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05 -071 Chapter 132 - English Language Arts Section Page 1 of 24 ENGLISH LANGUAGE ARTS

The English language arts form the foundation for effective communication. The ability to construct meaning through reading, writing, listening, speaking, viewing, and the process of inquiring as well as the ability to present ideas through writing, speaking, and visual media are the bases of English language arts. These skills, essential to the health of our democracy and the quality of our culture, have become ever more important with the modern explosion of modern communication media. Effective communication is critical regardless of the devices used or the distances over which we are communicating.

The study of language helps students to control their lives and become more effective thinkers through communication, reflection, and understanding. To develop good thinking strategies, students must become engaged as active learners. To help them improve, students need to practice English language arts skills and receive frequent feedback across all areas of study. Parents, teachers, and other adults must encourage the interest in language that students bring with them when they first enter school. Collectively, the English language arts constitute both a discipline in its own right, like mathematics or science, and a means of communicating about all other disciplines. Without a command of these English language arts, it is difficult to think about, understand, or explain other disciplines.

Literacy Skills Across the Content Areas - The English Language Arts Standards describe the knowledge and skills all students need to be successful. These skills are important for career, college, and citizenship. These skills are also essential as students progress through their Pre-K-Diploma experience for accessing and sharing knowledge across content areas. Schools and teachers must take particular care to support and hold students accountable for the application of the performance indicators related to research, analysis of media, informational/position-taking writing, informational reading, listening, and speaking, where applicable, across all content areas. Maine’s business community and higher education institutions have formally and informally underscored this need for effective communication and cross-content literacy.

Research – Research is an essential skill for success in the workplace, in college, and in life. All students should be able to locate information to support decisions and answer questions. Schools must ensure that the skills and knowledge of research are applied in all content areas.

Reading and Writing Processes - The English Language Arts Standards attempt to present the processes of reading, writing and the varied genres related to the two in a clear, concise format. This approach may create the misperception that these aspects of English language arts are linear and entirely discrete whereas they are often dynamic, iterative processes and sometimes overlapping constructs. Schools and teachers must recognize and accommodate this complexity in their student instruction.

LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007 Highlighted = Maine Department of Education Regulation 131 Words in blue italics are defined in the glossary. 05 -071 Chapter 132 - English Language Arts Section Page 2 of 24

Text Complexity - The use of reading standards is incomplete without a consideration of text complexity. The standards explain the knowledge and skills of reading. Text complexity provides a common understanding of the difficulty of the reading material to which the standards are applied. A grade appropriate span of text complexity can be determined in various ways including the use of reading lists, teacher judgment, and other standardized measures. An understanding of a student’s reading ability, as defined by the text complexity that the student can successfully comprehend, is an important diagnostic tool for teachers as they work to advance the student’s skills and ability to use those skills with increasingly complex texts. There are a number of variables that contribute to the complexity of any text including word difficulty, sentence complexity, familiarity of content, required background knowledge, organization of the text, unity of the writing, quality and rigor of the writing, and text length. The goal of the Maine Learning Results is to ensure that all students can read and comprehend texts that reflect the text complexity required for career, college, and citizenship.

Grade Appropriate Span of Text Complexity - The phrase grade appropriate span of text complexity refers to the range of complexity appropriate for the identified grade or grade span.

OUTLINE OF ENGLISH LANGUAGE ARTS STANDARDS AND PERFORMANCE INDICATOR LABELS

A. Reading

1. Interconnected Elements: Comprehension, Vocabulary, Alphabetics, Fluency

2. Literary Texts

3. Informational Texts

4. Persuasive Texts

B. Writing

1. Interconnected Elements

2. Narrative

3. Argument/Analysis

4. Persuasive

5. Practical Application

C. Research

1. Research

D. Language

1. Grammar and Usage

2. Mechanics

LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007 Highlighted = Maine Department of Education Regulation 131 Words in blue italics are defined in the glossary. 05 -071 Chapter 132 - English Language Arts Section Page 3 of 24

E. Listening and Speaking

1. Listening

2. Speaking

F. Media

1. Analysis of Media

A. READING: Students read to comprehend, interpret, analyze, evaluate, and appreciate literary and expository texts by using a variety of strategies. They connect essential ideas, evaluate arguments, and analyze the various perspectives and ideas presented in a variety of literary and expository texts.

A1 Interconnected Elements: Comprehension, Vocabulary, Alphabetics, Fluency

 

Pre-K-2 Performance Indicators & Descriptors

Students read texts, within a grade appropriate span of text complexity, and apply their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.

