Ohioana Authors Curriculum
Ohio English/Language Arts
Academic Content Standards and Benchmarks
Grades 8-12
Acquisition of Vocabulary Standard
Students acquire vocabulary through exposure to language-rich situations, such as reading books and other texts and conversing with adults and peers. They use context clues, as well as direct explanations provided by others, to gain new words. They learn to apply word analysis skills to build and extend their own vocabulary. As students progress through the grades, they become more proficient in applying their knowledge of words (origins, parts, relationships, meanings) to acquire specialized vocabulary that aids comprehension.
By the end of the 8-10 program:
- Use context clues and text structures to determine the meaning of new vocabulary.
- Examine the relationships of analogical statements to infer word meanings.
- Recognize the importance and function of figurative language.
- Explain how different events have influenced and changed the English language.
- Apply knowledge of roots and affixes to determine the meanings of complex words and subject area vocabulary.
- Use multiple resources to enhance comprehension of vocabulary.
By the end of the 11-12 program:
- Verify meanings of words by the author's use of definition, restatement, example, comparison, contrast and cause and effect.
- Distinguish the relationship of word meanings between pairs of words encountered in analogical statements.
- Explain the influence of the English language on world literature, communications and popular culture.
- Apply knowledge of roots, affixes and phrases to aid understanding of content area vocabulary.
- Use multiple resources to enhance comprehension of vocabulary.
Reading Process: Concepts of Print,
Comprehension Strategies and Self-Monitoring Strategies Standard
Students develop and learn to apply strategies that help them to
comprehend and interpret informational and literary texts. Reading and
learning to read are problem-solving processes that require strategies
for the reader to make sense of written language and remain engaged
with texts. Beginners develop basic concepts about print (e.g., that
print holds meaning) and how books work (e.g., text organization). As
strategic readers, students learn to analyze and evalute texts to
demonstrate their understanding of text. Additionally, students learn
to self-monitor their own comprehension by asking and answering
questions about the text, self-correcting errors and assessing their
own understanding. They apply these strategies effectively to assigned
and self-selected texts read in and out of the classroom.
By the end of the 8-10 program:
- Apply reading comprehension strategies to understand grade-appropriate text.
- Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).
- Use appropriate self-monitoring strategies for comprehension.
By the end of the 11-12 program:
- Apply reading comprehension strategies to understand grade-appropriate texts.
- Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).
- Use appropriate self-monitoring strategies for comprehension.
Reading Applications: Informational,
Technical and Persuasive Text Standard
Students gain information from reading for the purposes of learning
about a subject, doing a job, making decisions and accomplishing a
task. Students need to apply the reading process to various types of
informational texts, including essays, magazines, newspapers,
textbooks, instruction manuals, consumer and workplace documents,
reference materials, multimedia and electronic resources. They learn to
attend to text features, such as titles, subtitles and visual aids, to
make predictions and build text knowledge. They learn to read diagrams,
charts, graphs, maps and displays in text as sources of additional
information. Students use their knowledge of text structure to organize
content information, analyze it and draw inferences from it. Strategic
readers learn to recognize arguments, bias, stereotyping and propaganda
in informational text sources.
By the end of the 8-10 program:
- Evaluate how features and characteristics make information accessible and usable and how structures help authors achieve their purposes.
- Identify examples of rhetorical devices and valid and invalid inferences, and explain how authors use these devices to achieve their purposes and reach their intended audiences.
- Analyze whether graphics supplement textual information and promote the author's purpose.
- Explain and analyze how an author appeals to an audience and develops an argument or viewpoint in text.
- Utilize multiple sources pertaining to a singular topic to critique the various ways authors develop their ideas (e.g., treatment, scope and organization).
By the end of the 11-12 program:
- Analyze the features and structures of documents and critique them for their effectiveness.
- Identify and analyze examples of rhetorical devices and valid and invalid inferences.
- Critique the effectiveness and validity of arguments in text and whether they achieve the author's purpose.
- Synthesize the content from several sources on a single issue or written by a single author, clarifying ideas and connecting them to other sources and related topics.
- Analyze an author's implicit and explicit philosophical assumptions and beliefs about a subject.
Reading Applications: Literary Text Standard
Students enhance their understanding of the human story by reading
literary texts that represent a variety of authors, cultures and eras.
