope |
Source |
| Reference |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11, B |
|
Sources: Select
The learner will be able to
select appropriate reference source.
| Strand |
Scope |
Source |
| Reference |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11, B |
|
Sources: Cross Reference/Collect
The learner will be able to
cross reference sources while collecting information.
| Strand |
Scope |
Source |
| Reference |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11, B |
|
Resume: Write
The learner will be able to
write a resume .
| Strand |
Scope |
Source |
| Resume |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.10, #1.4.11, E |
|
Notes: Organize/Sources
The learner will be able to
organize notes taken from a variety of sources.
| Strand |
Scope |
Source |
| Notes: Taking/Organizing |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11.; C |
|
Reference Form: Choose/Electronic
The learner will be able to
choose appropriate electronic media as a resource.
| Strand |
Scope |
Source |
| Reference Form |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 6, #1.2.11, B |
|
Research Project: Anticipate/Problems
The learner will be able to
anticipate readers' problems.
| Strand |
Scope |
Source |
| Research Project |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.18, #1.8.11.; C |
|
Research Project: Format/Audience
The learner will be able to
choose formatting techniques appropriate in aiding audience understanding.
| Strand |
Scope |
Source |
| Research Project |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.18, #1.8.11.; C |
|
Research Skills: Key Words
The learner will be able to
use key words to locate information.
| Strand |
Scope |
Source |
| Research Skills |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11, B |
|
Research Skills: Appropriate Strategies
The learner will be able to
use appropriate research strategies to locate information.
| Strand |
Scope |
Source |
| Research Skills |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11, B |
|
Research Skills: Traditional/Search
The learner will be able to
use traditional search methods.
| Strand |
Scope |
Source |
| Research Skills |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11, B |
|
Research Skills: Search Strategies
The learner will be able to
use search strategies to locate electronic information.
| Strand |
Scope |
Source |
| Research Skills |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11, B |
|
Research Skills: Central Ideas
The learner will be able to
organize central ideas gained through research.
| Strand |
Scope |
Source |
| Research Skills |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11.; C |
|
Research Skills: Central Ideas
The learner will be able to
present the central ideas gained through research.
| Strand |
Scope |
Source |
| Research Skills |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11.; C |
|
Research Skills: Validity/Analyze
The learner will be able to
analyze information for validity.
| Strand |
Scope |
Source |
| Research Skills |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
|
Research Skills: Reliability/Analyze
The learner will be able to
analyze information for reliability.
| Strand |
Scope |
Source |
| Research Skills |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
|
Document: Understand/Variety
The learner will be able to
understand a variety of documents.
| Strand |
Scope |
Source |
| Public Information: Documents |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G, p. 5, #1.2.11.; A |
|
Document: Analyze/Evidence
The learner will be able to
analyze the evidence in a public document.
| Strand |
Scope |
Source |
| Public Information: Documents |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
|
Document: Interpret
The learner will be able to
interpret a public document.
| Strand |
Scope |
Source |
| Public Information: Documents |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
|
Document: Validity/Assess
The learner will be able to
assess the validity of the context of a document.
| Strand |
Scope |
Source |
| Public Information: Documents |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
|
Document: Critique/Recognize Strategies
The learner will be able to
critique various documents to recognize common strategies.
| Strand |
Scope |
Source |
| Public Information: Documents |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
|
Primary/Secondary: Gather/Organize
The learner will be able to
gather and organize information using primary and secondary sources.
| Strand |
Scope |
Source |
| Reference: Primary/Secondary |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11, B |
|
Primary/Secondary: Select
The learner will be able to
select information from appropriately complex primary and secondary sources.
| Strand |
Scope |
Source |
| Reference: Primary/Secondary |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11, B |
|
Primary/Secondary: Informative/Write
The learner will be able to
use primary and secondary sources to write an informative paper.
| Strand |
Scope |
Source |
| Reference: Primary/Secondary |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11, B |
|
Evaluate: Quality
The learner will be able to
evaluate the quality of a source.
| Strand |
Scope |
Source |
| Reference: Evaluate |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11, B, p. 6, #1.2.11, B |
|
Evaluate: Importance
The learner will be able to
evaluate the importance of a source.
| Strand |
Scope |
Source |
| Reference: Evaluate |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11, B |
|
Table of Contents: Choose
The learner will be able to
select and use the table of contents as a reference source.
