CONTENT STANDARDS & DRAFT BENCHMARKS A

A t its July 19, 1995, meeting, the Michigan State Board ofEducation unanimously adopted the model contentstandards for curriculum. The content standards provide

descriptions of what students should know and be able to do inthe subject areas of English language arts, social studies,mathematics and science. In addition, benchmarks in each ofthe content areas were drafted to further clarify the contentstandards. The standards and benchmarks are not a statecurriculum, but are specifically designed to be used by localdistricts as they develop their curricula.

The model content standards for curriculum and accompanyingdraft benchmarks will assist in the development of qualitycomprehensive local curricula, foster local diversity inestablishing high quality learning expectations, and giveparents, as customers within an education marketplace, anaccountability tool. In addition, they will serve as a basis forrevisions and new test development for the MEAP and HighSchool Proficiency Tests. They will provide a commondenominator to determine how well students are performingand will assure that all students are measured on the sameknowledge and skills using the same method of assessment.

Model Content Standards for CurriculumThe model content standards for curriculum were revised, basedupon public input, by writing teams in each of thecontent areas. The Curriculum Framework Joint SteeringCommittee which includes representatives from business,education, government, professional organizations, and laborwas extensively consulted in the development and revision ofthe standards. The State Board also made revisions to thestandards during its July 19, 1995, meeting.

BenchmarksThe draft benchmarks provide indicators of studentexpectations at various developmental levels includingelementary, middle school, and high school. The working draftbenchmarks are the most current versions and represent theefforts made by teams of subject area specialists with inputfrom over 2,000 Michigan citizens.

Field reviews on the benchmarks were held to gather commentsfrom teachers, parents, administrators, and communitymembers. Additionally, the benchmarks have been reviewed forconsistency with the model content standards for curriculum.The department continues the process of field testing thebenchmarks at the Curriculum Framework projects’ schooldemonstration sites.

DRAFT BENCHMARKSONTENT STANDARDS &C

Because the benchmarks are continuously being revised tofurther clarify the standards and reflect the learning needs ofMichigan’s students, districts should consult electronic versionsin order to ensure that they are working with the most currentrevisions. The model content standards for curriculum and theworking draft benchmarks are available through the Internet onthe Department of Education’s gopher server (gopher://gopher.mde.state.mi.us), and through the World Wide Web(http://cdp.mde.state.mi.us).

Please note: The standards and benchmarks have been codedso that districts can more easily refer to them in theircurriculum, instruction, assessment, and professionaldevelopment activities. The numbering system will be usefulas districts conduct discrepancy analyses as part of thecontinuous school improvement decision-making process. Onesystem for numbering has been applied to all of the contentstandards and benchmarks in an attempt to provideconsistency and facilitate curriculum alignment.

The numbering system begins with the subject area. Englishlanguage arts is assigned the code of ELA; Mathematics, MAT;Social Studies, SOC; and Science, SCI. The first numeral in thecode is a Roman numeral; it identifies the content area strand.The second numeral is an Arabic numeral; it identifies acontent standard. The letters that follow the content standardsignify cluster levels such as: E (elementary), EE (earlyelementary), LE (later elementary), MS (middle school), and HS(high school). The third numeral is another Arabicnumeral; it identifies a benchmark.

The coding system has been used to identify standards andbenchmarks in the sections on assessment and teaching andlearning. Please note that although one coding system is used,each set of content areas and benchmarks has some uniquecharacteristics. For instance, the English language artsstandards and benchmarks do not identify strands. It is veryimportant to study the standards and benchmarks carefully sothey can be used to their full advantage.

SOC.II.1.LE.1

SOC. Social Studies(Subject Area)

II. Geographic Perspective(Content Strand)

1. All students willdescribe, compare, andexplain the locations andcharacteristics of places,cultures, and settlements.(People, Places andCultures) (ContentStandard)

LE. Later Elementary

1. Locate and describecultures and compare thesimilarities and differencesamong the roles of women,men and families. (LaterElementary Benchmark)

The English language arts are the vehicles of communication bywhich we live, work, share, and build ideas and understandingsof the present, reflect on the past, and imagine the future.Through the English language arts, we learn to appreciate,integrate, and apply what is learned for real purposes in ourhomes, schools, communities, and workplaces.

The English language arts encompass process and content—how people communicate as well as what they communicate.Process includes skills and strategies used in listening,speaking, reading, writing, and viewing. Content includes theideas, themes, issues, problems, and conflicts found in classicaland contemporary literature and other texts, such as technicalmanuals, periodicals, speeches, and videos. Ideas, experiences,and cultural perspectives we discover in texts help us shape ourvision of the world. The insights we gain enable us tounderstand our cultural, linguistic, and literary heritages.

The ultimate goal for all English language arts learnersis personal, social, occupational, and civic literacy.

A literate individual:

J communicates skillfully and effectively through printed,visual, auditory, and technological media in the home,school, community, and workplace;

J thinks analytically and creatively about importantthemes, concepts, and ideas;

J uses the English language arts to identify and solveproblems;

J uses the English language arts to understand andappreciate the commonalities and differences withinsocial, cultural, and linguistic communities;

J understands and appreciates the aesthetic elements oforal, visual, and written texts;

J uses the English language arts to develop insights abouthuman experiences;

J uses the English language arts to develop thecharacteristics of lifelong learners and workers, such ascuriosity, persistence, flexibility, and reflection; and,

J connects knowledge from all curriculum areas toenhance understanding of the world.

English Language Arts

VisionStatement

OVERVIEW OF ENGLISH LANGUAGE ARTSCONTENT STANDARDS

English language arts education in Michigan incorporates theteaching and learning of reading, writing, speaking, listening,and viewing. Integration of the English language arts occurs inmultiple ways. First, English language arts curriculum,instruction, and assessment reflect the integration of listening,speaking, viewing, reading, and writing. The English languagearts are not perceived as individual content areas, but as oneunified subject in which each of the five areas supports theothers and enhances thinking and learning. Secondly, there isintegration of the teaching and learning of content andprocess within the English language arts. The common humanexperiences and the ideas, conflicts, and themes embodied inliterature and all oral, written, and visual texts provide acontext for the teaching of the processes, skills, and strategiesof listening, speaking, viewing, reading, and writing. Finally,literacy educators believe that the knowledge, skills, andstrategies of the English language arts are integratedthroughout the curriculum, enabling students to solveproblems and think critically and creatively in all subject areas.