  1. a. Use comprehension strategies to understand texts within a grade appropriate span of text complexity.
  2. b. Develop vocabulary using knowledge of word parts and relationships among words including action words and different words that describe similar meanings.

c. Demonstrate phonemic awareness and use phonics to decode new words.

  1. d. Read fluently and accurately with appropriate pacing and expression.

e. Demonstrate comprehension by making logical predictions based on text or stating connections made.

A1 Interconnected Elements: Comprehension, Vocabulary, Alphabetics, Fluency

 

Performance Indicators & Descriptors

3

4

5

6

7

8

Students read and draw conclusions from texts, within a grade appropriate span of text complexity, by

Students read and draw conclusions from texts, within a grade appropriate span of text complexity, by

Students read and draw conclusions from texts, within a grade appropriate span of text complexity, by

Students read and make generalizations from texts, within a grade appropriate span of text

Students read and make generalizations from texts, within a grade appropriate span of text

Students read and make generalizations from texts, within a grade appropriate span of text

LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007 Highlighted = Maine Department of Education Regulation 131 Words in blue italics are defined in the glossary. 05 -071 Chapter 132 - English Language Arts Section Page 4 of 24 Performance Indicators & Descriptors 3 4 5 6 7 8

 

applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.

  1. a. Use a range of strategies as they read including constant monitoring, searching, connecting, and inferring to deepen their understanding of text (s).
  2. b. Demonstrate ownership of appropriate vocabulary by effectively using a word in different contexts and for different purposes.

c. Determine the meaning of unknown words by using a

applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.

  1. a. Use a range of strategies as they read including constant monitoring, searching, connecting, and inferring to deepen their understanding of text (s).
  2. b. Demonstrate ownership of appropriate vocabulary by effectively using a word in different contexts and for different purposes.

c. Determine the meaning of unknown words by using a

applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.

  1. a. Use a range of strategies as they read including constant monitoring, searching, connecting, and inferring to deepen their understanding of text (s).
  2. b. Demonstrate ownership of appropriate vocabulary by effectively using a word in different contexts and for different purposes.

c. Determine the meaning of unknown words by using a

complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.

  1. a. Use a range of before, during, and after reading strategies to deepen their understanding of text(s).
  2. b. Demonstrate ownership of appropriate vocabulary by effectively using a word in different contexts and for different purposes.

c. Determine the meaning of unknown words by using a variety of strategies including context

strategies of comprehension, vocabulary, alphabetics, and fluency. complexity, by applying their knowledge and

  1. a. Use a range of before, during, and after reading strategies to deepen their understanding of text(s).
  2. b. Demonstrate ownership of appropriate vocabulary by effectively using a word in different contexts and for different purposes.

c. Determine the meaning of unknown words by using a variety of strategies including

complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.

  1. a. Use a range of before, during, and after reading strategies to deepen their understanding of text(s).
  2. b. Demonstrate ownership of appropriate vocabulary by effectively using a word in different contexts and for different purposes.

c. Determine the meaning of unknown words by using a variety of strategies including the

LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007 Highlighted = Maine Department of Education Regulation 131 Words in blue italics are defined in the glossary. 05 -071 Chapter 132 - English Language Arts Section Page 5 of 24 Performance Indicators & Descriptors 3 4 5 6 7 8

 

variety of strategies including using the context of the text, word connections, and a dictionary.

d. Use phonics including syllable types, word parts, word families and common prefixes and suffixes to read fluently and build meaning as they read.

  1. e. Fluently and accurately read text, within a grade appropriate span of text complexity, using appropriate pacing, phrasing, intonation, and expression.

f. Demonstrate comprehension of text(s) by stating connections or inferences made.

variety of strategies including applying knowledge of synonyms, antonyms, homophones, and homographs.

d. Use phonics including word parts and common root words to read fluently and build meaning as they read.

  1. e. Fluently and accurately read text, within a grade appropriate span of text complexity, using appropriate pacing, phrasing, intonation, and expression.

f. Demonstrate comprehension of text(s) by stating connections or inferences made

variety of strategies including distinguishing and interpreting words with multiple meanings and using word, context cues.

d. Use phonics including word parts and less common root words to read fluently and build meaning as they read.