| Strand |
Scope |
Source |
| Table of Contents |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11, B |
|
Index: Use
The learner will be able to
use an index to locate specific information.
| Strand |
Scope |
Source |
| Index |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11, B |
|
Book Parts: Appendices
The learner will be able to
select and use an appendix as a reference source.
| Strand |
Scope |
Source |
| Book Parts |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11, B |
|
Document: Analyze/Position
The learner will be able to
analyze the positions in a public document.
| Strand |
Scope |
Source |
| Public Information: Documents |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
|
Strategies: Key Words/Curriculum
The learner will be able to
use key words across the curriculum.
| Strand |
Scope |
Source |
| Vocabulary Strategies |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; F |
|
Reading: Expand/Literature
The learner will be able to
expand vocabulary by studying word patterns and new words he/she encounters while reading literature.
| Strand |
Scope |
Source |
| Vocabulary: Reading |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; C |
|
Appropriate: Key Word/Use
The learner will be able to
use key words appropriately .
| Strand |
Scope |
Source |
| Word Choice: Appropriate |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; F |
|
Base Word: Root/Decode
The learner will be able to
use root words to decode new words.
| Strand |
Scope |
Source |
| Base/Root Word |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; C |
|
Base Words: Word Meaning
The learner will be able to
use base words to determine word meaning.
| Strand |
Scope |
Source |
| Base/Root Word |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; C |
|
Word Relationships: Expand
The learner will be able to
use knowledge of word relationships to expand his/her vocabulary.
| Strand |
Scope |
Source |
| Word Relationships |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11, E |
|
Context: Historical/Literary/Grade-Level
The learner will be able to
apply an understanding of historical and literary context clues to identify the meaning of grade-level vocabulary words.
| Strand |
Scope |
Source |
| Context |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; C |
|
Unfamiliar Words: Monitor Text
The learner will be able to
monitor text for unfamiliar vocabulary words.
| Strand |
Scope |
Source |
| Vocabulary Strategies: Unfamiliar Words |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11, B |
|
Strategies: Define/Unknown
The learner will be able to
define unknown words.
| Strand |
Scope |
Source |
| Vocabulary Strategies: Unfamiliar Words |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11, B |
|
Speaking: Newly Learned Words/Apply
The learner will be able to
use speaking experiences to practice applying newly learned vocabulary words.
| Strand |
Scope |
Source |
| Vocabulary: Speaking |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; C |
|
Writing: Precise
The learner will be able to
write using precise language.
| Strand |
Scope |
Source |
| Vocabulary: Writing |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11, B, p.12, #1.5.11.; D |
|
Writing: Newly Learned Words/Apply
The learner will be able to
use writing experiences to practice applying newly learned vocabulary words.
| Strand |
Scope |
Source |
| Vocabulary: Writing |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; C |
|
SAT Vocabulary Practice
The learner will be able to
demonstrate SAT vocabulary strategies.
| Strand |
Scope |
Source |
| Affix |
Master |
Bloomsburg Area School District(a) |
|
Revise: Rethink
The learner will be able to
rethink how purpose, audience, and genre have been addressed.
| Strand |
Scope |
Source |
| Revising |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11, E |
|
Journal: Across Curriculum
The learner will be able to
maintain journals in courses across the curriculum to record ideas and experiences.
| Strand |
Scope |
Source |
| Journal |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.10, #1.4.11.; D |
|
Persuasive: Use
The learner will be able to
write in persuasive form.
| Strand |
Scope |
Source |
| Persuasive |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.10, #1.4.11.; C |
|
Introduction: Effective
The learner will be able to
write an effective introduction.
| Strand |
Scope |
Source |
| Introduction/Conclusion |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11.; C |
|
Conclusion: Effective
The learner will be able to
write an effective conclusion.
| Strand |
Scope |
Source |
| Introduction/Conclusion |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11.; C |
|
Prewriting: Topic/Appropriateness
The learner will be able to
identify a topic that is appropriate for a specific purpose and audience.
| Strand |
Scope |
Source |
| Prewriting |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11.; A |
|
Revise: Subtlety/Meaning
The learner will be able to
revise for subtlety of meaning.
| Strand |
Scope |
Source |
| Revising |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11, E |
|
Revise: Sentence Variety
The learner will be able to
revise written works to improve sentence variety.