In grades K-12, a locally developed English language artscurriculum, embodying these state content standards, willensure that all students are literate and can engagesuccessfully in reading, discovering, creating, and analyzingspoken, written, electronic, and visual texts which reflectmultiple perspectives and diverse communities and makeconnections within English language arts and between Englishlanguage arts and other fields.

Standard 1, 2, 3 Meaning and CommunicationAll students will read and comprehend general and technicalmaterial.

All students will demonstrate the ability to write clear andgrammatically correct sentences, paragraphs, andcompositions.

All students will focus on meaning and communication as theylisten, speak, view, read, and write in personal, social,occupational, and civic contexts.

The essence of the English language arts is communication—exchanging and exploring information and insights. We aremeaning-makers who strive to make sense of our world. Weuse the English language arts in every area of our lives, notjust the classroom. They help us deal with other people in theworld around us. Listening, speaking, viewing, reading, andwriting are naturally integrated in our attempts tocommunicate. We continually improve our understanding byusing our past experiences, the circumstances in which we findourselves, and what we are hearing, reading, or viewing. Onlywhen we understand or when we are understood are wecommunicating—only then are we using the English languagearts.

Standard 4. LanguageAll students will use the English language effectively.

When we use the English language, we use it in many differentways and forms. The forms of language that we use dependupon the audience and the type of message we want tocommunicate. Our language is different when we use it in aformal setting, such as speaking to an assembly or writing toapply for a job, as opposed to talking with friends about arecent event or writing a personal diary. As we grow in ourability to use language, we learn what forms and types oflanguage are best suited for different situations. Instruction,as well as experiencing language in many different settings,helps us learn to understand and use the forms and types oflanguage which are best suited for our purposes.

Standard 5. LiteratureAll students will read and analyze a wide variety of classic andcontemporary literature and other texts to seek information,ideas, enjoyment, and understanding of their individuality, ourcommon heritage and common humanity, and the richdiversity of our society.

One of the important ways we learn to use language effectivelyis through our close reading of a wide range of well-constructed texts used for a variety of purposes. The readingof both fiction and non-fiction high-quality literature allows usto experience and learn things that we might not experience inour daily lives; reading helps us to understand the actions,thoughts, and feelings of others who may or may not be likeus. Exploring texts that our ancestors felt important, as wellas texts that represent other cultures and other times, helps toincrease our understanding of ourselves, our communities, andour world.

Standard 6. VoiceAll students will learn to communicate information accuratelyand effectively and demonstrate their expressive abilities bycreating oral, written, and visual texts that enlighten andengage an audience.

Our ability to create oral, written, and visual texts that engageaudiences is enhanced when we view ourselves as effectiveusers of the English language arts. We develop our own voicesby listening, reading, viewing, speaking, and writing aboutissues that are of great importance to us. Exploring howauthors work provides us with opportunities to examine avariety of writing models from which we can learn the tools oflanguage such as style, word choice, persuasiveness, andsentence structure.

Standard 7. Skills and ProcessesAll students will demonstrate, analyze, and reflect upon theskills and processes used to communicate through listening,speaking, viewing, reading, and writing.

Effective communication depends upon our ability to recognize,when attempts to construct and convey meaning, work welland when they have broken down. We must monitor, reflect,and adjust our communication processes for clarity,

correctness, purpose, and audience. We need to learn multiplestrategies for constructing and conveying meaning in written,spoken, and visual texts. Our literacy development dependsupon on-going, personal, self-regulated assessment.

Standard 8. Genre and Craft of LanguageAll students will explore and use the characteristics of differenttypes of texts, aesthetic elements, and mechanics—includingtext structure, figurative and descriptive language, spelling,punctuation, and grammar—to construct and convey meaning.

Reading a variety of texts helps us develop an understandingand appreciation of the writer’s craft. We learn that there aremany different and effective ways to convey meaning.Exploring how artists, writers, and speakers communicatesuccessfully helps us employ effective techniques in our ownefforts to communicate meaning based on our purpose,content, and audience. We increase our ability to use themechanics of writing to achieve correctness and clarity whenwe reflect upon and create a variety of genre.

Standard 9. Depth of UnderstandingAll students will demonstrate understanding of the complexityof enduring issues and recurring problems by makingconnections and generating themes within and across texts.

We can explore complex human issues by learning to identifykey concepts and themes in literature, by examining andreflecting upon diverse viewpoints, by summarizing arguments,and by presenting our own positions. We learn to use themesand topics from texts to make connections, see patterns, anddemonstrate a deep and rich understanding of the enduringissues and recurring problems that characterize humanexperience.

Standard 10. Ideas in ActionAll students will apply knowledge, ideas, and issues drawnfrom texts to their lives and the lives of others.

Themes and issues explored in texts provide us with many ideasabout the world, our communities, and our own place withinthem. Continued research and analysis of these themes enableus to enhance the skills needed to respond to the issues in ourlives that concern and inspire us. It is critical that we use theseskills to choose appropriate responses in areas that areimportant to us now in order to prepare for the future.

Standard 11. Inquiry and ResearchAll students will define and investigate important issues andproblems using a variety of resources, including technology, toexplore and create texts.

An important use of the English language arts is to understandconcepts and to create new knowledge. As we continue toimprove our ability to collect, analyze, and evaluateinformation, we will increase our ability to contribute to thebusinesses that employ us and the communities in which wechoose to live. In order to best accomplish this, we need to beable to find information in a variety of forms and to organize it

in a way that allows better understanding and new insights.Many tried-and-true methods work well, such as librarysearches, interviews, card files, and outlines. Today, we havenew technologies that can facilitate this process, such aselectronic library catalogs, e-mail, and fax machines. Use oftechnology gives us more time to concentrate on the mostimportant component of research, the thinking skills of inquiry,which we use when we formulate questions and hypotheses,analyze and synthesize information, and draw reasonableconclusions.

Standard 12. Critical StandardsAll students will develop and apply personal, shared, andacademic criteria for the employment, appreciation, andevaluation of their own and others’ oral, written, and visualtexts.

Experiences in the English language arts help us to recognizeand develop standards of quality for evaluating andappreciating literature and other oral, written, and visualtexts. We develop indicators of quality by analyzing those thatare recognized as time-honored standards. As we assimilateand modify these indicators, we generate our own personalstandards which continue to evolve as we grow in ourexperience and gain knowledge in the English language arts.

