Academic Standards for Reading, Writing, Speaking and Listening

1.1. Learning to Read Independently

1.1.3. Grade 3

1.1.5. Grade 5

1.1.8. Grade 8

1.1.11. Grade 11

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the and skills needed to…

A. Identify the purposes and types of text (e.g., literature, information) before reading.

 

B. Preview the text formats (e.g., title, headings, chapters and table of contents).

 

C. Use knowledge of phonics, word analysis (e.g., root words, prefixes and suffixes), syllabication, picture and context clues to decode and understand new words during reading.

D. Read text using self-monitoring comprehension strategies (e.g., predict, revise predictions, reread, use text organization including headings, graphics, and charts, and adjust reading rate).

 

E. Acquire a reading vocabulary by identifying and correctly using words (e.g., antonyms, synonyms, categories of words). Use a dictionary when appropriate.

 

F. Understand the meaning of and use correctly new vocabulary learned in various subject areas.

G. Demonstrate after reading, understanding and interpretation of both fiction and nonfiction text.

  • Retell or summarize the major ideas, themes or procedures of the text.
  • Connect the new information or ideas in the text to known information.
  • Clarify ideas and understandings through rereading and discussion.
  • Make responsible assertions about the text by citing evidence from the text.

 

 

 

 

 

H. Demonstrate fluency and comprehension in reading.

  • Read familiar materials aloud with accuracy.
  • Self-correct mistakes.
  • Use appropriate rhythm, flow, meter and pronunciation.
  • Read a variety of genres and types of text.
  • Demonstrate comprehension (Standard 1.1.3.G.).

(Recommend: 25 books/year)

A. Establish the purpose for reading a type of text (literature, information) before reading.

 

B. Select texts for a particular purpose using the format of the text as a guide.

 

C. Use knowledge of phonics, syllabication, prefixes, suffixes, the dictionary or context clues to decode and understand new words during reading. Use these words accurately in writing and speaking.

D. Identify the basic ideas and facts in text using strategies (e.g., prior knowledge, illustrations and headings) and information from other sources to make predictions about text.

 

 

E. Acquire a reading vocabulary by correctly identifying and using words (e.g., synonyms, homophones, homographs, words with roots, suffixes, prefixes). Use a dictionary or related reference.

F. Identify, understand the meaning of and use correctly key vocabulary from various subject areas.

G. Demonstrate after reading, understanding and interpretation of both fiction and nonfiction text.

  • Summarize the major ideas, themes or procedures of the text.
  • Relate new information or ideas from the text to that learned through additional reading and media (e.g., film, audiotape).
  • Clarify ideas and understandings through rereading and discussion.
  • Make responsible assertions about the ideas from the text by citing evidence.
  • Extend ideas found in the text.

 

 

H. Demonstrate fluency and comprehension in reading.

  • Read familiar materials aloud with accuracy.
  • Self-correct mistakes.
  • Use appropriate rhythm, flow, meter and pronunciation.
  • Read a variety of genres and types of text.
  • Demonstrate comprehension (Standard 1.1.5.G.)

(Recommend: 25 books/year)

A. Locate appropriate texts (literature, information, documents) for an assigned purpose before reading

B. Identify and use common organizational structures and graphic features to comprehend information.

C. Use knowledge of root words as well as context clues and glossaries to understand specialized vocabulary in the content areas during reading. Use these words accurately in speaking and writing.

D. Identify basic facts and ideas in text using specific strategies (e.g., recall genre characteristics, set a purpose for reading, generate essential questions as aids to comprehension and clarify understanding through rereading and discussion).

E. Expand a reading vocabulary by identifying and correctly using idioms and words with literal and figurative meanings. Use a dictionary or related reference.

 

F. Understand the meaning of and apply key vocabulary across the various subject areas.

 

G. Demonstrate after reading, understanding and interpretation of both fiction and nonfiction text, including public documents.

  • Make, and support with evidence, assertions about texts.
  • Compare and contrast texts using themes, settings, characters and ideas.
  • Make extensions to related ideas, topics or information.
  • Describe the context of a document.
  • Analyze the positions arguments and evidence in public documents.