  1. e. Fluently and accurately read text, within a grade appropriate span of text complexity, using appropriate pacing, phrasing, intonation, and expression.

f. Demonstrate deep comprehension that goes beyond the text(s) by stating connections or

cues, definition, example, restatement, and compare/contrast.

d. Use phonics, word parts, and word relationships when necessary to maintain fluency and meaning as they read.

  1. e. Fluently and accurately read text, within a grade appropriate span of text complexity, using appropriate pacing, phrasing, intonation, and expression.
  2. f. Demonstrate comprehension by summarizing and making generalizations of whole texts, parts of texts, and across texts.

understanding and explaining that similar and related words can express different shades of meaning.

  1. d. Use the origins and meanings of foreign words that are frequently used in English to aid comprehension as they read.
  2. e. Fluently and accurately read text, within a grade appropriate span of text complexity, using appropriate pacing, phrasing, intonation, and expression.
  3. f. Demonstrate comprehension by summarizing, generalizing, drawing conclusions, making

connotative and denotative meaning of words.

d. Use knowledge of Greek, Latin, and Anglo-Saxon roots and word parts to maintain fluency and meaning as they read science, social studies, and mathematics texts.

  1. e. Fluently and accurately read text, within a grade appropriate span of text complexity, using appropriate pacing, phrasing, intonation, and expression.
  2. f. Demonstrate comprehension by summarizing, generalizing, drawing conclusions, making judgments,

 

LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007 Highlighted = Maine Department of Education Regulation 131 Words in blue italics are defined in the glossary. 05 -071 Chapter 132 - English Language Arts Section Page 6 of 24 Performance Indicators & Descriptors 3 4 5 6 7 8

 

and stating questions or conclusions that indicate deeper understanding(s).

inferences made and explaining relationships among prior knowledge and the conclusions and connections made.

  1. judgments, and making connections between prior knowledge and multiple texts.

 

  1. interpreting text, and synthesizing information within and across texts.

 

A1 Interconnected Elements: Comprehension, Vocabulary, Alphabetics, Fluency

 

9-Diploma Performance Indicators & Descriptors

Students read and evaluate texts, within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.

  1. a. Use a flexible range of before, during, and after reading strategies to deepen understanding of the author’s message.
  2. b. Demonstrate ownership of appropriate vocabulary effectively using a word in different contexts and for different purposes.

c. Determine the meaning of unknown words by analyzing the context in which they are used, using reference sources, and applying knowledge of word parts and their meanings.

d. Pronounce and recognize foreign words, tier 3 words across all content areas, and specific literary terms to enhance comprehension of complex texts.

e. Fluently and accurately read text using appropriate pacing, phrasing, intonation, and expression.

  1. f. Demonstrate comprehension by evaluating texts using established criteria.

 

A2 Literary Texts

 

Pre-K-2 Performance Indicators & Descriptors

Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity.

  1. a. Identify and describe settings and characters.
  2. b. Retell the sequence of events and include essential details.
  3. c. Answer questions about information found directly in the text.

 

LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007 Highlighted = Maine Department of Education Regulation 131 Words in blue italics are defined in the glossary. 05 -071 Chapter 132 - English Language Arts Section Page 7 of 24

 
  1. d. Read dramatic scripts with support.
  2. e. Read a variety of poems with support.

 

A2 Literary Texts

 

Performance Indicators & Descriptors

3

4

5

6

7

8

Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity.

  1. a. Identify and describe what characters are like based on what they say or do and by how the author or illustrator portrays them.

b. Explain the basic plots of various texts (realistic fiction, historical fiction, classic fairy tales, myths, folktales, legends, or fables) by identifying the problem and solution in relation to the other story elements.

Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity.

  1. a. Use knowledge of the situation, setting, and a character’s traits, motivations, and feelings to determine the causes for that character’s actions.

b. Identify the main events of the plot including the cause and the effect of events on future actions and the major theme(s).

  1. c. Define "narrator" and identify the narrator or speaker in a selection or story to aid

Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity.

  1. a. Make inferences about characters’ actions and explain how their behaviors affect the plot and/or theme.

b. Summarize texts and select representative passages for support to identify the main problem or conflict and explain how it is resolved.

c. Identify the speaker or narrator in a selection and tell whether the speaker or narrator is a

Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics noting how structural features and common literary devices help shape the reader’s response.

  1. a. Describe external and internal conflicts of the characters and their effect on the plot.
  2. b. Analyze the influence of the setting on the problem and its resolution.

c. Explain the difference between

Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics noting how structural features and common literary devices help shape the reader’s response.

