New Mexico Standards Alignment Kindergarten through Grade...

New Mexico Standards Alignment Kindergarten through Grade Twelve

Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other countries.

P.O. Box 8036 • Wisconsin Rapids, WI 54495-8036 Phone: (800) 338-4204 • Fax: (715) 424-4242 www.renlearn.com

© 2009 by Renaissance Learning, Inc. All rights reserved. No portion of this document may be reproduced, by any process or technique, without the express written consent of Renaissance Learning, Inc.

ii

New Mexico Standards Alignment

Standards List with Aligned Product Skills

The Standards List with Aligned Product Skills Report is a standards-oriented document showing the entire list of standards for the subject and grade on the left side of the report with the aligning product objectives on the right side. This alignment report shows the breadth of standards coverage for the purpose and focus of this product.

Note to Educator .....................................................iii

Kindergarten ..................................................... 1

Grade 1 ..................................................... 9

Grade 2 ....................................................17

Grade 3 ....................................................23

Grade 4 ....................................................31

Grade 5 ....................................................40

Grade 6 ....................................................51

Grade 7 ....................................................60

Grade 8 ....................................................67

Grade 9 ....................................................75

Grade 10 ....................................................93

Grade 11 ..................................................112

Grade 12 ..................................................131

iii

Note to Educator: Thank you for your interest in Renaissance Learning technology. The attached document contains the alignment between the software and/or instructional materials and the skills described in the state standards documentation. At Renaissance Learning, we recognize the impact that the standards-based reform movement and high-stakes standardized testing have on schools, and we share the concerns of educators and administrators that students perform well on high-stakes assessments. We hope this report answers your questions regarding the alignment of Renaissance Learning technology and materials to your state standards. If you have any questions about the attached document, please feel free to call us at (800) 338-4204. Sincerely, Renaissance Sales and Funding Staff

P.O. Box 8036 Wisconsin Rapids, WI 54495-8036

Phone: (800) 338-4204 Fax: (715) 424-4242

www.renlearn.com

Agency Tag Set NameNew Mexico, English Language Arts, 2009, Kindergarten, Content Standards, State Department of Education

Standard Product Description Skill Area Description Skill DescriptionNM I - Students will apply strategies and skills to comprehend information that is read, heard and viewed.

NM I-A - Listen to, read, react to and retell information.NM I-A.1 - Retell, reenact, or dramatize stories or parts of stories, including personal events.NM I-A.2 - Demonstrate sense of story (e.g., beginning, middle, end, characters, details).

Product 1 - Accelerated Reader

Skill Area 3 - Reading Practice Quizzes (RPQ)

Skill 7 - RPQ07 Recalling details

Skill 14 - RPQ14 Recalling sequence of eventsSkill 18 - RPQ18 Recalling charactersSkill 19 - RPQ19 Identifying characters

Skill Area 6 - Other Reading Quizzes (ORQ)

Skill 8 - ORQ08 Recalling details

Skill 15 - ORQ15 Recalling sequence of eventsSkill 19 - ORQ19 Recalling charactersSkill 20 - ORQ20 Identifying characters

Skill Area 8 - Literacy Skills Quizzes - Initial Understanding (IU)

Skill 3 - IU03 Recognizing Details

Skill 6 - IU06 Understanding Sequence

NM I-A.3 - Demonstrate familiarity with a variety of types of books and selections (e.g., picture books, caption books, short informational texts, nursery rhymes, word/finger/puppet plays, reenactments of familiar stories).


Skill Area 1 - Overall Product (OP)

Skill 1 - OP01 Engaging in guided independent reading practice

Skill 15 - OP15 Engaging in literature-based readingSkill 18 - OP18 Choosing a variety of reading material

Standards List with Aligned Product SkillsProduct NameAccelerated Reader

Accelerated Reader Kindergarten

122209Page 1 of 148


Standard Product Description Skill Area Description Skill Description


NM I-A.4 - Role-play and act out stories (e.g., fairy tales, songs, rhymes).NM I-A.5 - Follow simple oral instructions.


Skill Area 5 - Recorded Voice Quizzes (RVQ)

Skill 2 - RVQ2 Following oral instructions

NM I-B - Locate and use a variety of resources to acquire information across the curriculum.NM I-B.1 - Demonstrate familiarity with a variety of types of resources (e.g., picture books, caption books, short informational texts, nursery rhymes, word/finger/puppet plays, reenactment of familiar stories, electronic resources).NM I-B.2 - Generate questions of interest about a topic.NM I-C - Demonstrate critical thinking skills to comprehend written, spoken, and visual information.

NM I-C.1 - Understand oral and graphic instructions.


Skill Area 2 - Technology - software (TS)

Skill 2 - TS02 Following instructions within the program



NM I-C.2 - Create mental pictures to predict possible events in text before and during reading.NM I-C.3 - Compare different versions of the same story.NM I-C.4 - Relate experiences and observations.NM I-C.5 - Formulate questions before beginning to read or listen (e.g., What will happen in this story? Where do you think this happens? Who might this be?).NM I-C.6 - Sequence a story to describe the beginning, middle and end.



Skill 14 - RPQ14 Recalling sequence of events


Skill 15 - ORQ15 Recalling sequence of events




122209Page 2 of 148




NM I-C.7 - Differentiate between non-fiction and fiction stories.NM I-D - Acquire reading strategies which include phonemic awareness, phonics, fluency, vocabulary and comprehension.NM I-D.1 - Demonstrate phonemic awareness and knowledge of alphabetic principles by:NM I-D.1.a - demonstrating understanding that spoken language is a sequence of identifiable speech sounds,NM I-D.1.b - demonstrating understanding that the sequence of letters in the written word represents the sequence of sounds in the spoken word, andNM I-D.1.c - demonstrating understanding the sounds of letters and the understanding that words contain similar sounds by recognizing and producing initial sounds and by verbally producing individual phonemes from a series of three and four phoneme words.NM I-D.2 - Demonstrate decoding and word recognition strategies and skills by:NM I-D.2.a - recognizing and name upper and lower case letters of the alphabet,NM I-D.2.b - recognizing common words and signs by sight,



Skill 8 - RPQ08 Recognizing and reading words


Skill 9 - ORQ09 Recognizing and reading words

Skill Area 13 - Vocabulary Acquisition (VA)

Skill 3 - VA03 Recognizing words

NM I-D.2.c - recognizing beginning consonant letter-sound associations in one-syllable words,NM I-D.2.d - identifying upper and lower case letters from a random arrangement, and


122209Page 3 of 148




NM I-D.2.e - producing verbally the individual letter sound when presented with v-c and c-v-c combinations.NM I-D.3 - Read or attempt to read one's own dictated story.NM I-D.4 - Attempt to read simple patterned text and predict texts using letter-sound knowledge and pictures to construct meaning.