 

 

 

 

H. Demonstrate fluency and comprehension in reading.

  • Read familiar materials aloud with accuracy.
  • Self-correct mistakes.
  • Use appropriate rhythm, flow, meter and pronunciation.
  • Read a variety of genres and types of text.
  • Demonstrate comprehension (Standard 1.1.8.G.)

(Recommend: 25 books/year)

A. Locate various texts, media and traditional resources for assigned and independent projects before reading.

B. Analyze the structure of informational materials explaining how authors used these to achieve their purposes.

C. Use knowledge of root words and words from literary works to recognize and understand the meaning of new words during reading. Use these words accurately in speaking and writing.

D. Identify, describe, evaluate and synthesize the essential ideas in text. Assess those reading strategies that were most effective in learning from a variety of texts.

 

 

E. Establish a reading vocabulary by identifying and correctly using new words acquired through the study of their relationships to other words. Use a dictionary or related reference.

F. Understand the meaning of and apply key vocabulary across the various subject areas.

 

G. Demonstrate after reading, understanding and interpretation of both fiction and nonfiction text, including public documents.

  • Make, and support with evidence, assertions about texts.
  • Compare and contrast texts using themes, settings, characters and ideas.
  • Make extensions to related ideas, topics or information.
  • Assess the validity of the document based on context.
  • Analyze the positions, arguments and evidence in public documents.
  • Evaluate the author’s strategies.
  • Critique public documents to identify strategies common in public discourse.

H. Demonstrate fluency and comprehension in reading.

  • Read familiar materials aloud with accuracy.
  • Self-correct mistakes.
  • Use appropriate rhythm, flow, meter and pronunciation.
  • Read a variety of genres and types of text.
  • Demonstrate comprehension (Standard 1.1.11.G.)

(Recommend: 25 books/year)

Proposed Academic Standards for Reading, Writing, Speaking and Listening

1.2. Reading Critically in All Content Areas

1.2.3. Grade 3

1.2.5. Grade 5

1.2.8. Grade 8

1.2.11. Grade 11

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the and skills needed to…

A. Read and understand essential content of informational texts and documents in all academic areas.

  • Differentiate fact from opinion within text.
  • Distinguish between essential and nonessential information within a text.
  • Make inferences from text when studying a topic (e.g., science, social studies) and draw conclusions based on text.
  • Analyze text organization and content to derive meaning from text using established criteria.

 

 

 

 

 

 

 

B. Use and understand a variety of media and evaluate the quality of material produced.

  • Use electronic media for research.
  • Identify techniques used in television and use the knowledge to distinguish between facts and misleading information.
  • Assess the quality of media project (e.g., script, play, audiotape) that has been developed for a targeted audience.

 

 

C. Produce work in at least one literary genre that follows the conventions of the genre.

A. Read and understand essential content of informational texts and documents in all academic areas.

  • Differentiate fact from opinion across texts.
  • Distinguish between essential and nonessential information across a variety of texts, identifying stereotypes and exaggeration where present.
  • Make inferences about similar concepts in multiple texts and draw conclusions.
  • Evaluate text organization and content to determine the author’s purpose and effectiveness.

 

 

 

 

 

 

B. Use and understand a variety of media and evaluate the quality of material produced.

  • Use a variety of media (e.g., computerized card catalogues, encyclopedias) for research.
  • Evaluate the role of media as a source of both entertainment and information.
  • Use established criteria to design and develop a media project (e.g., script, play, audiotape) for a targeted audience.

 

C. Produce work in at least one literary genre that follows the conventions of the genre.

A. Read and understand essential content of informational texts and documents in all academic areas.

  • Differentiate fact from opinion utilizing resources that go beyond traditional text (e.g., newspapers, magazines and periodicals) to electronic media.
  • Distinguish between essential and nonessential information across texts and going beyond texts to a variety of media; identify bias and propaganda where present.
  • Evaluate text organization and content to determine the author’s purpose and effectiveness according to the author’s theses, accuracy and thoroughness.

 

 

 

 

B. Use and understand a variety of media and evaluate the quality of material produced.

  • Compare and analyze how different media offer a unique perspective on the information presented.
  • Analyze the techniques of particular media messages and their effect on a targeted audience.
  • Use, design and develop a media project that expands understanding (e.g., authors and works from a particular historical period).