  1. a. Analyze an author’s characterization techniques including the character’s thoughts, words, and actions; the narrator’s description; and the thoughts, words, and actions of other characters.

Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics, noting how structural features and common literary devices help shape the reader’s response.

  1. a. Analyze the effect of the qualities of a character on the plot and on the resolution of the conflict.

b. Evaluate the structural elements of the plot, such as subplots, parallel episodes, and climax; the plot’s

LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007 Highlighted = Maine Department of Education Regulation 131 Words in blue italics are defined in the glossary. 05 -071 Chapter 132 - English Language Arts Section Page 8 of 24 Performance Indicators & Descriptors 3 4 5 6 7 8

 
  1. c. Identify the speaker in a selection to aid comprehension.

d. Identify and explain literary devices, including similes and exaggeration, to understand the text.

e. Recognize theme(s) that are explicitly stated in text(s) to aid comprehension.

f. Explain how poems are different from other kinds of fiction and demonstrate understanding by stating what a poem is about.

  1. g. Identify the main purpose of a passage or a particular part of a passage to aid comprehension.

 

  1. comprehension.

d. Identify and describe the effect of common literary devices on the reader, including figurative language and symbolism, to understand the text.

e. Explain theme(s) that are explicitly stated in text(s).

f. Identify rhyme, rhythm, alliteration, and onomatopoeia in poetry and use this knowledge to understand poems.

  1. g. Identify the main purpose of a passage or particular parts of a passage to aid comprehension.

character involved in the story.

d. Identify and define the function of figurative language and the use of literary devices including symbolism, to understand the text.

e. Explain that theme refers to the central ideas or meaning of a selection and identify theme(s) whether they are implied or stated directly.

f. Identify and describe the function of common literary devices including simile, alliteration, idioms, simple metaphors, and imagery in poetry and use this knowledge to

first-person and third-person narration.

d. Explain how the effects of common literary devices, including imagery, symbolism, or metaphors, in a variety of fictional and literary nonfiction texts, help the reader understand the text.

e. Describe the theme of a selection, whether implied or stated directly.

f. Identify how meaning is conveyed in poetry through figurative language, rhythm, alliteration, and rhyme.

  1. g. Identify various genres of literature and their purposes.

b. Identify events that advance the plot and determine how each event explains past or present action or foreshadows future action.

  1. c. Contrast points of view including first person, third person, limited and omniscient in a literary text.

d. Identify the relationship between the use of literary devices and a writer’s style to understand the text.

  1. e. Compare how similar themes are presented in different works.

f. Identify how meaning is conveyed in poetry through word

development; and the way in which conflicts are (or are not) addressed and resolved.

  1. c. Explain how different points of view can affect the overall theme of the work.

d. Analyze the literary devices that define a writer’s style and use those elements to interpret the text.

e. Identify and analyze recurring themes that appear frequently across traditional and contemporary works.

f. Describe the use of diction, figurative language, repetition, rhyme and tone to convey meaning in poetry.

LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007 Highlighted = Maine Department of Education Regulation 131 Words in blue italics are defined in the glossary. 05 -071 Chapter 132 - English Language Arts Section Page 9 of 24 Performance Indicators & Descriptors 3 4 5 6 7 8

 

understand poems.

  1. g. Identify the main purpose of a poem, passage, or particular parts of a passage to aid comprehension.

choice, sentence structure, line length, and punctuation.

  1. g. Analyze the characteristics of various genres of literature and their purposes.

 

  1. g. Evaluate the characteristics of various genres of literature and their purposes.

 

A2 Literary Texts

 

9-Diploma Performance Indicators & Descriptors

Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry, using excerpts from the text to defend their assertions.

  1. a. Analyze the characters’ external and internal conflicts.

b. Analyze the difference between first-person and third-person narration and the effect of point of view on a reader’s interpretation of a text.

c. Determine the effects of common literary devices on the style and tone of a text.

d. Evaluate the theme or themes, whether explicitly stated or implied, in a literary text.

  1. e. Identify, compare, and analyze recurring themes across works.

f. Analyze how meaning is conveyed in poetry through diction, figurative language, repetition, and rhyme.

g. Compare types of poetry.

  1. h. Evaluate the effective use of a genre of literature related to its intended purpose and audience.

 

LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007 Highlighted = Maine Department of Education Regulation 131 Words in blue italics are defined in the glossary. 05 -071 Chapter 132 - English Language Arts Section Page 10 of 24

A3 Informational Texts

 

PreK-2 Performance Indicators & Descriptors

Students read informational texts, within a grade appropriate span of text complexity, for different purposes.