Skill Area 10 - Literacy Skills Quizzes - Inferential Comprehension (IC)

Skill 5 - IC05 Making Predictions

NM I-D.5 - Use appropriate nouns to name objects.NM II - Students will communicate effectively through speaking and writing.NM II-A - Demonstrate competence in speaking to convey information.

NM II-A.1 - Retell, reenact or dramatize stories or parts of stories, including personal events.NM II-A.2 - Use correct words to name objects or tell actions.NM II-A.3 - Use speaking skills to connect experiences by:NM II-A.3.a - listening to and retelling stories,NM II-A.3.b - discussing and dramatizing stories,NM II-A.3.c - discovering relationships,NM II-A.3.d - taking turns,NM II-A.3.e - expressing ideas, and

NM II-A.3.f - asking questions.NM II-A.4 - Use a variety of sentence patterns.NM II-A.5 - Ask questions to resolve confusion about a topic.NM II-A.6 - Clarify and sort words by general categories.NM II-B - Apply grammatical and language conventions to communicate.NM II-B.1 - Locate the title, table of contents, names of author and illustrator of a text.



Skill 2 - RPQ02 Identifying book title and author


Skill 2 - ORQ02 Identifying book title and author


122209Page 4 of 148




NM II-B.2 - Use pictures and context to make predictions about story content.NM II-B.3 - Connect information and events in a text to make predictions.

NM II-B.4 - Ask and answer questions about essential elements in a text.



Skill 5 - RPQ05 Answering clarifying questions about what was read (Who, what, when, where, why, and how)


Skill 6 - ORQ06 Answering clarifying questions about what was read (Who, what, when, where, why, and how)

NM II-B.5 - Recognize and make complete, coherent sentences when speaking.NM II-B.6 - Share information and ideas using complete sentences.NM II-B.7 - Develop spelling strategies and skills by:NM II-B.7.a - representing spoken language with emergent or conventional spelling,NM II-B.7.b - writing most letters of the alphabet,NM II-B.7.c - analyzing sounds in a word, andNM II-B.7.d - writing dominant consonant letters.NM II-B.8 - Identify and use capital letters to write the word "I" and the first letter in one's own name.NM II-C - Demonstrate competence in the skills and strategies of the writing process.NM II-C.1 - Develop writing strategies and skills by:NM II-C.1.a - representing spoken language with temporary or conventional spelling,NM II-C.1.b - writing most letters of the alphabet when they are dictated,


122209Page 5 of 148




NM II-C.1.c - analyzing sounds in a word and writing dominant consonant letters, andNM II-C.1.d - using phonemic awareness and letter recognition to spell independently (using standard or emergent spelling).NM II-C.2 - Dictate a story based on one's own experience with a beginning, middle and an end.NM II-C.3 - Write to express one's own meaning.NM II-C.4 - Write one's own name and names of others.NM III - Students will use literature and media to develop an understanding of people, societies and the self.NM III-A - Use language, literature and media to gain and demonstrate awareness of cultures around the world.NM III-A.1 - Listen and respond to stories based on familiar themes and plots.



Skill 8 - OP08 Building comprehension

Skill 14 - OP14 Nurturing intrinsic love of reading


Skill 1 - RVQ1 Listening to modeled reading

Skill Area 11 - Literacy Skills Quizzes - Constructing Meaning (CM)

Skill 5 - CM05 Responding to Literature

NM III-A.2 - Relate characters and events to their own life experiences.

NM III-A.3 - Demonstrate familiarity with stories and activities related to various ethnic groups and countries.



Skill 11 - RPQ11 Understanding historical/cultural factors


Skill 12 - ORQ12 Understanding historical/cultural factors

Skill Area 9 - Literacy Skills Quizzes - Literary Analysis (LA)

Skill 5 - LA05 Understanding Historical/Cultural Factors


122209Page 6 of 148




NM III-B - Identify and use the types of literature according to their purpose and function.NM III-B.1 - Demonstrate familiarity with the types of books and selections (e.g., picture books, caption books, short informational texts, nursery rhymes, re-enactment of familiar stories).



Skill 16 - OP16 Acquiring understanding of literary features

Skill 17 - OP17 Acquiring understanding of literary types

NM III-B.2 - Demonstrate understanding of plots of different types of stories (e.g., songs, rhymes and fairy tales).



Skill 12 - RPQ12 Recognizing plot


Skill 13 - ORQ13 Recognizing plot


Skill 1 - LA01 Recognizing Plot

NM III-B.3 - Identify characters, setting and important events.



Skill 10 - RPQ10 Recognizing setting

Skill 13 - RPQ13 Recalling eventsSkill 15 - RPQ15 Identifying significant eventsSkill 18 - RPQ18 Recalling charactersSkill 19 - RPQ19 Identifying characters


Skill 11 - ORQ11 Recognizing setting

Skill 14 - ORQ14 Recalling eventsSkill 16 - ORQ16 Identifying significant eventsSkill 19 - ORQ19 Recalling charactersSkill 20 - ORQ20 Identifying characters


122209Page 7 of 148





Skill 2 - LA02 Recognizing Setting


122209Page 8 of 148

Agency Tag Set NameNew Mexico, English Language Arts, 2009, Grade 1, Content Standards, State Department of Education


NM I-A - Listen to, read, react to and retell information.NM I-A.1 - Listen to and retell short stories.NM I-A.2 - Recognize repetition and predict repeated phrases.NM I-A.3 - Respond and elaborate in answering "who, what, when, where and how" questions.