C. Produce work in at least one literary genre that follows the conventions of the genre.

A. Read and understand essential content of informational texts and documents in all academic areas.

  • Differentiate fact from opinion across a variety of texts by using complete and accurate information, coherent arguments and points of view.
  • Distinguish between essential and nonessential information across a variety of sources, identifying the use of proper references or authorities and propaganda techniques where present.
  • Use teacher and student established criteria for making decisions and drawing conclusions.
  • Evaluate text organization and content to determine the author’s purpose and effectiveness according to the author’s theses, accuracy, thoroughness, logic and reasoning.

B. Use and understand a variety of media and evaluate the quality of material produced.

Select appropriate electronic media for research and evaluate the quality of the information received.

Explain how the techniques used in electronic media modify traditional forms of discourse for different purposes.

Use, design and develop a media project to demonstrate understanding (e.g., a major writer or literary period or movement).

 

C. Produce work in at least one literary genre that follows the conventions of the genre.

 

Proposed Academic Standards for Reading, Writing, Speaking and Listenting

1.3. Reading, Analyzing and Interpreting Literature

1.3.3. Grade 3

1.3.5. Grade 5

1.3.8. Grade 8

1.3.11. Grade 11

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the and skills needed to…

A. Read and understand works of literature.

B. Identify literary elements in stories describing characters, setting and plot.

 

 

 

C. Identify literary devices in stories (e.g., rhyme, rhythm, personification).

 

 

 

 

 

 

 

 

D. Identify the structures in poetry (e.g., pattern books, predictable books, nursery rhymes).

 

 

E. Identify the structures in drama (e.g., dialogue, story enactment, acts, scenes).

 

 

F. Read and respond to nonfiction and fiction including poetry and drama.

A. Read and understand works of literature.

B. Compare the use of literary elements within and among texts including characters, setting, plot, theme and point of view.

 

 

C. Describe how the author uses literary devices to convey meaning.

  • Sound techniques (e.g., rhyme, rhythm, meter, alliteration).
  • Figurative language (e.g., personification, simile, metaphor, hyperbole, allusion).

 

 

 

D. Identify and respond to the effects of sound and structure in poetry (e.g., alliteration, rhyme, verse form).

 

E. Analyze drama as information source, entertainment, persuasion or transmitter of culture.

 

F. Read and respond to nonfiction and fiction including poetry and drama.

A. Read and understand works of literature.

B. Analyze the use of literary elements by an author including characterization, setting, plot, theme, point of view, tone and style.

 

 

C. Analyze the effect of various literary devices.

  • Sound techniques (e.g., rhyme, rhythm, meter, alliteration).
  • Figurative language (e.g., personification, simile, metaphor, hyperbole, allusion).

 

 

 

 

D. Identify poetic forms (e.g., ballad, sonnet, couplet).

 

 

E. Analyze drama to determine the reasons for a character’s actions taking into account the situation and basic motivation of the character.

F. Read and respond to nonfiction and fiction including poetry and drama.

A. Read and understand works of literature.

B. Analyze the relationships, uses and effectiveness of literary elements used by one or more authors in similar genres including characterization, setting, plot, theme, point of view, tone and style.

C. Analyze the effectiveness, in terms of literary quality, of the author’s use of literary devices.

  • Sound techniques (e.g., rhyme, rhythm, meter, alliteration).
  • Figurative language (e.g., personification, simile, metaphor, hyperbole, irony, satire).
  • Literary structures (e.g., foreshadowing, flashbacks, progressive and digressive time).

D. Analyze and evaluate in poetry the appropriateness of diction and figurative language (e.g., irony, understatement, overstatement, paradox).

E. Analyze how a scriptwriter’s use of words creates tone and mood, and how choice of words advances the theme or purpose of work.

F. Read and respond to nonfiction and fiction including poetry and drama.

 

Proposed Academic Standards for Reading, Writing, Speaking and Listening

1.4. Types of Writing

1.4.3. Grade 3

1.4.5. Grade 5

1.4.8. Grade 8

1.4.11. Grade 11

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the and skills needed to…

A. Write narrative pieces (e.g., stories, poems, plays).

  • Include detailed descriptions of people, places and things.
  • Use relevant illustrations.
  • Include literary elements (Standard 1.3.3.B.)