| Strand |
Scope |
Source |
| Revising |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11, E |
|
Revise: Style
The learner will be able to
revise writing to improve style.
| Strand |
Scope |
Source |
| Revising |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11, E |
|
Drafting: Comprehensive Content
The learner will be able to
exhibit comprehensive content in his/her writing.
| Strand |
Scope |
Source |
| Drafting |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
|
Organization: Controlled
The learner will be able to
write with controlled organization.
| Strand |
Scope |
Source |
| Organization |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11.; C |
|
Organization: Order of Importance
The learner will be able to
order ideas, details, and events in order of importance when appropriate.
| Strand |
Scope |
Source |
| Organization |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11.; A |
|
Organization: Audience
The learner will be able to
choose an organizational format which suits a given audience.
| Strand |
Scope |
Source |
| Organization |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
|
Organization: Purpose
The learner will be able to
choose an organizational format which suits a given writing purpose.
| Strand |
Scope |
Source |
| Organization |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
|
Organization
The learner will be able to
demonstrate an understanding of organizational skills and strategies while writing.
| Strand |
Scope |
Source |
| Organization |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11.; A |
|
Evaluating Writing: Decide/Appropriate
The learner will be able to
evaluate writing to decide if the content is appropriate.
| Strand |
Scope |
Source |
| Evaluating Writing |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
|
Publishing: Prepare Works
The learner will be able to
present written works for publication.
| Strand |
Scope |
Source |
| Publishing |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; G |
|
Paragraph: Fully Developed
The learner will be able to
write fully developed paragraphs.
| Strand |
Scope |
Source |
| Paragraph Content |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
|
Form: Variety/Creative
The learner will be able to
write in a variety of creative fiction forms.
| Strand |
Scope |
Source |
| Form |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11.; A |
|
Expository: Complex/Informational
The learner will be able to
compose complex informational pieces.
| Strand |
Scope |
Source |
| Expository |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11, B |
|
Persuasive: Convincing Evidence
The learner will be able to
use convincing evidence to support persuasive writing.
| Strand |
Scope |
Source |
| Persuasive |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.10, #1.4.11.; C |
|
Persuasive: Elaborate Evidence
The learner will be able to
use elaborate evidence to support persuasive writing.
| Strand |
Scope |
Source |
| Persuasive |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.10, #1.4.11.; C |
|
Persuasive: Cite/Evidence
The learner will be able to
cite sources of evidence use in persuasive writing.
| Strand |
Scope |
Source |
| Persuasive |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.10, #1.4.11.; C |
|
Persuasive: Reader's Attention
The learner will be able to
develop a reader's attention in a persuasive piece.
| Strand |
Scope |
Source |
| Persuasive |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.10, #1.4.11.; C |
|
Persuasive: Issue
The learner will be able to
write a persuasive piece which clearly takes a position on an issue.
| Strand |
Scope |
Source |
| Persuasive |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.10, #1.4.11.; C |
|
Persuasive: Reader Concerns/Anticipate
The learner will be able to
write a persuasive piece that anticipates the concerns of the reader.
| Strand |
Scope |
Source |
| Persuasive |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.10, #1.4.11.; C |
|
Persuasive: Reader Concerns/Address
The learner will be able to
write a persuasive piece that addresses the concerns of the reader.
| Strand |
Scope |
Source |
| Persuasive |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.10, #1.4.11.; C |
|
Summary: Research/Reference Material
The learner will be able to
summarize information gained from reference material in preparation for a research paper.
| Strand |
Scope |
Source |
| Summary |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11.; C |
|
Sequence: Logical Order
The learner will be able to
sequence ideas in logical order.
| Strand |
Scope |
Source |
| Sequence |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11.; C |
|
Research Paper: Thesis
The learner will be able to
establish and focus on a central thesis when writing a research paper.
| Strand |
Scope |
Source |
| Research Paper |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11.; C |
|
Main Idea: Develop/Tactics
The learner will be able to
develop a main idea by using a variety of methods.
| Strand |
Scope |
Source |
| Main Idea |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11, B |
|
Focus: Details
The learner will be able to
elaborate details to develop the focus of a topic.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
|
Focus: Sharpen
The learner will be able to
sharpen the focus of a written work.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11.; A |
|
Edit: Punctuation
The learner will be able to
edit for correct use of punctuation.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Reinforce |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
|
Edit: Standard English Conventions
The learner will be able to
apply knowledge of Standard English language conventions to edit written works.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Reinforce |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
|
Topic: Information/Focus
The learner will be able to
elaborate information to develop the focus of a topic.