They learn to apply the reading process to the various genres of
literature, including fables, tales, short stories, novels, poetry and
drama. They demonstrate their comprehension by describing and
discussing the elements of literature (e.g., setting, character and
plot), analyzing the author's use of language (e.g., word choice and
figurative language), comparing and contrasting texts, inferring theme
and meaning and responding to text in critical and creative ways.
Strategic readers learn to explain, analyze and critique literary text
to achieve deep understanding.
By the end of the 8-10 program:
- Analyze interactions between characters in literary text and how the interactions affect the plot.
- Explain and analyze how the context of setting and the author's choice of point of view impact a literary text.
- Identify the structural elements of the plot and explain how an author develops conflicts and plot to pace the events in literary text.
- Identify similar recurring themes across different works.
- Analyze the use of a genre to express a theme or topic.
- Identify and analyze how an author uses figurative language, sound devices and literary techniques to shape plot, set meaning and develop tone.
- Explain techniques used by authors to develop style.
By the end of the 11-12 program:
- Analyze and evaluate the five elements (e.g., plot, character, setting, point of view and theme) in literary text.
- Explain ways characters confront similar situations and conflict. C. Recognize and analyze characteristics of subgenres and literary periods. D. Analyze how an author uses figurative language and literary techniques to shape plot and set meaning.
E. Critique an author's style.
Writing Process Standard
Students' writing develops when they regularly engage in the major
phases of the writing process. The writing process includes the phases
of prewriting, drafting, revising and editing and publishing. They
learn to plan their writing for different purposes and audiences. They
learn to apply their writing skills in increasingly sophisticated ways
to create and produce compositions that reflect effective word and
grammatical choices. Students develop revision strategies to improve
the content, organization and language of their writing. Students also
develop editing skills to improve writing conventions.
By the end of the 8-10 program:
- Formulate writing ideas and identify a topic appropriate to the purpose and audience.
- Determine the usefulness of organizers and apply appropriate pre-writing tasks.
- Use revision strategies to improve the style, variety of sentence structure, clarity of the controlling idea, logic, effectiveness of word choice and transitions between paragraphs, passages or ideas.
- Edit to improve sentence fluency, grammar and usage.
- Apply tools to judge the quality of writing.
- Prepare writing for publication that is legible, follows an appropriate format and uses techniques such as electronic resources and graphics
By the end of the 11-12 program:
- Formulate writing ideas, and identify a topic appropriate to the purpose and audience.
- Select and use an appropriate organizational structure to refine and develop ideas for writing.
- Use a variety of strategies to revise content, organization and style, and to improve word choice, sentence variety, clarity and consistency of writing.
- Apply editing strategies to eliminate slang and improve conventions.
- Apply tools to judge the quality of writing.
- Prepare writing for publication that follows an appropriate format and uses a variety of techniques to enhance the final product.
Writing Applications Standard
Students need to understand that various types of writing require
different language, formatting and special vocabulary. Writing serves
many purposes across the curriculum and takes various forms. Beginning
writers learn about the various purposes of writing; they attempt and
use a small range of familiar forms (e.g., letters). Developing writers
are able to select text forms to suit purpose and audience. They can
explain why some text forms are more suited to a purpose than others
and begin to use content-specific vocabulary to achieve their
communication goals. Proficient writers control effectively the
language and structural features of a large repertoire of text forms.
They deliberately choose vocabulary to enhance text and structure their
writing according to audience and purpose.
By the end of the 8-10 program:
- Compose narratives that establish a specific setting, plot and a consistent point of view, and develop characters by using sensory details and concrete language.
- Write responses to literature that extend beyond the summary and support references to the text, other works, other authors or to personal knowledge.
- Produce letters (e.g., business, letters to the editor, job applications) that follow the conventional style appropriate to the text, include appropriate details and exclude extraneous details and inconsistencies.
- Use documented textual evidence to justify interpretations of literature or to support a research topic.
- Write a persuasive piece that states a clear position, includes relevant information and offers compelling evidence in the form of facts and details.
By the end of the 11-12 program:
- Compose reflective writings that balance reflections by using specific personal experiences to draw conclusions about life.
- Write responses to literature that provide an interpretation, recognize ambiguities, nuances and complexities and that understand the author's use of stylistic devices and effects created.
