Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the
cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society
and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary
works.
[SOURCE]
Students read a wide range of literature from many periods in many genres to build an understanding of the many
dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
[SOURCE]
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their
prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts,
their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence,
sentence structure, context, graphics).
[SOURCE]
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate
effectively with a variety of audiences and for different purposes.
[SOURCE]
Students employ a wide range of strategies as they write and use different writing process elements appropriately to
communicate with different audiences for a variety of purposes.
[SOURCE]
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques,
figurative language, and genre to create, critique, and discuss print and nonprint texts.
[SOURCE]
Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They
gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to
communicate their discoveries in ways that suit their purpose and audience.
[SOURCE]
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video)
to gather and synthesize information and to create and communicate knowledge.
[SOURCE]
Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures,
ethnic groups, geographic regions, and social roles.
[SOURCE]
Students whose first language is not English make use of their first language to develop competency in the English
language arts and to develop understanding of content across the curriculum.
[SOURCE]
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy
communities.
[SOURCE]
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment,
persuasion, and the exchange of information).
[SOURCE]
|