| Strand |
Scope |
Source |
| Topic |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
|
Topic: Distinct Focus
The learner will be able to
write with a distinct focus.
| Strand |
Scope |
Source |
| Topic |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11.; A |
|
Sentence: Complete/Create
The learner will be able to
create complete written sentences.
| Strand |
Scope |
Source |
| Emergent Writing: Sentence |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
|
Style: Command
The learner will be able to
write with a command of style.
| Strand |
Scope |
Source |
| Style |
Develop |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; D |
|
Argument: Use Techniques/Develop
The learner will be able to
use a variety of techniques to develop an argument.
| Strand |
Scope |
Source |
| Persuasive: Argument |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.10, #1.4.11.; C |
|
Argument: Anticipate/Counter Argument
The learner will be able to
write a persuasive piece that anticipates counter-arguments of the reader.
| Strand |
Scope |
Source |
| Persuasive: Argument |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.10, #1.4.11.; C |
|
Word Choice: Improve
The learner will be able to
revise writing to improve word choices.
| Strand |
Scope |
Source |
| Revising: Word Choice |
Reinforce |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11, E |
|
Informative: Details/Specific/Include
The learner will be able to
write an informative paper which includes specific details.
| Strand |
Scope |
Source |
| Expository: Informative |
Reinforce |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11, B |
|
Story Elements: Short Story
The learner will be able to
write a short story.
| Strand |
Scope |
Source |
| Story Elements |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11.; A |
|
Poetry: Original
The learner will be able to
write original poetry.
| Strand |
Scope |
Source |
| Poetry |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11.; A |
|
Story Elements: Conflict
The learner will be able to
apply an understanding of conflict to write stories.
| Strand |
Scope |
Source |
| Story Elements |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11.; A |
|
Literary Device: Use
The learner will be able to
begin to incorporate literary devices into his/her written works.
| Strand |
Scope |
Source |
| Literary Device |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11.; A |
|
Story Elements: Use
The learner will be able to
use story elements in writing.
| Strand |
Scope |
Source |
| Story Elements |
Master |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11.; A |
|
Recognize Vocabulary Though Synonyms
The learner will be able to
identify synonym of a word in text.
| Strand |
Scope |
Source |
| PSSA Reading Strategies |
Develop |
Reading Anchor R11.A.1.1.2 |
|
Recognize Vocabulary Through Antonyms
The learner will be able to
identify antonyms within the text.
| Strand |
Scope |
Source |
| PSSA Reading Strategies |
Develop |
Reading Anchor R11.A.1.1.2 |
|
Identify Word Meaning Through Affixes
The learner will be able to
identify the meaning of an unfamiliar word from the text through knowledge or prefixes and suffixes.
| Strand |
Scope |
Source |
| PSSA Reading Strategies |
Master |
Reading Anchor R11.A.1.2.1 |
|
Define Words/Phrases From Context Clues
The learner will be able to
define words and phrases from context clues given within text.
| Strand |
Scope |
Source |
| PSSA Reading Strategies |
Develop |
Reading Anchor R11.A.1.2.2 |
|
Make Inferences and Draw Conclusions
The learner will be able to
make inferences and draw conclusions based on information from text.
| Strand |
Scope |
Source |
| PSSA Reading Strategies |
Develop |
Reading Anchor R11.A.1.3.1 |
|
Cite Evidence to Support Assertions
The learner will be able to
cite evidence from text to support assertions.
| Strand |
Scope |
Source |
| PSSA Reading Strategies |
Develop |
Reading Anchor R11.A.1.3.2 |
|
Identify/Interpret Main Idea
The learner will be able to
identify and/or interpret stated or implied main ideas and relevant supporting details from text.
| Strand |
Scope |
Source |
| PSSA Reading Strategies |
Develop |
Reading Anchor R11.A.1.4.1 |
|
Identify Mood of a Passage
The learner will be able to
identify the mood of a passage and identify words or phrases that convey that mood.
| Strand |
Scope |
Source |
| PSSA Reading Strategies |
Develop |
Reading Anchor R11.A.1.6.1 |
|
Draw Conclusions About the Theme
The learner will be able to
draw conclusions about the theme of the author's purpose in relation to text elements (dialogue, symbolism, word choice).