Skill 5 - RPQ05 Answering clarifying questions about what was read (Who, what, when, where, why, and how)



NM I-A.4 - Discuss and explain response to "how, why, and what if" questions in sharing narrative and expository texts.NM I-A.5 - Self-monitor comprehension by using questions, retelling and summarizing.

NM I-A.6 - Follow simple written and oral instructions.




NM I-A.7 - Increase vocabulary through reading, listening and interacting.



Skill 9 - OP09 Building vocabulary knowledge

Skill Area 12 - Vocabulary Practice Quizzes (VPQ)

Skill 1 - VPQ01 Acquiring vocabulary by encountering words in contextSkill 2 - VPQ02 Learning new vocabulary in context


Skill 1 - VA01 Reading from a variety of genres

NM I-B - Locate and use a variety of resources to acquire information across the curriculum.


Accelerated Reader Grade 1

122209Page 9 of 148




NM I-B.1 - Demonstrate familiarity with a variety of resources (e.g., story books, short chapter books, poems, newspapers, compact discs, software, telephone books, everyday print, skits, and short plays).




NM I-C - Demonstrate critical thinking skills to comprehend written, spoken, and visual information.

NM I-C.1 - Associate target words with prior knowledge and explore an author's choice of words.



Skill 6 - LA06 Understanding the Author's Craft


Skill 13 - VA13 Demonstrating a command of language including precision in word choiceSkill 14 - VA14 Comprehending key words in text

NM I-C.2 - Predict and explain what will happen next in a story.



Skill 2 - IC02 Drawing Conclusions

Skill 3 - IC03 Making InferencesSkill 5 - IC05 Making Predictions

NM I-C.3 - Demonstrate familiarity with a variety of texts (e.g., story books, short chapter books, poems, newspapers, telephone books, everyday print, skits and short plays).



Skill 14 - OP14 Nurturing intrinsic love of reading


Skill 18 - OP18 Choosing a variety of reading material

NM I-C.4 - Describe differences and similarities between different stories (i.e., characters, plot, setting).


122209Page 10 of 148




NM I-D - Acquire reading strategies which include phonemic awareness, phonics, fluency, vocabulary and comprehension.NM I-D.1 - Develop phonemic awareness and knowledge of alphabetic principles by:NM I-D.1.a - blending the phonemes of one-syllable words,NM I-D.1.b - segmenting the phonemes of one-syllable words that contain a minimum of three and four phonemes, andNM I-D.1.c - changing the beginning, middle and ending sounds to produce new words.NM I-D.2 - Demonstrate decoding and word recognition strategies and skills by:NM I-D.2.a - using phonics knowledge and sound-letter relationships to decode regular one-syllable words,








NM I-D.2.b - recognizing high-frequency and common irregularly spelled words in text (e.g., whole, two, where, said, have),








NM I-D.2.c - identifying upper and lower case letters from a random arrangement, andNM I-D.2.d - producing verbally the individual sound of each letter or the whole word when presented with c-v and c-v-c combinations.


122209Page 11 of 148




NM I-D.3 - Read aloud grade-level text with fluency and comprehension by reading orally with fluency and accuracy (when presented with a grade-level passage of connected text).NM I-D.4 - Use pronunciation, sentence meaning, story meaning and syntax to confirm accurate decoding or to self-correct errors.NM I-D.5 - Increase vocabulary through reading, listening and interacting.








NM II - Students will communicate effectively through speaking and writing.NM II-A - Demonstrate competence in speaking to convey information.

NM II-A.1 - Read aloud grade-level text with fluency and comprehension.

NM II-A.2 - Engage in discussions resulting in written products.NM II-A.3 - Select and use new vocabulary and language structures (e.g., retelling, using exclamatory phrases to express emotional response to events or ideas).

NM II-B - Apply grammatical and language conventions to communicate.NM II-B.1 - Confirm predictions about what will happen next in a text by identifying key words.NM II-B.2 - Use context to resolve ambiguities about word and sentence meaning.


122209Page 12 of 148




NM II-B.3 - Relate prior knowledge to textual information.NM II-B.4 - Use phonetic knowledge and basic patterns to spell correctly three- and four-letter words.

NM II-B.5 - Apply phonics to write independently, using emergent or conventional spelling.NM II-B.6 - Write all upper and lower case letters of the alphabet using correct letter formation.NM II-B.7 - Use complete sentences to write simple text.NM II-B.8 - Use basic capitalization and punctuation for:NM II-B.8.a - first word in a sentence,

NM II-B.8.b - proper names,NM II-B.8.c - using a period to end a declarative sentence, andNM II-B.8.e - a question mark to end an interrogative sentence.NM II-B.9 - Self-monitor composition by using re-reading and peer conferences.NM II-C - Demonstrate competence in the skills and strategies of the writing process.NM II-C.1 - Write by using an author's model of language and extending the model (e.g., writing different endings for the story, composing an innovation of a poem).

NM II-C.2 - Compose a variety of products (e.g., short stories, letters, simple poems, descriptions, journal entries).NM II-C.3 - Write descriptions of familiar persons, places or objects.NM II-C.4 - Compose fairly readable first drafts using appropriate parts of the writing process (some attention to planning, drafting, re-reading for meaning and some self-correction).

NM II-C.5 - Begin to utilize conventional spelling.


122209Page 13 of 148




NM III - Students will use literature and media to develop an understanding of people, societies and the self.NM III-A - Use language, literature and media to gain and demonstrate awareness of cultures around the world.NM III-A.1 - Increase vocabulary and understand expressions found in appropriate literary works.





Skill 1 - CM01 Deriving Word or Phrase Meaning



NM III-A.2 - Identify the characters and simple story lines from selected myths and stories from around the world.




Skill 19 - RPQ19 Identifying characters



Skill 20 - ORQ20 Identifying characters



NM III-A.3 - Describe events related to other nations or cultures (e.g., writing, drama, constructions, drawing).NM III-B - Identify and use the types of literature according to their purpose and function.NM III-B.1 - Identify elements of plot and setting in a story.






122209Page 14 of 148










NM III-B.2 - Demonstrate understanding (e.g., act out, draw, write, talk) of sequence and characterization in a story.