  1. a. Ask and answer relevant questions.
  2. b. Restate facts from the text.

c. Follow one-step and two-step written instructions.

A3 Informational Texts

 

Performance Indicators & Descriptors

3

4

5

6

7

8

Students read and summarize informational texts, within a grade appropriate span of text complexity, for different purposes.

  1. a. Generate questions, with support that can be answered using text features and information found within the text.

b. Use organizational text features including titles,

Students read, paraphrase, and summarize informational texts, within a grade appropriate span of text complexity, for different purposes.

  1. a. Create questions that can be answered by the text using text features and information found within the text.

b. Use organizational text features

Students read, paraphrase, and summarize informational texts, within a grade appropriate span of text complexity, for different purposes.

  1. a. Create and revise questions that can be answered by using text features and information found within the text.

b. Use text features including diagrams,

Students read various informational texts, within a grade appropriate span of text complexity, making decisions about usefulness based on purpose, noting how the text structures affect the information presented.

  1. a. Create and revise questions that can be answered by using text structures and information

Students read various informational texts, within a grade appropriate span of text complexity, making decisions about usefulness based on purpose, noting how the text structures affect the information presented.

  1. a. Create and revise questions that can be answered by using text structures and information

Students read multiple informational texts, within a grade appropriate span of text complexity, making decisions about usefulness based on purpose, noting how the text structures affect the information presented.

  1. a. Create and revise questions that can be answered by using text structures and information

 

LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007 Highlighted = Maine Department of Education Regulation 131 Words in blue italics are defined in the glossary. 05 -071 Chapter 132 - English Language Arts Section Page 11 of 24 Performance Indicators & Descriptors 3 4 5 6 7 8

 

tables of contents, chapter headings, a glossaries, an index, illustrations, and maps to locate information or to aid comprehension.

  1. c. Identify answers in the text or important ideas to demonstrate understanding.
  2. d. Make reasonable statements about text.
  3. e. Follow simple written instructions.

f. Identify the main reason or purpose for a particular section of text to aid comprehension.

including headings and sub-headings, bullets, bold-face fonts, illustrations, maps, and charts to locate information or to aid comprehension.

c. Identify the main idea(s) of and details from the text which support the main idea(s) succinctly stating this information.

  1. d. Draw conclusions about information from text.
  2. e. Follow multi-step written instructions with four or more steps.
  3. f. Identify the main purpose of a text, particular paragraphs, or a section of the text to aid comprehension.

illustrations, charts, and maps to aid comprehension.

c. Identify, summarize, or paraphrase the main ideas and details presented in texts and use evidence from the text to support those ideas.

d. Distinguish between facts and opinions in text and/or draw conclusions from text.

  1. e. Follow multiple-step instructions which may be related to a content area text.
  2. f. Identify the main purpose of a text, particular paragraphs, or sections of the text to aid comprehension.

 

  1. found within texts.

b. Identify the text structures of informational publications including newspapers, magazines, and online sources and use them to obtain information.

  1. c. Identify and trace the development of an author’s argument, purpose, position, or perspective to aid comprehension.
  2. d. Make reasonable statements and draw conclusions that are supported with evidence from the text.
  3. e. Follow multi-step instructions related to a content area text or technical

 

  1. found within texts.
  2. b. Analyze the amount of coverage and organization of ideas in varied informational materials.
  3. c. Draw conclusions about a text and its purpose, and support them with evidence from the text.
  4. d. Make comparisons about information from several passages or articles from different texts.
  5. e. Follow multi-step instructions in a technical manual or content area text to complete a task or use a simple device.

 

  1. found within texts.
  2. b. Analyze differences in the structures and purposes of varied informational materials.
  3. c. Evaluate the appropriateness of the evidence presented for an author’s conclusions and evaluate whether the author adequately supports inferences.
  4. d. Draw conclusions about information from multiple texts and support them with evidence from the texts.
  5. e. Follow multi-step instructions to complete an application or a complex task.

 

LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007 Highlighted = Maine Department of Education Regulation 131 Words in blue italics are defined in the glossary. 05 -071 Chapter 132 - English Language Arts Section Page 12 of 24 Performance Indicators & Descriptors 3 4 5 6 7 8

 
  1. manual.