8 Section II • Michigan Content Standards and Draft Benchmarks

ENGLISH LANGUAGE ARTS CONTENT STANDARDS AND WORKING DRAFT BENCHMARKS

MEANING AND COMMUNICATION

Content Standard 1: All students will read and comprehend general and technical material.

Early Elementary Later Elementary Middle School High School

1. Use reading formultiple purposes,such as enjoyment,gathering information,and learning newprocedures.

1. Use reading formultiple purposes,such as enjoyment,gatheringinformation, learningnew procedures, andincreasingconceptualunderstanding.

1. Use reading formultiple purposes,such as enjoyment,clarifying information,and learning complexprocedures.

1. Use reading formultiple purposes,such as enjoyment,learning complexprocedures,completing technicaltasks, makingworkplace decisions,evaluating andanalyzing information,and pursuing in-depthstudies.

2. Read with developingfluency a variety oftexts, such as stories,poems, messages,menus, and directions.

2. Read with developingfluency a variety oftexts, such as shortstories, novels, poetry,textbooks, menus,periodicals, andreference materials.

2. Read with developingfluency a variety oftexts, such as shortstories, novels, poetry,plays, textbooks,manuals, andperiodicals.

2. Read with developingfluency a variety oftexts, such as novels,poetry, drama, essays,research texts,technical manuals, anddocuments.

3. Employ multiplestrategies to constructmeaning, includingword recognitionskills, context clues,retelling, predicting,and generatingquestions.

3. Employ multiplestrategies to constructmeaning, including theuse of sentencestructure, vocabularyskills, context clues,text structure,mapping, predicting,retelling, andgenerating questions.

3. Employ multiplestrategies to constructmeaning, such asgenerating questions,studying vocabulary,analyzing mood andtone, recognizing howauthors useinformation,generalizing ideas,matching form tocontent, anddeveloping referenceskills.

3. Selectively employ themost effectivestrategies to constructmeaning, such asgenerating questions,scanning, analyzing,and evaluating forspecific informationrelated to a researchquestion, and decidinghow to representcontent throughsummarizing,clustering, andmapping.

4. Employ multiplestrategies to decodewords as theyconstruct meaning,including the use ofphonemic awareness,letter-soundassociations, picturecues, context clues,and other wordrecognition aids.

4. Employ multiplestrategies torecognize words asthey constructmeaning, including theuse of phonics,syllabication, spellingpatterns, and contextclues.

4. Employ multiplestrategies torecognize words asthey constructmeaning, including theuse of context clues,word roots andaffixes, and syntax.

4. Selectively employ themost effectivestrategies torecognize words asthey constructmeaning, including theuse of context clues,etymological study,and referencematerials.

Section II • Michigan Content Standards and Draft Benchmarks 9

5. Respond to the ideasand feelings generatedby oral, visual,written, and electronictexts, and share withpeers.

5. Respond to oral, visual,written, and electronictexts, and comparetheir responses tothose of their peers.

5. Respond to a variety oforal, visual, written,and electronic texts bymaking connections totheir personal livesand the lives of others.

5. Respond personally,analytically, andcritically to avariety of oral,visual, written, andelectronic texts,providing examplesof how textsinfluence their livesand their role insociety.

Content Standard 2: All students will demonstrate the ability to write clear and grammaticallycorrect sentences, paragraphs, and compositions.


1. Write with developingfluency for multiplepurposes to produce avariety of texts, suchas stories, journals,learning logs,directions, and letters.

1. Write fluently formultiple purposes toproduce compositions,such as stories,reports, letters, plays,and explanations ofprocesses.

1. Write fluently formultiple purposes toproduce compositions,such as personalnarratives, persuasiveessays, lab reports,and poetry.

1. Write fluently formultiple purposes toproduce compositions,such as stories,poetry, personalnarratives, editorials,research reports,persuasive essays,resumes, and memos.

2. Recognize that authorsmake choices as theywrite to conveymeaning and influencean audience. Examplesinclude wordselection, sentencevariety, and genre.

2. Recognize and useauthors' techniques incomposing their owntexts. Examplesinclude effectiveintroductions andconclusions, differentpoints of view,grammaticalstructure, andappropriateorganization.

2. Recognize and useauthors' techniquesthat convey meaningand build empathywith readers whencomposing their owntexts. Examplesinclude appeals toreason and emotion,use of figurativelanguage, andgrammaticalconventions whichassist audiencecomprehension.

2. Recognize andapproximate authors'innovative techniquesto convey meaning andinfluence an audiencewhen composing theirown texts. Examplesincludeexperimentation withtime, stream ofconsciousness,multiple perspectives,and use of complexgrammaticalconventions.

3. Begin to plan and drafttexts, and revise andedit in response to thefeelings and ideasexpressed by others.

3. Plan and draft texts,and revise and edit inresponse tosuggestions expressedby others about suchaspects as ideas,organization, style,and word choice.

3. Plan and draft texts,and revise and edittheir own writing, andhelp others revise andedit their texts in suchareas as content,perspective, andeffect.

3. Plan, draft, revise, andedit their texts, andanalyze and critiquethe texts of others insuch areas as purpose,effectiveness,cohesion, andcreativity.

4. Begin to edit text anddiscuss languageconventions usingappropriate terms.Examples includeaction words, namingwords, capital letters,and periods.

4. Identify multiplelanguage conventionsand use them whenediting text. Examplesinclude recognition ofnouns, verbs, andmodifiers,capitalization rules,punctuation marks,and spelling.

4. Select and useappropriate languageconventions whenediting text. Examplesinclude variousgrammaticalconstructions, subject-verb agreement,punctuation, andspelling.

4. Demonstrate precisionin selectingappropriate languageconventions whenediting text. Examplesinclude complexgrammaticalconstructions,sentence structures,punctuation, andspelling.


Content Standard 3: All students will focus on meaning and communication as they listen, speak,view, read, and write in personal, social, occupational, and civic contexts.


1. Integrate listening,speaking, viewing,reading, and writingskills for multiplepurposes and in variedcontexts. Examplesinclude using morethan one of thelanguage arts tocreate a story, write apoem or letter, or toprepare and present aunit project on theircommunity.

1. Integrate listening,speaking, viewing,reading, and writingskills for multiplepurposes and in variedcontexts. An exampleis using all thelanguage arts toprepare and present aunit project on aselected state orcountry.

1. Integrate listening,viewing, speaking,reading, and writingskills for multiplepurposes and in variedcontexts. An exampleis using all thelanguage arts toprepare and present aunit project on careerexploration.