Skill 5 - RPQ05 Answering clarifying questions about what was read (Who, what, when, where, why, and how)Skill 6 - RPQ06 Demonstrating comprehension by identifying answers from a selection of possible answersSkill 14 - RPQ14 Recalling sequence of eventsSkill 21 - RPQ21 Understanding characterization


Skill 6 - ORQ06 Answering clarifying questions about what was read (Who, what, when, where, why, and how)Skill 7 - ORQ07 Demonstrating comprehension by identifying answers from a selection of possible answersSkill 15 - ORQ15 Recalling sequence of eventsSkill 22 - ORQ22 Understanding characterization




122209Page 15 of 148





Skill 4 - LA04 Understanding Characterization


122209Page 16 of 148



NM I-A - Listen to, read, react to and retell information.NM I-A.1 - Independently recall facts and detail in text.



Skill 4 - RPQ04 Comprehending literal meaning of reading materialSkill 7 - RPQ07 Recalling details


Skill 5 - ORQ05 Comprehending literal meaning of reading materialSkill 8 - ORQ08 Recalling details











NM I-B - Locate and use a variety of resources to acquire information across the curriculum.NM I-B.1 - Identify and use appropriate sources of information to accomplish a specific learning task.

NM I-B.2 - Use print and electronic resources to access information (e.g., images, sound, text, video).NM I-B.3 - Select an appropriate format to locate, gather, access, record, organize and present information.



122209Page 17 of 148




NM I-C - Demonstrate critical thinking skills to comprehend written, spoken, and visual information.

NM I-C.1 - Pose possible "how, why and what if" questions to understand and/or interpret texts.NM I-C.2 - Recognize own difficulty in comprehending text.



Skill 3 - OP03 Knowing one's own reading level

Skill 4 - OP04 Matching book level to one's own reading level

NM I-C.3 - Discuss similarities and differences in events and characters across stories.NM I-C.4 - Interpret information from diagrams, charts and graphs.NM I-D - Acquire reading strategies which include phonemic awareness, phonics, fluency, vocabulary and comprehension.NM I-D.1 - Decode unknown words using basic elements of phonetic analysis (e.g., common letter-sound relationships) and structural analysis (e.g., syllables, suffixes, prefixes, root words).



Skill 4 - VA04 Recognizing prefixes

Skill 5 - VA05 Recognizing suffixes

NM I-D.2 - Read most high-frequency and irregularly spelled words.








NM I-D.3 - Self-monitor decoding by using letter-sound knowledge of all consonants and vowels by verbally producing the individual letter sound of each letter or the whole word when presented with c-v and c-v-c combinations.


122209Page 18 of 148




NM I-D.4 - Apply knowledge of all sources of information (e.g., meaning, language, graphophonics) to read new text independently.

NM I-D.5 - Read grade-level text aloud with fluency, accuracy and comprehension when presented with a grade level passage of connected text.NM I-D.6 - Increase vocabulary through reading, listening and interacting.








NM I-D.7 - Recognize and express difficulty in comprehending text.




Skill 4 - OP04 Matching book level to one's own reading level


NM II-A.1 - Increase vocabulary by listening and discussing responses to literature that is read and heard.NM II-A.2 - Explain and describe new concepts and information in own words.NM II-A.3 - Use oral communication to identify, organize and analyze information.NM II-A.4 - Respond appropriately when participating in discussions by adapting language and non-verbal behaviors to the situation.


122209Page 19 of 148




NM II-A.5 - Identify and select an appropriate method to communicate that is relevant to the audience and purpose.NM II-A.6 - Read aloud grade-level text with fluency and comprehension.

NM II-B - Apply grammatical and language conventions to communicate.NM II-B.1 - Write compositions that show proper use of pronouns, adjectives, adverbial forms, and coordinating conjunctions.NM II-B.2 - Spell correctly, using previously studied words, spelling patterns and analysis of sounds.NM II-B.3 - Identify format and mechanics in one's own writing.NM II-B.4 - Use capitalization, punctuation and paragraphs in one's own writing.NM II-B.5 - Use subject, predicate and modifiers in sentences.NM II-B.6 - Use editing to check and confirm correct use of conventions for complete sentences, correct word order in sentences and punctuation.

NM II-B.7 - Use letter formation, lines and spaces to create readable documents.NM II-B.8 - Use plural forms of commonly used nouns and common age-appropriate contractions.

NM II-B.9 - Use titles, tables, indexes and chapter headings to locate information in expository texts.

NM II-B.10 - Speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch and modulation.

NM II-C - Demonstrate competence in the skills and strategies of the writing process.


122209Page 20 of 148




NM II-C.1 - Plan and make judgments about what to include in written products (e.g., narratives of personal experiences, creative stories, skits based on familiar stories/experiences).NM II-C.2 - Compose first drafts using the writing process and revise to clarify and refine (improve sequence, provide more descriptive detail, add variety of sentence types).

NM II-C.3 - Write structured, informative presentations and narratives when given help with organization.NM II-C.4 - Begin to assist others to edit writing.NM II-C.5 - Produce a variety of types of composition (e.g., stories, reports, correspondence) using media and technology to enhance the presentation/narrative for an audience for a specific purpose.NM III - Students will use literature and media to develop an understanding of people, societies and the self.NM III-A - Use language, literature and media to gain and demonstrate awareness of cultures around the world.NM III-A.1 - Identify characteristics common to members of various world cultures (e.g., language, dress, food, traditions, homes) as found in literary works.








NM III-A.2 - Increase vocabulary by listening to, reading and responding to literary works.





122209Page 21 of 148





Skill 1 - CM01 Deriving Word or Phrase Meaning



NM III-A.3 - Identify cultural characteristics in literature and media.








NM III-A.4 - Demonstrate how similar themes are represented by different versions of stories from many cultures.NM III-B - Identify and use the types of literature according to their purpose and function.NM III-B.1 - Identify differences between poetry and expository writing.NM III-B.2 - Compare and contrast plots, settings and characters presented by different authors.NM III-B.3 - Identify the use of rhythm, rhyme and alliteration in writing.



Skill 16 - OP16 Acquiring understanding of literary features


Skill 3 - LA03 Understanding Literary Features

NM III-B.4 - Take part in creative responses to dramatizations, oral presentations and fantasy plays.