- Produce functional documents that report, organize and convey information and ideas accurately foresee readers' problems or misunderstandings and that include formatting techniques that are user friendly.
- Produce informational essays or reports that establish a clear and distinctive perspective on the subject, include relevant perspectives, take into account the validity and reliability of sources and provide a clear sense of closure.
- Use a range of strategies to elaborate and persuade when appropriate, including appeal to logic, use of personal anecdotes, examples, beliefs, expert opinions or cause-effect reasoning.
Writing Conventions Standard
Students learn to master writing conventions through exposure to good
models and opportunities for practice. Writing conventions include
spelling, punctuation, grammar and other conventions associated with
forms of written text. They learn the purpose of punctuation: to
clarify sentence meaning and help readers know how writing might sound
aloud. They develop and extend their understanding of the spelling
system, using a range of strategies for spelling words correctly and
using newly learned vocabulary in their writing. They grow more
skillful at using the grammatical structures of English to effectively
communicate ideas in writing and to express themselves.
By the end of the 8-10 program:
- Use correct spelling conventions.
- Use correct punctuation and capitalization.
- Demonstrate understanding of the grammatical conventions of the English language.
By the end of the 11-12 program:
- Use correct spelling conventions.
- Use correct punctuation and capitalization.
- Demonstrate understanding of the grammatical conventions of the English language.
Research Standard
Students define and investigate self-selected or assigned issues,
topics and problems. They locate, select and make use of relevant
information from a variety of media, reference and technological
sources. Students use an appropriate form to communicate their
findings.
By the end of the 8-10 program:
- Formulate open-ended research questions suitable for investigation and adjust questions as necessary while research is conducted.
- Evaluate the usefulness and credibility of data and sources.
- Organize information from various resources and select appropriate sources to support central ideas, concepts and themes.
- Use style guides to produce oral and written reports that give proper credit for sources (e.g., words, ideas, images and information) and include an acceptable format for source acknowledgement.
- Communicate findings, reporting on the substance and processes orally, visually and in writing or through multimedia.
By the end of the 11-12 program:
- Formulate open-ended research questions suitable for inquiry and investigation and adjust questions as necessary while research is conducted.
- Compile, organize and evaluate information, take notes and summarize findings.
- Evaluate the usefulness and credibility of data and sources and synthesize information from multiple sources.
- Use style guides to produce oral and written reports that give proper credit for sources (e.g., words, ideas, images and information) and include an acceptable format for source acknowledgement
- Communicate findings, reporting on the substance and processes orally, visually and in writing or through multimedia.
Communications: Oral and Visual Standard
Students learn to communicate effectively through exposure to good
models and opportunities for practice. By speaking, listening and
providing and interpreting visual images, they learn to apply their
communication skills in increasingly sophisticated ways. Students learn
to deliver presentations that effectively convey information and
persuade or entertain audiences. Proficient speakers control language
and deliberately choose vocabulary to clarify points and adjust
presentations according to audience and purpose.
By the end of the 8-10 program:
- Use a variety of strategies to enhance listening comprehension.
- Analyze the techniques used by speakers and media to influence an audience, and evaluate the effect this has on the credibility of a speaker or media message.
- valuate the content and purpose of a presentation by analyzing the language and delivery choices made by a speaker.
- Demonstrate an understanding of effective speaking strategies by selecting appropriate language and adjusting presentation techniques.
- Give informational presentations that present ideas in a logical sequence, include relevant facts and details from multiple sources and use a consistent organizational structure.
- Provide persuasive presentations that use varied speaking techniques and strategies and include a clear controlling idea or thesis.
- Give presentations using a variety of delivery methods, visual displays and technology.
By the end of the 11-12 program:
- Use a variety of strategies to enhance listening comprehension.
- Evaluate the clarity, quality, effectiveness and overall coherence of a speaker's key points, arguments, evidence, organization of ideas, delivery, diction and syntax.
- Select and use effective speaking strategies for a variety of audiences, situations and purposes.
- Give persuasive presentations that structure ideas and arguments in a logical fashion, clarify and defend positions with relevant evidence and anticipate and address the audience's concerns.
- Give informational presentations that contain a clear perspective, present ideas from multiple sources in logical sequence and include a consistent organizational structure.
- Give presentations using a variety of delivery methods, visual displays and technology.