1. Integrate listening,viewing, speaking,reading, and writingskills for multiplepurposes and in variedcontexts. An exampleis using all thelanguage arts tocomplete and presenta multi-media projecton a national orinternational issue.

2. Explore therelationships amongvarious components ofthe communicationprocess such assender, message, andreceiver. An exampleis understanding howthe source of themessage affects thereceiver’s response.

2. Analyze the impact ofvariables oncomponents of thecommunicationprocess. Examplesinclude the impact ofbackground noise onan oral message andthe effect of texterrors, such as spellingor grammar, on thereceiver.

2. Begin to implementstrategies to regulateeffects of variables ofthe communicationprocess. An exampleis selecting a formatfor the message toinfluence thereceiver’s response.

2. Consistently usestrategies to regulatethe effects ofvariables on thecommunicationprocess. An exampleis designing acommunicationenvironment formaximum impact onthe receiver.

3. Read and write withdeveloping fluency,speak confidently,listen and interactappropriately, viewstrategically, andrepresent creatively.Examples includesharing texts in groupsand using anauthor’s/reader’schair.

3. Read and writefluently, speakconfidently, listenand interactappropriately, viewknowledgeably, andrepresent creatively.Examples includeexploring ideas in agroup, interviewingfamily and friends, andexplaining ideasrepresented inpictures.

3. Read and writefluently, speakconfidently, listen andinteract appropriately,view critically, andrepresent creatively.Examples includereporting formally toan audience, debatingissues, andinterviewing membersof the public.

3. Read and writefluently, speakconfidently, listenand interactappropriately, viewcritically, andrepresent creatively.Examples includespeaking publicly,demonstratingteamwork skills,debating formally,performing literature,and interviewing foremployment.

4. Describe and useeffective listening andspeaking behaviorsthat enhance verbalcommunication andfacilitate theconstruction ofmeaning. Examplesinclude use of gesturesand appropriate groupbehavior.

4. Distinguish betweenverbal and nonverbalcommunication, andidentify and practiceelements of effectivelistening and speaking.Examples includerecognizing the impactof variations of facialexpression, posture,and volume on oralcommunication.

4. Practice verbal andnonverbal strategiesthat enhanceunderstanding ofspoken messages andpromote effectivelistening behaviors.Examples includealtering inflection,volume, and rate,using evidence, andreasoning.

4. Consistently useeffective listeningstrategies (e.g.,discriminating,assigning meaning,evaluating, andremembering) andelements of effectivespeaking (e.g.,message content,language choices, andaudience analysis).


5. Employ strategies toconstruct meaningwhile reading,listening to, viewing,or creating texts.Examples includeretelling, predicting,generating questions,examining picturecues, discussing withpeers, using contextclues, and creatingmental pictures.

5. Employ multiplestrategies to constructmeaning whilereading, listening to,viewing, or creatingtexts. Examplesinclude summarizing,predicting, generatingquestions, mapping,examining picturecues, analyzing wordstructure andsentence structure,discussing with peers,and using context andtext structure.

5. Select appropriatestrategies to constructmeaning whilereading, listening to,viewing, or creatingtexts. Examplesinclude generatingrelevant questions,studying vocabulary,analyzing mood andtone, recognizing howauthors and speakersuse information, andmatching form tocontent.

5. Employ the mosteffective strategies toconstruct meaningwhile reading,listening to, viewing,or creating texts.Examples includegenerating focusquestions; decidinghow to representcontent throughanalyzing, clustering,and mapping; andwithholding personalbias while listening.

6. Determine themeaning of unfamiliarwords and concepts inoral, visual, andwritten texts by usinga variety of resources,such as priorknowledge, context,other people,dictionaries, pictures,and electronicsources.

6. Determine themeaning of unfamiliarwords and concepts inoral, visual, andwritten texts by usinga variety of resources,such as priorknowledge, context,glossaries, andelectronic sources.

6. Determine themeaning of unfamiliarwords and concepts inoral, visual, andwritten texts by usinga variety of resources,such as semantic andstructural features,prior knowledge,reference materials,and electronicsources.

6. Determine themeaning of specializedvocabulary andconcepts in oral,visual, and writtentexts by using avariety of resources,such as context,research, referencematerials, andelectronic sources.

7. Recognize thatcreators of texts makechoices whenconstructing text toconvey meaning,express feelings, andinfluence an audience.Examples include wordselection, sentencelength, and use ofillustrations.

7. Recognize and usetexts as models andemploy variedtechniques toconstruct text, conveymeaning, and expressfeelings to influencean audience. Examplesinclude effectiveintroductions andconclusions, differentpoints of view, andrich descriptions.

7. Recognize and usevaried techniques toconstruct text, conveymeaning, and expressfeelings to influencean audience. Examplesinclude identificationwith characters andmultiple points ofview.

7. Recognize and usevaried innovativetechniques toconstruct text, conveymeaning, and expressfeelings to influencean audience. Examplesincludeexperimentation withtime, order, stream ofconsciousness, andmultiple points ofview.

8. Respond to the ideasor feelings generatedby texts and listen tothe responses ofothers.

8. Express theirresponses to oral,visual, written, andelectronic texts, andcompare theirresponses to those ofothers.

8. Express theirresponses and makeconnections betweenoral, visual, written,and electronic textsand their own lives.

8. Analyze theirresponses to oral,visual, written, andelectronic texts,providing examples ofhow texts affect theirlives, connect themwith the contemporaryworld, and transmitissues across time.


LANGUAGE

Content Standard 4: All students will use the English language effectively.


1. Demonstrateawareness ofdifferences inlanguage patternsused in their spoken,written, and visualcommunicationcontexts, such as thehome, playground,classroom, andstorybooks.

1. Describe languagepatterns used in theirspoken, written, andvisual communicationcontexts, such asschool, neighborhood,sports, children’speriodicals, andhobbies.

1. Compare and contrastspoken, written, andvisual languagepatterns used in theircommunicationcontexts, such ascommunity activities,discussions,mathematics andscience classes, andthe workplace.

1. Demonstrate howlanguage usage isrelated to successfulcommunication in theirdifferent spoken,written, and visualcommunicationcontexts, such as jobinterviews, publicspeeches, debates, andadvertising.

2. Explore and discusshow languages andlanguage patternsvary from place toplace and how theselanguages and dialectsare used to conveyideas and feelings. Anexample is comparinga television toy ad to aprint toy ad.