 

A3 Informational Texts

 

9-Diploma Performance Indicators & Descriptors

Students evaluate the validity, truthfulness, and usefulness of ideas presented in informational texts, within a grade appropriate span of text complexity, noting how the text features and text structures affect the information presented.

  1. a. Evaluate the extent to which the author’s conclusions can be logically drawn from the provided evidence.
  2. b. Evaluate the data contained in tables, charts, graphics, etc. for accuracy, credibility, and relevancy.
  3. c. Evaluate the effect(s) of rhetorical devices on the interpretation of information.
  4. d. Evaluate the effective use, purposes, and intended audiences of various types of informational texts.

 

A4 Persuasive Texts

 

PreK-2 Performance Indicators & Descriptors

No performance indicator.

Although no performance indicators are stated, students are expected to have instructional experiences that help them to understand and explain that sometimes authors write to convince readers of something.

A4 Persuasive Texts

 

Performance Indicators & Descriptors

3

4

5

6

7

8

No performance indicator.

Although no

No performance indicator.

Although no

No performance indicator.

Although no

Students evaluate the information in persuasive texts, within a grade

Students evaluate the information in persuasive texts, within a grade

Students evaluate the information in persuasive texts, within a grade

LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007 Highlighted = Maine Department of Education Regulation 131 Words in blue italics are defined in the glossary. 05 -071 Chapter 132 - English Language Arts Section Page 13 of 24 Performance Indicators & Descriptors 3 4 5 6 7 8

 

performance indicators are stated, students are expected to have instructional experiences that help them to identify the purpose of a text, the main idea, and the supporting details and to explain that sometimes authors write to convince readers of something.

performance indicators are stated, students are expected to have instructional experiences that help them to identify the purpose for a text or portion of a text, the central argument and its supporting details, and to explain that sometimes authors write to convince readers of something.

performance indicators are stated, students are expected to have instructional experiences that help them to identify the purpose for a text or portion of a text, the central argument and its supporting details, to differentiate between facts and opinions and to explain that sometimes authors write to convince readers of something.

appropriate span of text complexity, noting how the structural features and rhetorical devices affect the information and argument(s) presented in these texts.

  1. a. Recognize arguments for and against issues.
  2. b. Identify the author’s position or perspective.
  3. c. Distinguish among facts, supported inferences, and opinions.
  4. d. Summarize the author’s position or perspective.
  5. e. Identify purpose and intended audience of a text.

f. Identify rhetorical devices an author uses to persuade

appropriate span of text complexity, noting how the structural features and rhetorical devices affect the information and argument(s) presented in these texts.

  1. a. Recognize organizational patterns of compare/contrast, proposition/support, and problem/solution in an argument to aid comprehension.
  2. b. Identify and use ways to detect bias.

c. Identify problems with an author’s use of figures of speech, logic, or reasoning.

  1. d. Make reasonable judgments about a text through accurate, supporting

appropriate span of text complexity, noting how the structural features and rhetorical devices affect the information and argument(s) presented in these texts.

  1. a. Explain how organizational patterns shape an author’s argument.

b. Analyze the author’s perspective, noting instances of bias, stereotyping, and generalizations.

c. Explain instances of propaganda and faulty reasoning.

d. Evaluate positions presented in text(s) and take a supported stand.

  1. e. Identify purpose and intended audience of a text.

 

LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007 Highlighted = Maine Department of Education Regulation 131 Words in blue italics are defined in the glossary. 05 -071 Chapter 132 - English Language Arts Section Page 14 of 24 Performance Indicators & Descriptors 3 4 5 6 7 8

 

the reader including bandwagon, peer pressure, repetition, and testimonial.

  1. evidence.
  2. e. Identify purpose and intended audience of a text.

f. Identify rhetorical devices an author uses to persuade the reader including bandwagon, peer pressure, repetition, testimonial, hyperbole, and loaded words.

f. Identify rhetorical devices an author uses to persuade the reader including bandwagon, peer pressure, repetition, testimonial, hyperbole, loaded words, transfer, amplification, and extended metaphor.

A4 Persuasive Texts

 

9-Diploma Performance Indicators & Descriptors

Students evaluate the validity, truthfulness, and usefulness of ideas presented in persuasive texts, within a grade appropriate span of text complexity, noting how the structural features and rhetorical devices affect the information and argument(s) presented.

  1. a. Evaluate the logic of persuasive texts, noting instances of unsupported inferences and fallacious reasoning.
  2. b. Recognize and explain the use and misuse of forms of nuance such as ambiguity, contradiction, irony, and over-or-understatement in persuasive texts.

c. Identify and describe the effect of figurative language and other rhetorical devices; explain why they do or do not contribute to the overall effectiveness of the argument.