122209Page 22 of 148



NM I-A - Listen to, read, react to and retell information.NM I-A.1 - Interact with text before, during and after reading, listening or viewing to comprehend by:NM I-A.1.a - setting a purpose, previewing the text,NM I-A.1.b - making predictions, Product 1 -

Accelerated ReaderSkill Area 10 - Literacy Skills Quizzes - Inferential Comprehension (IC)


NM I-A.1.c - asking questions,NM I-A.1.d - locating information for a specific purpose,



Skill 3 - ORQ03 Reading textbooks for information

NM I-A.1.e - making connections, and



Skill 1 - IC01 Comparing and Contrasting

Skill 2 - IC02 Drawing ConclusionsSkill 3 - IC03 Making InferencesSkill 6 - IC06 Recognizing Cause and Effect

NM I-A.1.f - using story structure and text organization.NM I-A.2 - Summarize main idea(s) from written or spoken text succinctly.

NM I-A.3 - Employ active listening skills.NM I-A.4 - Increase vocabulary through reading, listening and interacting.










122209Page 23 of 148




NM I-B - Locate and use a variety of resources to acquire information across the curriculum.NM I-B.1 - Use reference materials (e.g., glossary, dictionary, thesaurus) to confirm decoding skills, verify spelling, discover and extend meaning of words.NM I-B.2 - Use encyclopedias, dictionaries and electronic resources to gather information.NM I-C - Demonstrate critical thinking skills to comprehend written, spoken, and visual information.

NM I-C.1 - Draw conclusions, make generalizations, gather support by referencing the text.




Skill 3 - IC03 Making InferencesSkill 4 - IC04 Extending Meaning

NM I-C.2 - Explain choice of reading materials congruent with purpose (e.g., solving problems, making decisions).NM I-D - Acquire reading strategies which include phonemic awareness, phonics, fluency, vocabulary and comprehension.NM I-D.1 - Apply phonics and structural analysis to decode words (e.g., less common vowel patterns, syllable breaks).NM I-D.2 - Apply context clues to decode unknown words.





Skill 9 - VA09 Using context clues to infer the meaning of unfamiliar words


122209Page 24 of 148




NM I-D.3 - Use reference materials (e.g., glossary, dictionary, thesaurus) to confirm decoding skills, verify spelling and discover and extend meaning of words.NM I-D.4 - Use a variety of strategies to comprehend text (e.g., re-read, read ahead, ask for help, adjust reading speed, question, paraphrase, retell).NM I-D.5 - Read aloud with fluency, accuracy and comprehension when presented with a grade level passage of connected text.

NM I-D.6 - Increase vocabulary through reading, listening and interacting.









NM II-A.1 - Present information in a logical manner, with a clear main point.NM II-A.2 - Sustain conversation on a topic.NM II-A.3 - Answer open-ended questions.NM II-A.4 - Explain own learning.NM II-A.5 - Read aloud grade-level text with fluency and comprehension.

NM II-B - Apply grammatical and language conventions to communicate.NM II-B.1 - Use correct subject and verb agreement.


122209Page 25 of 148




NM II-B.2 - Use correct capitalization and punctuation.NM II-B.3 - Use a variety of complete sentences (declarative, imperative, interrogative and exclamatory) in writing and speaking.

NM II-B.4 - Compose two or more paragraphs with: topic sentences, supporting details, appropriate, logical sequence and sufficient elaboration.NM II-B.5 - Use strategies for spelling (e.g., sound patterns, visual patterns, silent letters).NM II-B.6 - Proofread one's own writing for spelling and edit (with assistance) for language conventions and format.NM II-B.7 - Create readable documents with legible handwriting.

NM II-B.8 - Write compositions that have few significant errors in use of pronouns, adjectives, adverbial forms and coordinating conjunctions.

NM II-B.9 - Create and deliver recitations and presentations about familiar experiences or interests that are organized around a coherent statement.NM II-B.10 - Demonstrate a command of standard English when speaking.NM II-C - Demonstrate competence in the skills and strategies of the writing process.NM II-C.1 - Compose a draft that conveys major ideas and maintains focus on the topic by using preliminary plans.NM II-C.2 - Compose a variety of fiction, nonfiction, poetry, and drama selections using self-selected topics and multimedia forms (e.g., poems, simple narratives, short reports, learning logs, letters, notes, directions, instructions).


122209Page 26 of 148




NM II-C.3 - Suggest and implement reflection and revision (with assistance) on target elements by:

NM II-C.3.a - clarifying ideas, adding descriptive words and phrases,

NM II-C.3.b - sequencing events and ideas,NM II-C.3.c - combining short, related sentences, andNM II-C.3.d - strengthening word choice.NM II-C.4 - Begin to incorporate literary words and language patterns in writing (e.g., elaborate descriptions, use figurative wording).

NM II-C.5 - Combine information from multiple sources, using technology as a tool in writing reports and stories.NM II-C.6 - Write stories and essays that show an awareness of an intended audience and purpose.NM III - Students will use literature and media to develop an understanding of people, societies and the self.NM III-A - Use language, literature and media to gain and demonstrate awareness of cultures around the world.NM III-A.1 - Use language and media to make connections between own experiences and the experiences of others (e.g., local stories, stories about local culture and history).









122209Page 27 of 148




NM III-A.2 - Create and participate in responses to a variety of literature and media (e.g., dramatizations, presentations, fantasy plays).

NM III-A.3 - Identify and discuss similarities and differences in events and characters across examples of literature and media.NM III-A.4 - Make informed judgments about the purpose of media productions.NM III-B - Identify and use the types of literature according to their purpose and function.NM III-B.1 - Read and create a variety of texts, including: fiction (short stories, novels, fantasies, fairy tales and fables), non-fiction (biographies, letters, articles, essays), poetry and drama (skits and plays).