2. Describe how featuresof English, such aslanguage patterns andspelling, vary overtime and from place toplace and how theyaffect meaning informal and informalsituations. An exampleis exploring regionallanguage variations inthe United States.

2. Investigate the originsof language patternsand vocabularies andtheir impact onmeaning in formal andinformal situations. Anexample is comparinglanguage in a businessletter to language in afriendly letter.

2. Use an understandingof how languagepatterns andvocabularies transmitculture and affectmeaning in formal andinformal situations. Anexample is identifyingdistinctions in theverbal and non-verbalcommunicationbehaviors of nationalor world leaders.

3. Demonstrateawareness of wordsthat have entered theEnglish language frommany cultures.

3. Begin to recognizehow words andphrases relate to theirorigin. Examplesinclude surnames andnames of bodies ofwater or landmarks.

3. Investigate idiomaticphrases and wordorigins and how theyhave contributed tocontemporarymeaning.

3. Explore and explainhow the same wordscan have differentusages and meaningsin different contexts,cultures, andcommunities.

4. Become aware of andbegin to experimentwith different ways toexpress the same idea.

4. Explore how wordsnormally consideredsynonyms can carrydifferent connotationswhen used in a varietyof spoken and writtentexts.

4. Demonstrate howcommunication isaffected byconnotation anddenotation and whyone particular word ismore effective orappropriate thanothers in a givencontext.

4. Demonstrate ways inwhich communicationcan be influencedthrough word usage.Examples includepropaganda, irony,parody, and satire.


5. Explore and begin touse languageappropriate fordifferent contexts andpurposes. Examplesinclude communitybuilding, storydiscussions, casualconversations, writingworkshops, sciencelessons, playgroundgames, thank-youletters, and dailyconversations.

5. Recognize and uselanguage appropriatefor varied contextsand purposes.Examples includecommunity building,mathematics class,team sports, friendlyand formal letters orinvitations, requestsfor information,interviews with adults,and significantdiscussions.

5. Recognize and uselevels of discourseappropriate for variedcontexts, purposes,and audiences,including terminologyspecific to a particularfield. Examples includecommunity building, anexplanation of abiological concept,comparison ofcomputer programs,commentary on anartistic work, analysisof a fitness program,and classroom debateson political issues.

5. Recognize and uselevels of discourseappropriate for variedcontexts, purposes,and audiences,including terminologyspecific to particularfields. Examplesinclude communitybuilding, presentationsintegrating differentdisciplines, lessonscomparing fields ofstudy, promotionalmaterial created foran interdisciplinaryproject, and videosdesigned to inform orentertain diverseaudiences.

LITERATURE

Content Standard 5: All students will read and analyze a wide variety of classic and contemporaryliterature and other texts to seek information, ideas, enjoyment, and understanding of theirindividuality, our common heritage and common humanity, and the rich diversity in our society.


1. Select, read, listen to,view, and respondthoughtfully to bothclassic andcontemporary textsrecognized for qualityand literary merit.




2. Describe and discussthe similarities of plotand character inliterature and othertexts from around theworld.

2. Describe and discussthe shared humanexperiences depictedin literature and othertexts from around theworld. Examplesinclude birth, death,heroism, and love.

2. Describe and discussshared issues in thehuman experience thatappear in literatureand other texts fromaround the world.Examples includequests for happinessand service to others.

2. Describe and discussarchetypal humanexperiences thatappear in literatureand other texts fromaround the world.

3. Describe howcharacters inliterature and othertexts can representmembers of severaldifferent communities.

3. Demonstrateawareness thatcharacters andcommunities inliterature and othertexts reflect life byportraying bothpositive and negativeimages.

3. Identify and discusshow the tensionsamong characters,communities, themes,and issues in literatureand other texts arerelated to one’s ownexperience.

3. Analyze how thetensions amongcharacters,communities, themes,and issues in literatureand other texts reflectthe substance of thehuman experience.


4. Recognize therepresentation ofvarious cultures aswell as our commonheritage in literatureand other texts.

4. Describe how variouscultures and ourcommon heritage arerepresented inliterature and othertexts.

4. Investigate anddemonstrateunderstanding of thecultural and historicalcontexts of thethemes, issues, andour common heritageas depicted inliterature and othertexts.

4. Analyze how culturesinteract with oneanother in literatureand other texts, anddescribe theconsequences of theinteraction as itrelates to our commonheritage.

5. Explain howcharacters inliterature and othertexts express attitudesabout one another.

5. Describe howcharacters inliterature and othertexts form opinionsabout one another inways that can be fairand unfair.

5. Investigate throughliterature and othertexts various examplesof distortion andstereotypes. Examplesinclude thoseassociated withgender, race, culture,age, class, religion,and handicappingconditions.

5. Analyze and evaluatethe authenticity of theportrayal of varioussocieties and culturesin literature and othertexts. An example iscritiquing print andnon-print accounts ofhistorical andcontemporary socialissues.

VOICE

Content Standard 6: All students will learn to communicate information accurately and effectivelyand demonstrate their expressive abilities by creating oral, written, and visual texts that enlightenand engage an audience.


1. Identify elements ofeffectivecommunication thatinfluence the quality oftheir interactions withothers. Examplesinclude use of facialexpression, wordchoice, andarticulation.

1. Practice usingelements of effectivecommunication toenhance theirrelationshipsin their school andcommunities.Examples includeenunciation of terms,use of humor, and useof emphasis.

1. Analyze their use ofelements of effectivecommunication thatimpact theirrelationships in theirschools, families, andcommunities.Examples include useof pauses, suspense,and elaboration.

1. Assess their use ofelements of effectivecommunication inpersonal, social,occupational, and civiccontexts. Examplesinclude use of pacing,repetition, andemotion.

2. Experiment with thevarious voices theyuse when they speakand write for differentpurposes andaudiences.

2. Explain the importanceof developingconfidence and aunique presence orvoice in their own oraland writtencommunication.

2. Demonstrate theirability to use differentvoices in oral andwrittencommunication topersuade, inform,entertain, and inspiretheir audiences.

2. Evaluate the power ofusing multiple voicesin their oral andwrittencommunication topersuade, inform,entertain, and inspiretheir audiences.

3. Explore works ofdifferent authors,speakers, andillustrators todetermine how theypresent ideas andfeelings to evokedifferent responses.

3. Identify the style andcharacteristics ofindividual authors,speakers, andillustrators and howthey shape text andinfluence theiraudiences’expectations.