  1. d. Analyze the purpose(s) of a persuasive text; describe the intended audience, and assess the overall effectiveness of text.

 

LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007 Highlighted = Maine Department of Education Regulation 131 Words in blue italics are defined in the glossary. 05 -071 Chapter 132 - English Language Arts Section Page 15 of 24

B. WRITING: Students write to express their ideas and emotions, to describe their experiences, to communicate information, and to present or analyze an argument.

B1 Interconnected Elements

 

Performance Indicators & Descriptors

Pre-K-2

3-5

6-8

9-Diploma

Students use a writing process to communicate their ideas.

  1. a. Select a focus for writing and develop an idea, including a beginning, middle, and end.
  2. b. Respond to clarifying questions and suggested revisions.
  3. c. Edit, with assistance, for correct grammar, usage, and mechanics.

d. Create legible final drafts.

Students use a writing process with an emphasis on the development of a central idea, for a variety of audiences and purposes.

  1. a. Select a purpose for writing.
  2. b. Pre-write using graphic organizers or other structures to organize their ideas.
  3. c. Establish an organizing structure and maintain a consistent focus.
  4. d. Include an introduction and conclusion.
  5. e. Write coherent paragraphs that have supporting sentences and a concluding sentence.

f. Revise original drafts to improve coherence, provide better descriptive details, and to convey voice.

  1. g. Edit for correct grammar, usage, and mechanics.

h. Create legible final drafts.

Students use a writing process to communicate for a variety of audiences and purposes.

  1. a. Determine a purpose for writing.
  2. b. Decide which information is included to achieve the desired purpose.

c. Revise drafts to improve focus, effect, and voice incorporating peer response when appropriate.

  1. d. Edit for correct grammar, usage, and mechanics.
  2. e. Write to achieve a specific purpose.

f. Create legible final drafts.

Students use a writing process to develop an appropriate genre, exhibiting an explicit organizational structure, perspective, and style to communicate with target audiences for specific purposes.

  1. a. Locate, summarize, and synthesize information from primary and secondary sources, as necessary.

b. Apply aspects of various genres for rhetorical effect, strong diction, and distinctive voice.

c. Revise drafts to improve synthesis of information from sources, ensuring that the organizational structure, perspective, and style are effective for the targeted audience and purpose.

  1. d. Edit for correct grammar, usage, and mechanics.

e. Create legible final drafts.

LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007 Highlighted = Maine Department of Education Regulation 131 Words in blue italics are defined in the glossary. 05 -071 Chapter 132 - English Language Arts Section Page 16 of 24

B2 Narrative

 

Performance Indicators & Descriptors

Pre-K-2

3-5

6-8

9-Diploma

Students write stories that describe an experience.

  1. a. Include descriptive details that enable the reader to create mental images.

Students write narratives that relate events, ideas, observations, or recollections.

  1. a. Provide enough details and description in an organized manner so the reader can imagine the event or experience.
  2. b. Develop major events, settings, and characters and deal with problems and solutions in a story.
  3. c. Provide insight into why the selected event or experience is memorable.
  4. d. Include sensory details.

Students write narratives that convey complex ideas, observations, events, or reflections.

  1. a. Establish a plot or other narrative structure, point of view, setting, and conflict.

b. Develop characters.

c. Use a range of narrative strategies for effect including dialogue and suspense.

  1. d. Use stylistic devices including figurative language and point of view to clarify, enhance, and develop ideas.

Students embed narrative writing in a written text when appropriate to the audience and purpose.

  1. a. Use diction, syntax, imagery, and tone to create a distinctive voice.
  2. b. Organize ideas in a logical sequence with effective transitions.

 

B3 Argument/Analysis

 

Performance Indicators & Descriptors

Pre-K-2

3-5

6-8

9-Diploma

Students write to inform an audience on a specific topic.

  1. a. Write brief descriptions of objects, people, places, or events.
  2. b. Record and share, in writing,

Students write to identify and explain a position to an identified audience.

  1. a. Summarize information from reading, listening, or viewing.

b. Write about a central question or

Students write academic essays that state a clear position, supporting the position with relevant evidence.

  1. a. Summarize and paraphrase and/or explain information from

Students write academic essays that structure ideas and arguments in a sustained and logical fashion.