Skill 5 - OP05 Self-selecting appropriate books for successSkill 15 - OP15 Engaging in literature-based readingSkill 17 - OP17 Acquiring understanding of literary types

Skill 18 - OP18 Choosing a variety of reading material


Skill 3 - RPQ03 Practicing reading with guidance and accountability


Skill 4 - ORQ04 Practicing reading with guidance and accountability

NM III-B.2 - Respond to fiction, non-fiction, poetry and drama using interpretive, critical and evaluative processes by:


122209Page 28 of 148




NM III-B.2.a - considering the differences among genres,








NM III-B.2.b - relating plots, settings and characters to one's own experiences and ideas,NM III-B.2.c - considering the main character's point of view; participating in creative interpretations; and



Skill 20 - RPQ20 Recognizing characters' feelings

Skill 21 - RPQ21 Understanding characterization


Skill 21 - ORQ21 Recognizing characters' feelingsSkill 22 - ORQ22 Understanding characterization


Skill 4 - IU04 Recognizing Feelings





NM III-B.2.d - making inferences and drawing conclusions about characters and events.





Skill 22 - ORQ22 Understanding characterization


Skill 1 - IU01 Describing Actions or Events




122209Page 29 of 148






Skill 3 - IC03 Making Inferences


Skill 3 - CM03 Identifying Reading Strategies



122209Page 30 of 148



NM I-A - Listen to, read, react to and retell information.NM I-A.1 - Use meta-cognitive strategies to comprehend text and to clarify meaning of vocabulary (e.g., re-read the text, consult other sources, ask for help, paraphrase, question).

NM I-A.2 - Visualize and recall story details, including characterization and sequence.




Skill 14 - RPQ14 Recalling sequence of eventsSkill 21 - RPQ21 Understanding characterization



Skill 15 - ORQ15 Recalling sequence of eventsSkill 22 - ORQ22 Understanding characterization





NM I-A.3 - Read a variety of texts, including: fiction (e.g., legends, novels, folklore, science fiction), non-fiction (e.g., auto-biographies, informational books, diaries, and journals), poetry, drama.




Skill 15 - OP15 Engaging in literature-based readingSkill 18 - OP18 Choosing a variety of reading material



122209Page 31 of 148












NM I-B - Locate and use a variety of resources to acquire information across the curriculum.NM I-B.1 - Use key words, indices, cross-references and letters on volumes to find information.NM I-B.2 - Use multiple representations of information (e.g., maps, charts, photos) to find information.NM I-C - Demonstrate critical thinking skills to comprehend written, spoken, and visual information.

NM I-C.1 - Respond to fiction, poetry, and drama using interpretive, critical and evaluative processes by:

NM I-C.1.a - analyzing author's word choice and context,






NM I-C.1.b - examining reasons for characters' actions,



Skill 13 - OP13 Improving critical thinking


Skill 20 - RPQ20 Recognizing characters' feelingsSkill 21 - RPQ21 Understanding characterization


Skill 21 - ORQ21 Recognizing characters' feelings


122209Page 32 of 148






Skill 2 - IU02 Identifying Reasons





NM I-C.1.c - identifying and examining characters' motives, and














NM I-C.1.d - considering a situation or problems from different characters' perspectives.







Skill 21 - ORQ21 Recognizing characters' feelings


122209Page 33 of 148









NM I-C.2 - Respond to non-fiction using interpretive, critical and evaluative processes.






NM I-C.3 - Analyze characters, events and plots from different texts and cite supporting evidence.NM I-C.4 - Analyze how language and visuals bring characters to life, enhance plot development and produce a response.






NM I-C.5 - Demonstrate deductive and inductive reasoning by drawing logical conclusions.






NM I-D - Acquire reading strategies which include phonemic awareness, phonics, fluency, vocabulary and comprehension.NM I-D.1 - Use word identification strategies appropriately and automatically when encountering words (e.g., graphophonic, syntactic, semantic).



Skill 8 - VA08 Using syntax to identify word meanings


NM I-D.2 - Identify key words and discover their relationships.



Skill 14 - VA14 Comprehending key words in text


122209Page 34 of 148




NM I-D.3 - Adjust speed of reading to suit purpose and difficulty of material.

NM I-D.4 - Read aloud with fluency, accuracy and comprehension when presented with a grade level passage of connected text.

NM I-D.5 - Increase vocabulary through reading, listening and interacting.









NM II-A.1 - Actively contribute to a discussion.NM II-A.2 - Use language to: present information and ideas clearly and concisely, interview, solve problems and make decisions.

NM II-A.3 - Make oral presentations, using technologies when appropriate, with an awareness of audience and purpose.

NM II-A.4 - Use appropriate non-verbal communication while giving presentations.NM II-A.5 - Read aloud grade-level text with fluency and comprehension.

NM II-B - Apply grammatical and language conventions to communicate.


122209Page 35 of 148




NM II-B.1 - Use simple and compound sentences in writing and speaking.NM II-B.2 - Combine short, related sentences with appositives, participial phrases, adjectives, adverbs and prepositional phrases.NM II-B.3 - Identify and use regular and irregular verbs, adverbs, prepositions and coordinating conjunctions in writing and speaking.

NM II-B.4 - Use parentheses, commas in direct quotations and apostrophes in the possessive case of nouns and in contractions.NM II-B.5 - Use underlining, quotation marks or italics to identify titles of documents.NM II-B.6 - When appropriate, capitalize names of magazines, newspapers, works of art, musical compositions, organizations, proper nouns and the first word in quotations.NM II-B.7 - Spell correctly roots, inflections, affixes and syllable constructions.NM II-B.8 - Compose multiple paragraphs with:NM II-B.8.a - topic sentences,NM II-B.8.b - specific, relevant details,NM II-B.8.c - logical progression and movement of ideas,NM II-B.8.d - coherence,NM II-B.8.e - elaboration, andNM II-B.8.f - concluding statement related to the topic.NM II-B.9 - Speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch and modulation.NM II-C - Demonstrate competence in the skills and strategies of the writing process.NM II-C.1 - Produce a variety of written compositions using:


122209Page 36 of 148




NM II-C.1.a - descriptive writing (e.g., using relevant details and ideas that figuratively recreate an event or experience),NM II-C.1.b - narrative writing (e.g., using sequence, point of view and character to tell a story), andNM II-C.1.c - expository writing (e.g., identifying and staying on the topic; developing the topic with simple facts, details, examples and explanations).NM II-C.2 - Use planning strategies that generate topics and organize ideas (e.g., brainstorming, mapping, webbing, reading, discussion).