| Strand |
Scope |
Source |
| PSSA Reading Strategies |
Develop |
Reading Anchor R11.A.1.6.2 |
|
Identify Meaning of Multi-Meaning Words
The learner will be able to
identify meaning of multiple-meaning words used in text.
| Strand |
Scope |
Source |
| PSSA Reading Strategies |
Develop |
Reading Anchor R11.A.2.1.1 |
|
Identify Meaning of Content-Specific Wds
The learner will be able to
identify meaning of content-specific words used in text.
| Strand |
Scope |
Source |
| PSSA Reading Strategies |
Develop |
Reading Anchor R11.A.2.1.2 |
|
Summarize Main Ideas
The learner will be able to
summarize the main ideas and important details of text.
| Strand |
Scope |
Source |
| PSSA Reading Strategies |
Develop |
Reading Anchor R11.A.2.5.1 |
|
Draw Conclusions About Author's Purpose
The learner will be able to
draw conclusions about the author's purposes in relation to word choice.
| Strand |
Scope |
Source |
| PSSA Reading Strategies |
Develop |
Reading Anchor R11.A.2.6.1 |
|
Describe Relationships Among Fiction Ele
The learner will be able to
describe, analyze, and evaluate the relationship among literary elements of fiction: character, setting, plot, theme, topic.
| Strand |
Scope |
Source |
| PSSA Reading Strategies |
Develop |
Reading Anchor R11.B.1.1.1; PA Academic Standards, Grade 11, # 1.3.11.B |
|
Analyze Figurative Language
The learner will be able to
analyze the effectiveness of literary techniques (figurative language) of simile, metaphor, satire, personification, imagery, irony.
| Strand |
Scope |
Source |
| PSSA Reading Strategies |
Develop |
Reading Anchor R11.B.2.1.1; PA Academic Standards, Grade 11, #1.3.11.C |
|
Analyze Literary Structures
The learner will be able to
analyze the effectiveness of the author's use of literary structures of foreshadowing and/or flashback.
| Strand |
Scope |
Source |
| PSSA Reading Strategies |
Develop |
Reading Anchor R11.B.2.2.1 |
|
Analyze Point of View
The learner will be able to
analyze the effectiveness of the author's point of view: first person, third person.
| Strand |
Scope |
Source |
| PSSA Reading Strategies |
Develop |
Reading Anchor R11.B.2.2.2 |
|
Identify Facts That Support Assertion
The learner will be able to
identify factual statements from text that support an assertion.
| Strand |
Scope |
Source |
| PSSA Reading Strategies |
Develop |
Reading Anchor R11.B.3.1.1 |
|
Distinguish Fact From Opinion
The learner will be able to
analyze positions or arguments for evidence of fact or opinion.
| Strand |
Scope |
Source |
| PSSA Reading Strategies |
Develop |
Reading Anchor R11.B.3.1.2 |
|
Identify Bias and Propaganda
The learner will be able to
identify bias and propaganda techniques where present.
| Strand |
Scope |
Source |
| PSSA Reading Strategies |
Develop |
Reading Anchor R11.B.3.2.1 |
|
Identify Text Organization
The learner will be able to
identify and evaluate text organization, including headers.
| Strand |
Scope |
Source |
| PSSA Reading Strategies |
Develop |
Reading Anchor R11.B.3.3.1 |
|
Analyze Author's Purpose for Text Organi
The learner will be able to
analyze and evaluate the author's purpose for decisions about text organizations.
| Strand |
Scope |
Source |
| PSSA Reading Strategies |
Develop |
Reading Anchor R11.B.3.3.2 |
|
Create Meaning
The learner will be able to
analyze how the author creates meaning through mood, word choice, dialogue, and symbolism.
| Strand |
Scope |
Source |
| PSSA Reading Strategies |
Develop |
Reading Anchor R11.A.1.6.2 |
|
Summarize Main Idea
The learner will be able to
summarize the main ideas/themes important details of text.
| Strand |
Scope |
Source |
| PSSA Reading Strategies |
Develop |
Reading Anchor R11.A.1.5.1 |
|
Write Open-Ended Questions
The learner will be able to
write effective sentences to answer open-ended questions from text.