  1. a. Explain and evaluate information from reading, listening, or viewing.
  2. b. Write thesis-driven essays that

 

LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007 Highlighted = Maine Department of Education Regulation 131 Words in blue italics are defined in the glossary. 05 -071 Chapter 132 - English Language Arts Section Page 17 of 24 Performance Indicators & Descriptors Pre-K-2 3-5 6-8 9-Diploma

 
  1. information that has been gathered.

idea by using relevant supporting facts and details.

  1. reading, listening, or viewing.

b. Write essays that support an idea and build a logical argument excluding extraneous information and differentiating between facts and opinions.

  1. build a logical argument and support assertions with examples and evidence that are accurate, credible, and relevant.

 

B4 Persuasive

 

Performance Indicators & Descriptors

Pre-K-2

3-5

6-8

9-Diploma

Students write to explain likes and dislikes.

  1. a. Support opinions with examples.

Students write to persuade a targeted audience.

  1. a. Establish a clear position on a topic and support the position with relevant evidence.

Students write persuasive essays addressed to a specific audience for a particular purpose.

  1. a. Employ a variety of persuasive techniques, including presenting alternate views objectively or addressing potential counterclaims, in an essay that supports an idea using facts, supported inferences, and/or opinions appropriate to the audience and purpose and is intended to influence the opinions, beliefs, or positions of others.

Students write persuasive essays exhibiting logical reasoning and rhetorical techniques.

  1. a. Employ a variety of persuasive techniques including anticipating, addressing, and refuting potential counterclaims in a thesis-driven logical argument to influence the opinions, beliefs, or positions of others.

 

LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007 Highlighted = Maine Department of Education Regulation 131 Words in blue italics are defined in the glossary. 05 -071 Chapter 132 - English Language Arts Section Page 18 of 24

B5 Practical Application

 

Performance Indicators & Descriptors

Pre-K-2

3-5

6-8

9-Diploma

Students convey simple needs in writing.

  1. a. Write a personal letter.
  2. b. Complete simple informational forms.
  3. c. Write one-step and two-step directions for completing a simple task.

Students write letters, other requests for information or directions for completing a process.

  1. a. Write a letter including a date, salutation, body, closing, signature and, when appropriate, an inside address.
  2. b. Write multi-step directions for completing a task.

Students write simple business letters and documents related to career development.

  1. a. Write information purposefully and succinctly to meet the needs of the audience.
  2. b. Write to convey specific requests for detailed information.
  3. c. Follow a conventional format for writing resumes, memoranda, and/or proposals.
  4. d. Write multi-step directions, with annotation where appropriate, for completing a task.

Students write personal communication and pieces related to educational development, career issues, and civic participation.

  1. a. Complete college, job, licensing, and/or scholarship applications.
  2. b. Write to request information.
  3. c. Write editorials.

 

C. RESEARCH: Students engage in inquiry by developing research questions, accessing and verifying a variety of sources, communicating findings, and applying the conventions of documentation. Students present findings orally, in writing, or using mixed media.

C1 Research

 

Performance Indicators & Descriptors

Pre-K-2

3-5

6-8

9-Diploma

Students answer research questions by gathering information from print and non-

Students create, identify, and answer research questions by gathering information from print

Students propose and revise research questions, collect information from a wide variety of

Students develop research questions and modify them as necessary to elicit, present, and

LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007 Highlighted = Maine Department of Education Regulation 131 Words in blue italics are defined in the glossary. 05 -071 Chapter 132 - English Language Arts Section Page 19 of 24 Performance Indicators & Descriptors Pre-K-2 3-5 6-8 9-Diploma

 

print sources.

  1. a. Follow an established procedure for locating sources appropriate to reading level.
  2. b. Collect information for a specific purpose.
  3. c. Organize findings.
  4. d. Share information gathered using oral and visual examples.

and non-print sources and documenting sources and communicating findings.

  1. a. Identify key words and concepts related to research questions, making adjustments when appropriate.

b. Locate and access information by using text features.

  1. c. Collect, evaluate, and organize information for a specific purpose.

d. Communicate findings from a variety of print and non-print sources.

  1. e. Describe plagiarism and demonstrate appropriate citation.

primary and/or secondary sources, and follow the conventions of documentation to communicate findings.

  1. a. Determine the nature and extent of information needed.
  2. b. Locate and access relevant information.
  3. c. Demonstrate facility with note-taking, organizing information, and creating bibliographies.

d. Distinguish between primary and secondary sources.</