3. Compare and contrastthe style andcharacteristics ofindividual authors,speakers, andillustrators and howthey shape text andinfluence theiraudiences’expectations.

3. Analyze the style andcharacteristics ofauthors, actors, andartists of classics andmasterpieces todetermine why thesevoices endure.


4. Develop a sense ofpersonal voice byexplaining theirselection of materialsfor different purposesand audiences.Examples includeportfolios, displays,and literacyinterviews.

4. Reveal personal voiceby explaining growthin learning andaccomplishmentthrough their selectionof materials fordifferent purposes andaudiences. Examplesinclude portfolios,displays, literacyinterviews, andsubmissions forpublications.

4. Document andenhance a developingvoice through multiplemedia. Examplesinclude reflections fortheir portfolios, audioand video tapes, andsubmissions forpublications.

4. Document andenhance a developingvoice with authenticwritings for differentaudiences andpurposes. Examplesinclude portfolios,video productions,submissions forcompetitions orpublications, individualintrospections, andapplications foremployment andhigher education.

SKILLS AND PROCESSES

Content Standard 7: All students will demonstrate, analyze, and reflect upon the skills andprocesses used to communicate through listening, speaking, viewing, reading, and writing.


1. Use a combination ofstrategies whenencounteringunfamiliar texts whileconstructing meaning.Examples includeretelling, predicting,generating questions,examining picturecues, analyzingphonetically,discussing with peers,and using text cues.

1. Use a combination ofstrategies whenencounteringunfamiliar texts whileconstructing meaning.Examples includeretelling, predicting,generating questions,mapping, examiningpicture cues,analyzing wordstructure, discussingwith peers, analyzingphonetically, and usingcontext and textstructure.

1. Use a combination ofstrategies whenencounteringunfamiliar texts whileconstructing meaning.Examples includegenerating questions,studying vocabulary,analyzing mood andtone, recognizing howcreators of text useand representinformation, andmatching form tocontent.

1. Use a combination ofstrategies whenencounteringunfamiliar texts whileconstructing meaning.Examples includegenerating questions;scanning for specificinformation related toresearch questions;analyzing tone andvoice; andrepresenting contentthrough summarizing,clustering, andmapping.

2. Monitor their progresswhile beginning to usea variety of strategiesto overcomedifficulties whenconstructing andconveying meaning.

2. Monitor their progresswhile using a varietyof strategies toovercome difficultieswhen constructing andconveying meaning.

2. Monitor their progresswhile using a varietyof strategies toovercome difficultieswhen constructing andconveying meaning,and develop strategiesto deal with newcommunication needs.

2. Monitor their progresswhile using a varietyof strategies toovercome difficultieswhen constructing andconveying meaning,and demonstrateflexible use ofstrategies across awide range ofsituations.

3. Reflect on theiremerging literacy, setgoals, and makeappropriate choicesthroughout thelearning process asthey develop theability to regulatetheir learning.

3. Apply new learning byforming questions andsetting learning goalsthat will aid in self-regulation andreflection on theirdeveloping literacy.

3. Reflect on their owndeveloping literacy,set learning goals, andevaluate theirprogress.

3. Reflect on theirunderstanding ofliteracy, assess theirdeveloping ability, setpersonal learninggoals, createstrategies for attainingthose goals, and takeresponsibility for theirliteracy development.


4. Begin to develop anduse strategies forplanning, drafting,revising, and editing avariety of text forms.Examples includeidentifyingcharacteristics oftheir audience,mapping, andproofreading.

4. Develop and use avariety of strategiesfor planning, drafting,revising, and editingdifferent forms oftexts for specificpurposes. Examplesinclude brainstorming,revising with peers,sensitivity to audience,and strategiesappropriate forpurposes, such asinforming, persuading,entertaining, andinspiring.

4. Demonstrate a varietyof strategies forplanning, drafting,revising, and editingseveral differentforms of texts forspecific purposes.Examples includepersuading aparticular audience totake action andcapturing feelingsthrough poetry.

4. Demonstrate flexibilityin using strategies forplanning, drafting,revising, and editingcomplex texts in avariety of genre, anddescribe therelationship betweenform and meaning.Examples includepreparing text forpublication andpresentation and usingstrategies appropriatefor purposes, such aseditorializing anopinion, anddeveloping andjustifying a personalperspective on acontroversial issue.

GENRE AND CRAFT OF LANGUAGE

Content Standard 8: All students will explore and use the characteristics of different types oftexts, aesthetic elements, and mechanics—including text structure, figurative and descriptivelanguage, spelling, punctuation, and grammar—to construct and convey meaning.


1. Identify and usemechanics thatenhance and clarifyunderstanding.Examples include usingconventionalpunctuation,capitalization, andspelling, as well asapproximations ofconventional spelling,and restating keyideas in oral messages.

1. Identify and usemechanics thatenhance and clarifyunderstanding.Examples includesentence structure,paragraphing,appropriatepunctuation,grammaticalconstructions,conventional spelling,and relating insequence an accountof an oral or visualexperience.

1. Select and usemechanics thatenhance and clarifyunderstanding.Examples includeparagraphing,organizationalpatterns, variety insentence structure,appropriatepunctuation,grammaticalconstructions,conventional spelling,and the use ofconnective devices,such as previews andreviews.

1. Identify and useselectively mechanicsthat facilitateunderstanding.Examples includeorganizationalpatterns,documentation ofsources, appropriatepunctuation,grammaticalconstructions,conventional spelling,and the use ofconnective devices,such as transitions andparaphrasing an oralmessage completelyand accurately.

2. Explore how thecharacteristics ofvarious narrativegenre and storyelements can be usedto convey ideas andperspectives.Examples includecharacter, setting, andproblem in poetry,drama, and folktales.

2. Identify and useelements of variousnarrative genre andstory elements toconvey ideas andperspectives.Examples includetheme, plot, conflict,and characterizationin poetry, drama, storytelling, historicalfiction, mystery, andfantasy.

2. Describe and usecharacteristics ofvarious narrativegenre and elements ofnarrative technique toconvey ideas andperspectives.Examples includeforeshadowing andflashback in poetry,science fiction, shortstories, and novels.

2. Describe and usecharacteristics ofvarious narrativegenre and complexelements of narrativetechnique to conveyideas and perspectives.Examples include useof symbol, motifs, andfunction of minorcharacters in epics,satire, and drama.