 

 

 

 

 

B. Write informational pieces (e.g., descriptions, letters, reports, instructions) using illustrations when relevant.

 

 

 

 

 

 

 

 

 

C. Write an opinion and support it with facts.

A. Write poems, plays and multi-paragraph stories.

  • Include detailed description of people, places and things.
  • Use relevant illustrations.
  • Utilize dialogue.
  • Apply literary conflict.
  • Include literary elements (Standard 1.3.5.B.).
  • Use literary devices (Standard 1.3.5.C.).

 

 

B. Write multi-paragraph informational pieces (e.g., essays, descriptions, letters, reports, instructions).

  • Include cause and effect.
  • Develop a problem and solution when appropriate to the topic.
  • Use relevant graphics (e.g., maps, charts, graphs, tables, illustrations, photographs).

 

 

 

C. Write persuasive pieces with a clearly stated position or opinion and supporting detail, citing sources when needed.

A. Write short stories, poems and plays.

  • Apply varying organizational methods.
  • Use relevant illustrations.
  • Utilize dialogue.
  • Apply literary conflict.
  • Include literary elements (Standard 1.3.8.B.).
  • Use literary devices (Standard 1.3.8.C.).

 

 

 

 

B. Write multi-paragraph informational pieces (e.g., letters, descriptions, reports, instructions, essays, articles, interviews).

  • Include cause and effect.
  • Develop a problem and solution when appropriate to the topic.
  • Use relevant graphics (e.g., maps, charts, graphs, tables, illustrations, photographs).
  • Use primary and secondary sources.

 

 

C. Write persuasive pieces.

  • Include a clearly stated position or opinion.
  • Include convincing, elaborated and properly cited evidence.
  • Develop reader interest.
  • Anticipate and counter reader concerns and arguments.

 

D. Maintain a written record of activities, course work, experience, honors and interests.

A. Write short stories, poems and plays.

  • Apply varying organizational methods.
  • Use relevant illustrations
  • Utilize dialogue.
  • Apply literary conflict.
  • Include varying characteristics (e.g., from limerick to epic, from whimsical to dramatic).
  • Include literary elements (Standard 1.3.11.B.)
  • Use literary devices (Standard 1.3.11.C.).

B. Write complex informational pieces (e.g., research papers, analyses, evaluations, essays).

  • Include a variety of methods to develop the main idea.
  • Use precise language and specific detail.
  • Include cause and effect.
  • Use relevant graphics (e.g., maps, charts, graphs, tables, illustrations, photographs).
  • Use primary and secondary sources.

C. Write persuasive pieces.

  • Include a clearly stated position or opinion.
  • Include convincing, elaborated and properly cited evidence.
  • Develop reader interest.
  • Anticipate and counter reader concerns and arguments.
  • Include a variety of methods to advance the argument or position.

D. Maintain a written record of activities, course work, experience, honors and interests.

D. Write a personal resume.

 

 

Proposed Academic Standards for Reading, Writing, Speaking and Listening

1.5. Quality of Writing

1.5.3. Grade 3

1.5.5. Grade 5

1.5.8. Grade 8

1.5.11. Grade 11

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the and skills needed to…

A. Write with a sharp, distinct focus identifying topic, task and audience.

 

 

B. Write using well-developed content appropriate for the topic.

  • Gather and organize information.
  • Write a series of related sentences or paragraphs with one central idea.
  • Incorporate details relevant and appropriate to the topic.

 

 

C. Write with controlled and/or subtle organization.

  • Sustain a logical order.
  • Include a recognizable beginning, middle and end.

 

 

 

 

D. Write with an awareness of the stylistic aspects of composition.

  • Use sentences of differing lengths and complexities.
  • Use descriptive words and action verbs.

 

 

 

 

 

E. Revise writing to improve detail and order by identifying missing information and determining whether ideas follow logically.

 

F. Edit writing using the conventions of language.

  • Spell common, frequently used words correctly.
  • Use capital letters correctly (first word in sentences, proper nouns, pronoun "I").
  • Punctuate correctly (periods, exclamation points, question marks, commas in a series).
  • Use nouns, pronouns, verbs, adjectives, adverbs and conjunctions properly.
  • Use complete sentences (simple, compound, declarative, interrogative, exclamatory and imperative).