| Strand |
Scope |
Source |
| PSSA Reading Strategies |
Introduce |
PA Academic Standards, Grade 11, #1.5.11.D.F. |
|
PSSA Reading Strategy Word Recognition
The learner will be able to
identify meaning of a multiple-meaning word in text.
| Strand |
Scope |
Source |
| PSSA Reading Strategies |
Master |
Reading Anchor R11.A.1.1.1 |
|
PSSA Reading Strategy Using Context Clue
The learner will be able to
identify the meaning of a word or phrase using context clues from the text.
| Strand |
Scope |
Source |
| PSSA Reading Strategies |
Develop |
Bloomsburg Area School District(a) |
|
PSSA Reading Strategies
The learner will be able to
practice PSSA Reading strategies.
| Strand |
Scope |
Source |
| PSSA Reading Strategies |
Master |
Bloomsburg Area School District(a) |
|
PSSA Writing Strategies
The learner will be able to
practice PSSA Writing strategies.
| Strand |
Scope |
Source |
| PSSA Writing Strategies |
Master |
Bloomsburg Area School District(a) |
|
organize through comparison contrast
The learner will be able to
write nformational piece through comparison contrast organization.
| Strand |
Scope |
Source |
| PSSA Writing Strategies |
Master |
PA Academic Standards, Grade 11, #1.4.11 B; #1.5.11 C |
|
write a persuasive piece
The learner will be able to
write a persuasive piece developed by reasons and evidence.
| Strand |
Scope |
Source |
| PSSA Writing Strategies |
Master |
PA Academic Standards, Grade 11, #1.4.11 C #1.5.11 B |
|
organize through cause effect
The learner will be able to
write an informational piece organized by cause effect.
| Strand |
Scope |
Source |
| PSSA Writing Strategies |
Master |
PA Academic Standards, Grade 11, #1.4.11 B; #1.5.11 C |
|
write an informational piece
The learner will be able to
write an informational piece with a sharp, distinct controlling point.
| Strand |
Scope |
Source |
| PSSA Writing Strategies |
Master |
PA Academic Standards, Grade 11, #1.4.11 A |
|
write an informational piece
The learner will be able to
write an informational piece with substantial, specific content demonstrating strong development and sophisticated ideas.
| Strand |
Scope |
Source |
| PSSA Writing Strategies |
Master |
PA Academic Standards, Grade 11, #1.4.11 B; #1.5.11 B |
|
sophisticated arrangement of ideas
The learner will be able to
organize informational piece by sophisticated arrangement of content with evident and/or subtle transitions.
| Strand |
Scope |
Source |
| PSSA Writing Strategies |
Master |
PA Academic Standards, Grade 11, #1.4.11 B; #1.5.11 C |
|
demonstrate sophisticated style
The learner will be able to
demonstrate precise, illustrative use of a variety of words and sentence structure to create consistent writer's voice and tone.
| Strand |
Scope |
Source |
| PSSA Writing Strategies |
Master |
PA Academic Standards, Grade 11, #1.4.11 B; #1.5.11 d., E |
|
deomstrate correct conventions
The learner will be able to
demonstrate evident control of grammar, mechanics, spelling, usage and sentence formation.
| Strand |
Scope |
Source |
| PSSA Writing Strategies |
Master |
PA Academic Standards, Grade 11, #1.4.11 B; #1.5.11 F |
|
write a clearly stated position
The learner will be able to
write a clearly stated position or opinion.
| Strand |
Scope |
Source |
| PSSA Writing Strategies |
Develop |
PA Academic Standards, Grade 11, #1.4.11 C #1.5.11 B |
|
include convincing, elaborated evidence
The learner will be able to
include convincing, elabrated evidence to support a stated position or opinion.
| Strand |
Scope |
Source |
| PSSA Writing Strategies |
Develop |
PA Academic Standards, Grade 11, #1.4.11 C #1.5.11 B |
|
anticipate and counter reader arguments
The learner will be able to
counter reader concernsa nd arguments.
| Strand |
Scope |
Source |
| PSSA Writing Strategies |
Develop |
PA Academic Standards, Grade 11, #1.4.11 C #1.5.11 B |
|
advance arguments through methods
The learner will be able to
include a variety of methods to advance an argument or opinion.
| Strand |
Scope |
Source |
| PSSA Writing Strategies |
Develop |
PA Academic Standards, Grade 11, #1.4.11 C #1.5.11 B |
|
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