3. Explore how thecharacteristics ofvarious informationalgenre (e.g., show-and-tell, trade books,textbooks, anddictionaries) andelements of expositorytext structure (e.g.,organizationalpatterns, major ideas,and details) can beused to convey ideas.

3. Identify and usecharacteristics ofvarious informationalgenre (e.g.,periodicals, publictelevision programs,textbooks, andencyclopedias) andelements of expositorytext structure (e.g.,organizationalpatterns, supportingdetails, and majorideas) to convey ideas.

3. Describe and usecharacteristics ofvarious informationalgenre (e.g.,biographies,newspapers,brochures, andpersuasive argumentsand essays) andelements ofexpository textstructure (e.g.,multiple patterns oforganization,relational links, andcentral purposes) toconvey ideas.

3. Describe and usecharacteristics ofinformational genre(e.g., manuals,briefings,documentaries, andresearchpresentations) andcomplex elements ofexpository texts (e.g.,thesis statement,supporting ideas, andauthoritative and/orstatistical evidence) toconvey ideas.

4. Identify and useaspects of the craft ofthe speaker, writer,and illustrator toformulate and expresstheir ideas artistically.Examples includedialogue,characterization,conflict, organization,diction, color, andshape.

4. Identify and useaspects of the craft ofthe speaker, writer,and illustrator toformulate and expresstheir ideas artistically.Examples includeintonation, hues,design, perspective,dialogue,characterization,metaphor, simile, andpoints of view.

4. Identify and useaspects of the craft ofthe speaker, writer,and illustrator toformulate and expresstheir ideasartistically. Examplesinclude color andcomposition,flashback, multi-dimensionalcharacters, pacing,appropriate use ofdetails, strong verbs,language thatinspires, and effectiveleads.

4. Identify and useaspects of the craft ofthe speaker, writer,and illustrator toformulate and expresstheir ideas artistically.Examples includeimagery, irony,multiple points of view,complex dialogue,aesthetics, andpersuasive techniques.

5. Explore how thecharacteristics ofvarious oral, visual,and written texts (e.g.,videos, CD-ROMstories, books on tape,and trade books) andthe textual aids theyemploy (e.g.,illustrations, tables ofcontents, andheadings/titles) areused to conveymeaning.

5. Describe and use thecharacteristics ofvarious oral, visual,and written texts (e.g.,films, librarydatabases, atlases, andspeeches) and thetextual aids theyemploy (e.g.,footnotes, menus,addresses, graphs, andfigures) to conveymeaning.

5. Explain how thecharacteristics ofvarious oral, visual,and written texts(e.g., videos,hypertext, glossaries,textbooks, andspeeches) and thetextual aids theyemploy (e.g.,subheadings/titles,charts, and indexes)are used to conveymeaning.

5. Describe and use thecharacteristics ofvarious oral, visual,and written texts (e.g.,debate, drama,primary documents,and documentaries)and the textual aidsthey employ (e.g.,prefaces, appendices,lighting effects, andmicrofiche headings)to convey meaning andinspire audiences.


DEPTH OF UNDERSTANDING

Content Standard 9: All students will demonstrate understanding of the complexity of enduringissues and recurring problems by making connections and generating themes within and acrosstexts.


1. Explore and reflect onuniversal themes andsubstantive issuesfrom oral, visual, andwritten texts.Examples include newfriendships and life inthe neighborhood.

1. Explore and reflect onuniversal themes andsubstantive issuesfrom oral, visual, andwritten texts.Examples includeexploration, discovery,and formation ofpersonal relationships.

1. Explore and reflect onuniversal themes andsubstantive issuesfrom oral, visual, andwritten texts.Examples includecoming of age, rightsand responsibilities,group and individualroles, conflict andcooperation,creativity, andresourcefulness.

1. Analyze and reflect onuniversal themes andsubstantive issuesfrom oral, visual, andwritten texts.Examples includehuman interactionwith the environment,conflict and change,relationships withothers, and self-discovery.

2. Identify andcategorize key ideas,concepts, andperspectives found intexts.

2. Draw parallels andcontrasts among keyideas, concepts, andvaried perspectivesfound in multiple texts.

2. Synthesize contentfrom multiple textsrepresenting variedperspectives in orderto formulate principlesand generalizations.

2. Synthesize frommultiple textsrepresenting variedperspectives, andapply the principlesand generalizationsneeded to investigateand confront complexissues and problems.

3. Draw conclusionsbased on theirunderstanding ofdiffering viewspresented in text.

3. Use conclusions basedon their understandingof differing viewspresented in text tosupport a position.

3. Develop a thesis usingkey concepts,supporting evidence,and logical argument.

3. Develop and extend athesis by analyzingdiffering perspectivesand resolvinginconsistencies in logicin order to support aposition.

IDEAS IN ACTION

Content Standard 10: All students will apply knowledge, ideas, and issues drawn from texts totheir lives and the lives of others.


1. Make connectionsbetween key ideas inliterature and othertexts and their ownlives.

1. Identify how their ownexperiences influencetheir understanding ofkey ideas in literatureand other texts.

1. Analyze themes andcentral ideas inliterature and othertexts in relation toissues in their ownlives.

1. Use themes andcentral ideas inliterature and othertexts to generatesolutions to problemsand formulateperspectives on issuesin their own lives.


2. Demonstrate theirdeveloping literacy byusing text to enhancetheir daily lives.Examples includereading with a parent,discussing a favoritetext, writing to afriend or relativeabout an experience,and creating a visualrepresentation of animportant idea.

2. Combine skills toreveal theirstrengthening literacy.Examples includewriting and illustratinga text, reading andthen orally analyzing atext, and listening toand then summarizinga presentation.

2. Perform the dailyfunctions of a literateindividual. Examplesinclude acquiringinformation frommultiple sources andthen evaluating,organizing, andcommunicating it invarious contexts.

2. Function as literateindividuals in variedcontexts within theirlives in and beyond theclassroom. Examplesinclude using textresources whilethinking creatively,making decisions,solving problems, andreasoning in complexsituations.

3. Use oral, written, andvisual texts to identifyand explore school andcommunity issues andproblems, and discusshow one individual orgroup can make adifference. Examplesinclude respondingorally, artistically, orin writing about anissue or problem theyhave studied and/orexperienced.

3. Use oral, written, andvisual texts toresearch howindividuals have hadan impact on people intheir community andtheir nation. Examplesinclude creating textsto inform others aboutschool or communityissues and problems.