NM II-C.3 - Focus revision on sequence of events and ideas, transitional words and sentence patterns.NM III - Students will use literature and media to develop an understanding of people, societies and the self.NM III-A - Use language, literature and media to gain and demonstrate awareness of cultures around the world.NM III-A.1 - Examine the reasons for characters' actions.










NM III-A.2 - Identify and examine characters' motives.





122209Page 37 of 148










NM III-A.3 - Consider a situation or problem from different characters' point of view.NM III-A.4 - Trace the exploits of character types across literature and media depicting various cultures.

NM III-B - Identify and use the types of literature according to their purpose and function.NM III-B.1 - Identify beginning, middle and end of a story.








NM III-B.2 - Describe the contextual differences of various forms of literature.NM III-B.3 - Describe the reasons why an author would choose a particular genre.NM III-B.4 - Compose fiction, non fiction, poetry and drama, using self-selected or assigned topics and forms.NM III-B.5 - Respond to fiction, non-fiction, poetry and drama, using interpretive, critical and evaluative processes by:NM III-B.5.a - analyzing author's word choice and context,





122209Page 38 of 148






NM III-B.5.b - examining reasons for characters' actions, and












NM III-B.5.c - identifying and examining characters' motives, considering a situation or problems from different characters' perspectives.



Skill 20 - RPQ20 Recognizing characters' feelings









122209Page 39 of 148


Standard Product Description Skill Area Description Skill DescriptionNM I - Students will apply strategies and skills to comprehend information that is read, heard, and viewed.

NM I-A - Listen to, read, react to, and interpret information.NM I-A.1 - Listen actively and critically by:NM I-A.1.a - asking questions;NM I-A.1.b - delving deeper into the topic;NM I-A.1.c - elaborating on the information and the ideas presented;

NM I-A.1.d - evaluating information and ideas;NM I-A.1.e - making inferences and drawing conclusions; andNM I-A.1.f - making judgments.NM I-A.2 - Make connections between texts by recognizing similarities and differences based on a common theme, lesson, or message.NM I-A.3 - Read aloud grade-appropriate text with fluency, comprehension, expression, and personal style demonstrating an awareness of volume, pace, audience, and purpose.NM I-A.4 - Follow oral instructions that provide information about a task or assignment.




NM I-B - Gather and use information for research and other purposes.

NM I-B.1 - Understand concept of primary source.NM I-B.2 - Research multiple sources to deepen understanding and integrate information and ideas across varied sources and content areas by:NM I-B.2.a - conducting research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., print and non-print texts, artifacts, people, libraries, databases, Internet, computer networks); and



122209Page 40 of 148




NM I-B.2.b - evaluating the usefulness and quality of information and ideas based on purpose, experiences, text(s) and graphics.

NM I-B.3 - Make connections between print and non-print texts by recognizing similarities and differences using a variety of resources that contribute to informed decisions.NM I-C - Apply critical thinking skills to analyze information.NM I-C.1 - Evaluate text to determine author's purpose and opinion by:

NM I-C.1.a - evaluating inferences, conclusions, and generalizations; and




NM I-C.1.b - identifying elements of fiction and non-fiction that support plot development, choice of words, effectiveness of figurative language and personification.




NM I-C.2 - Evaluate the usefulness and quality of information and ideas based on purpose, experiences, text.

NM I-C.3 - Respond to fiction, non-fiction, poetry, and drama using interpretive, critical, and evaluative processes by:NM I-C.3.a - analyzing word choice and content;




NM I-C.3.b - examining reasons for a character's actions;



Skill 5 - RPQ05 Answering clarifying questions about what was read (Who, what, when, where, why, and how)Skill 21 - RPQ21 Understanding characterization




122209Page 41 of 148












Skill 3 - IC03 Making InferencesSkill 4 - IC04 Extending MeaningSkill 6 - IC06 Recognizing Cause and Effect



NM I-C.3.c - creating and presenting a product that demonstrates a personal response; and

NM I-C.3.d - examining alternative perspectives.NM I-C.4 - Make informed judgments about bias, propaganda, stereotyping, and media techniques.

NM I-C.5 - Analyze cause and effect relationships, compare and contrast information, facts, characters, and objects to predict a logical outcome based on the information in the selection.





NM I-C.6 - Distinguish between fact and opinion.



Skill 2 - CM02 Differentiating Fact and Opinion


122209Page 42 of 148




NM I-D - Demonstrate competence in the skills and strategies of the reading process.NM I-D.1 - Apply enabling strategies and skills to read by:NM I-D.1.a - expanding and refining vocabulary through wide reading, word study, content area study, writing process elements, writing as a tool, debate, discussions, seminars, and examining the author's craft;




Skill 9 - OP09 Building vocabulary knowledgeSkill 13 - OP13 Improving critical thinking









Skill 9 - VA09 Using context clues to infer the meaning of unfamiliar wordsSkill 14 - VA14 Comprehending key words in text

NM I-D.1.b - using word reference materials;NM I-D.1.c - selecting key vocabulary critical to the text and applying appropriate meanings for understanding; and





Skill 2 - VPQ02 Learning new vocabulary in context


122209Page 43 of 148




Skill 3 - VPQ03 Identifying correct definitions for vocabulary words from books read


Skill 8 - VA08 Using syntax to identify word meaningsSkill 9 - VA09 Using context clues to infer the meaning of unfamiliar wordsSkill 10 - VA10 Supporting interpretations with examples drawn from textSkill 11 - VA11 Determining the definition of words with multiple meaningsSkill 12 - VA12 Applying knowledge of synonyms to determine meaning

Skill 13 - VA13 Demonstrating a command of language including precision in word choiceSkill 14 - VA14 Comprehending key words in text

NM I-D.1.d - reading independently to increase fluency and build background knowledge.