 

 

G. Present and/or defend written work for publication when appropriate.

A. Write with a sharp, distinct focus identifying topic, task and audience.

 

 

B. Write using well-developed content appropriate for the topic.

  • Gather, organize and select the most effective information appropriate for the topic, task and audience.
  • Write paragraphs that have a topic sentence and supporting details.

 

 

C. Write with controlled and/or subtle organization.

  • Sustain a logical order within sentences and between paragraphs using meaningful transitions.
  • Include an identifiable introduction, body and conclusion.

 

 

D. Write with an understanding of the stylistic aspects of composition.

  • Use different types and lengths of sentences.
  • Use precise language including adjectives, adverbs, action verbs and specific details that convey the writer’s meaning.
  • Develop and maintain a consistent voice.

E. Revise writing to improve organization and word choice; check the logic, order of ideas and precision of vocabulary.

 

F. Edit writing using the conventions of language.

  • Spell common, frequently used words correctly.
  • Use capital letters correctly).
  • Punctuate correctly (periods, exclamation points, question marks, commas, quotation marks, apostrophes).
  • Use nouns, pronouns, verbs, adjectives, adverbs, conjunctions, prepositions and interjections properly.
  • Use complete sentences (simple, compound, declarative, interrogative, exclamatory and imperative).

 

G. Present and/or defend written work for publication when appropriate.

A. Write with a sharp, distinct focus.

  • Identify topic, task and audience.
  • Establish a single point of view.

 

B. Write using well-developed content appropriate for the topic.

  • Gather, determine validity and reliability of and organize information.
  • Employ the most effective format for purpose and audience.
  • Write paragraphs that have details and information specific to the topic and relevant to the focus.

C. Write with controlled and/or subtle organization.

  • Sustain a logical order within sentences and between paragraphs using meaningful transitions.
  • Establish topic and purpose in the introduction.
  • Reiterate the topic and purpose in the conclusion.

D. Write with an understanding of the stylistic aspects of composition.

  • Use different types and lengths of sentences.
  • Use tone and voice through the use of precise language.

 

 

 

 

E. Revise writing after rethinking logic of organization and rechecking central idea, content, paragraph development, level of detail, style, tone and word choice.

F. Edit writing using the conventions of language.

  • Spell common, frequently used words correctly.
  • Use capital letters correctly (first word in sentences, proper nouns, pronoun "I").
  • Punctuate correctly (periods, exclamation points, question marks, commas, quotation marks, apostrophes, colons, semicolons, parentheses).
  • Use nouns, pronouns, verbs, adjectives, adverbs, conjunctions, prepositions and interjections properly.
  • Use complete sentences (simple, compound, declarative, interrogative, exclamatory and imperative).

G. Present and/or defend written work for publication when appropriate.

A. Write with a sharp, distinct focus.

  • Identify topic, task and audience.
  • Establish and maintain a single point of view.

B. Write using well-developed content appropriate for the topic.

  • Gather, determine validity and reliability of, analyze and organize information.
  • Employ the most effective format for purpose and audience.
  • Write fully developed paragraphs that have details and information specific to the topic and relevant to the focus.

C. Write with controlled and/or subtle organization.

  • Sustain a logical order throughout the piece.
  • Include an effective introduction and conclusion.

 

 

 

D. Write with a command of the stylistic aspects of composition.

  • Use different types and lengths of sentences.
  • Use precise language.

 

 

 

 

 

E. Revise writing to improve style, word choice, sentence variety and subtlety of meaning after rethinking how questions of purpose, audience and genre have been addressed.

F. Edit writing using the conventions of language.

  • Spell common, frequently used words correctly.
  • Use capital letters correctly.
  • Punctuate correctly (periods, exclamation points, question marks, commas, quotation marks, apostrophes, colons, semicolons, parentheses, hyphens, brackets, ellipses).
  • Use nouns, pronouns, verbs, adjectives, adverbs, conjunctions, prepositions and interjections properly.
  • Use complete sentences (simple, compound, declarative, interrogative, exclamatory and imperative).

G. Present and/or defend written work for publication when appropriate.

 

 

Proposed Academic Standards for Reading, Writing, Speaking and Listening

1.6. Speaking and Listening

1.6.3. Grade 3

1.6.5. Grade 5

1.6.8. Grade 8

1.6.11. Grade 11

Pennsylvania’s public schools shall teach, challenge and support every studen