3. Use oral, written, andvisual texts to identifyand research issues ofimportance thatconfront adolescents,their community, theirnation, and the world.Examples include usingresearch findings toorganize and createtexts to persuadeothers to take aparticular position orto alter their course ofaction with regard to aparticular school/community issue orproblem.

3. Utilize the persuasivepower of text as aninstrument of changein their community,their nation, and theworld. Examplesinclude identifying acommunity issue anddesigning an authenticproject using oral,written, and visualtexts to promote socialaction.

INQUIRY AND RESEARCH

Content Standard 11: All students will define and investigate important issues and problems usinga variety of resources, including technology, to explore and create texts.


Generate questionsabout important issuesthat affect them ortopics about which theyare curious, and usediscussion to narrowquestions for furtherexploration.

1. Generate questions aboutimportant issues thataffect them or topicsabout which they arecurious, and usediscussion to narrowquestions for research.

1. Generate questionsabout important issuesthat affect them ortopics about which theyare curious; narrow thequestions to a clearfocus; and create athesis or a hypothesis.

1. Generatequestions aboutimportantissues thataffect them orsociety, ortopics aboutwhich they arecurious;narrow thequestions to aclear focus;and create athesis or ahypothesis.


2. Identify and useresources that aremost appropriate andreadily available forinvestigating aparticular question ortopic. Examples includeknowledgeable people,field trips, libraryclassification systems,encyclopedias, atlases,word processingprograms, andelectronic media.

2. Identify and use the kindsof resources that aremost useful and mostreadily available for theparticular questions ortopics they wish toinvestigate. Examplesinclude knowledgeablepeople, field trips, tablesof contents, indexes,glossaries, icons/headings, hypertext,storage addresses, CD-ROM/laser disks,electronic mail, andlibrary cataloguedatabases.

2. Explain and useresources that are mostappropriate and readilyavailable forinvestigating aparticular question ortopic. Examples includeknowledgeable people,field trips, tables ofcontents, indexes,glossaries,icons/headings,hypertext, storageaddresses, CD-ROM/laser disks,electronic mail, andlibrary cataloguedatabases.

2. Determine, evaluate,and use resources thatare most appropriateand readily availablefor investigating aparticular question ortopic. Examplesinclude knowledgeablepeople, field trips,prefaces, appendices,icons/headings,hypertext, menus andaddresses, Internetand electronic mail,CD-ROM/laser disks,microfiche, and libraryand interlibrarycatalogue databases.

3. Organize and interpretinformation to drawconclusions based onthe investigation of anissue or problem.

3. Organize and analyzeinformation to drawconclusions andimplications based ontheir investigation of anissue or problem.

3. Organize, analyze, andsynthesize informationto draw conclusions andimplications based ontheir investigation of anissue or problem.

3. Synthesize andevaluate informationto draw conclusionsand implicationsbased on theirinvestigation of anissue or problem.

4. Develop and presentconclusions based onthe investigation of anissue or problem.Examples include skits,plays, songs, andpersonal or creativestories.

4. Using multiple media,develop and present ashort presentation tocommunicate conclusionsbased on the investigationof an issue or problem.Examples include charts,posters, transparencies,audio tapes, videos, anddiagrams.

4. Use different means ofdeveloping andpresenting conclusionsbased on theinvestigation of an issueor problem to anidentified audience.Examples includeelection ballots,hypertext, andmagazines and bookletsincluding graphics.

4. Research and selectthe medium andformat to be used topresent conclusionsbased on theinvestigation of anissue or problem.Examples includesatire, parody,multimediapresentations, plays,and mock trials.

CRITICAL STANDARDS

Content Standard 12: All students will develop and apply personal, shared, and academic criteria forthe enjoyment, appreciation, and evaluation of their own and others’ oral, written, and visual texts.


1. Identify thequalities of theirown oral, visual,and written textsthat help themcommunicateeffectively fordifferent purposes.Examples includecontent, styles, andorganizationaldevices, such asthe use of achronologicalsequence in thetelling of a story.

1. Develop individualstandards for effectivecommunication fordifferent purposes, andcompare them to theirown oral, visual, andwritten texts. Anexample is evaluating aproject report in termsof personal standardsfor content, style, andorganization.

1. Differentiate sets ofstandards for individualuse according to thepurpose of thecommunication context.An example ismaintaining differentsets of individualstandards whencreating texts forformal and informalsituations.

1. Apply sets of standardsfor individual useaccording to thepurpose of thecommunication context.An example iscomparing andcontrasting standards inthe evaluation of apopular movie,television program,article, or presentationon the same topic.


2. Discuss individual andshared standards usedfor different purposes.

2. Develop and apply bothindividual and sharedstandards based onexemplary workscreated for variedpurposes and contexts.

2. Demonstrateunderstanding ofindividual, shared, andacademic standardsused for differentpurposes and contexts.

2. Analyze and applyindividual, shared, andacademic standards invarious contexts.

3. Discuss choices inreading, writing,speaking, listening,viewing, andrepresenting thatreflect aestheticqualities, such asrhyme, rhythm of thelanguage, or repetition.

3. Demonstratepreferences in reading,writing, speaking,listening, viewing, andrepresenting based onaesthetic qualities, andexplain their choices.

3. Develop criticalstandards based onaesthetic qualities, anduse them to explainchoices in reading,writing, speaking,listening, viewing, andrepresenting.

3. Use literary history,tradition, theory,terminology, and othercritical standards todevelop and justifyjudgments about thecraft and significanceof oral, visual, andwritten texts.

4. Create a collection ofpersonal work selectedaccording to bothindividual and sharedcriteria, reflecting onthe merit of eachselection.

4. Create a collection ofpersonal work selectedaccording to bothindividual and sharedcriteria, judging themerit of eachselection.

4. Create a collection ofpersonal work basedon individual, shared,and academicstandards, reflectingon the merit of eachselection.

4. Create a collection ofpersonal work basedon individual, shared,and academicstandards, justifyingjudgments about thecraft and significanceof each selection.

5. Recognize that thestyle and substance ofa message reflect thevalues of acommunicator.

5. Develop standards toanalyze how the styleand substance ofpersonal messagesreflect the values of acommunicator.

5. Refine their ownstandards to evaluatepersonal and publiccommunications withina responsible andethical system for theexpression of ideas.

5. Apply diversestandards (e.g.rhetorical and societal)to evaluate whether acommunication istruthful, responsible,and ethical for aspecific context.

CONTENT STANDARDS & DRAFT BENCHMARKS A

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