Skill 4 - OP04 Matching book level to one's own reading levelSkill 5 - OP05 Self-selecting appropriate books for successSkill 7 - OP07 Improving confidence with reading



122209Page 44 of 148




Skill 14 - OP14 Nurturing intrinsic love of readingSkill 15 - OP15 Engaging in literature-based reading


Skill 3 - RPQ03 Practicing reading with guidance and accountabilitySkill 4 - RPQ04 Comprehending literal meaning of reading material


Skill 4 - ORQ04 Practicing reading with guidance and accountabilitySkill 5 - ORQ05 Comprehending literal meaning of reading material

NM I-D.2 - Interact with the text by:

NM I-D.2.a - making predictions; Product 1 - Accelerated Reader



NM I-D.2.b - formulating questions;NM I-D.2.c - supporting answers from textual information, using previous experience, or other sources;



Skill 5 - RPQ05 Answering clarifying questions about what was read (Who, what, when, where, why, and how)Skill 6 - RPQ06 Demonstrating comprehension by identifying answers from a selection of possible answers




122209Page 45 of 148




Skill 7 - ORQ07 Demonstrating comprehension by identifying answers from a selection of possible answers





Skill 10 - VA10 Supporting interpretations with examples drawn from text

NM I-D.2.d - drawing on personal, literary, and cultural understandings; and








NM I-D.2.e - seeking additional information.NM I-D.3 - Read a variety of texts (e.g., fiction, nonfiction, newspaper and magazine articles, poetry, drama)




Skill 5 - OP05 Self-selecting appropriate books for successSkill 14 - OP14 Nurturing intrinsic love of readingSkill 15 - OP15 Engaging in literature-based readingSkill 18 - OP18 Choosing a variety of reading material


122209Page 46 of 148









NM I-D.4 - Choose materials to read independently, identifying the main ideas and significant details, and determine the correct sequence of events or information.





Skill 4 - OP04 Matching book level to one's own reading levelSkill 5 - OP05 Self-selecting appropriate books for successSkill 14 - OP14 Nurturing intrinsic love of readingSkill 15 - OP15 Engaging in literature-based readingSkill 18 - OP18 Choosing a variety of reading material



Skill 14 - RPQ14 Recalling sequence of eventsSkill 15 - RPQ15 Identifying significant eventsSkill 16 - RPQ16 Identifying the main idea




122209Page 47 of 148




Skill 15 - ORQ15 Recalling sequence of eventsSkill 16 - ORQ16 Identifying significant eventsSkill 17 - ORQ17 Identifying the main idea





Skill 6 - CM06 Understanding the Main Idea

NM II - Students will communicate effectively through speaking and writing.NM II-A - Use speaking as an interpersonal communication tool.NM II-A.1 - Read aloud grade-level text with fluency, comprehension, expression, and personal style demonstrating an awareness of volume, pace, audience, and purpose.NM II-A.2 - Use language to:NM II-A.2.a - formulate hypotheses;

NM II-A.2.b - evaluate information and ideas;NM II-A.2.c - present and support arguments; andNM II-A.2.d - influence the thinking of others.NM II-A.3 - Make presentations to inform or persuade, selecting vocabulary for impact.NM II-B - Apply grammatical and language conventions to communicate.NM II-B.1 - Write sentences that use:

NM II-B.1.a - independent and dependent clauses;NM II-B.1.b - transitions; and


122209Page 48 of 148




NM II-B.1.c - conjunctions to connect ideas.NM II-B.2 - Identify and correctly use verbs that are often misused (e.g., lie/lay, sit/set, rise/raise).NM II-B.3 - Use colons and quotation marks correctly.NM II-B.4 - Spell most commonly used words accurately using a multi-strategy approach to learn new spellings.NM II-B.5 - Edit final product for grammar, language conventions, and format.NM II-B.6 - Create and deliver focused, coherent presentations that convey ideas clearly and relate to the background and interest of the audience using a variety of media.

NM II-B.7 - Evaluate the content of oral communication.NM II-C - Demonstrate competence in the skills and strategies of the writing process.NM II-C.1 - Produce a variety of written products that demonstrate competence in:NM II-C.1.a - persuasive writing (e.g., states a clear position, elaborates on the position with reasons, examples, information and other evidence);

NM II-C.1.b - autobiographical writing; andNM II-C.1.c - essays that speculate on cause and effect.NM II-C.2 - Apply the writing process through:NM II-C.2.a - pre-writing;NM II-C.2.b - creating a rough draft;

NM II-C.2.c - revising for clarity of thought and focused communication;

NM II-C.2.d - editing; andNM II-C.2.e - publishing and sharing of final product.


122209Page 49 of 148




NM II-C.3 - Create journals, notes, stories, reports, and letters using appropriate formats and multimedia technologies to communicate to an audience for a specific purpose.NM II-C.4 - Focus revision on creating simple and/or complex sentences for clarity and impact and on developing a lead, characters, or mood.NM III - Students will use literature and media to develop an understanding of people, societies, and the self.NM III-A - Use language, literature, and media to understand various social and cultural perspectives.NM III-A.1 - Explain why similar character types are found in multiple cultures.NM III-A.2 - Identify social/cultural values and beliefs reflected in literature and media.








NM III-A.3 - Identify archetypal patterns and symbols depicted through literature and media of various cultures.NM III-B - Identify ideas and make connections among literary works.NM III-B.1 - Identify main conflict in a plot and describe how it is resolved.

NM III-B.2 - Contrast the actions and motives of characters in literary works.NM III-B.3 - Explain the importance of a character's actions to the plot and theme of a literary work.


122209Page 50 of 148



NM I-A - Listen to, read, react to, and interpret information.NM I-A.1 - Narrate a fictional or autobiographical account.NM I-A.2 - Relate details, main ideas, setting, action, and main character(s).




Skill 16 - RPQ16 Identifying the main idea

Skill 18 - RPQ18 Recalling charactersSkill 19 - RPQ19 Identifying characters



Skill 17 - ORQ17 Identifying the main idea

Skill 19 - ORQ19 Recalling charactersSkill 20 - ORQ20 Identifying characters








NM I-A.3 - Explore expressive materials that are read, heard, or viewed.NM I-A.4 - Identify and interpret figurative language in an oral selection.NM I-A.5 - Interact appropriately in group settings.



122209Page 51 of 148




NM I-A.6 - Reflect on learning experiences by describing personal learning growth and change in perspective.NM I-A.7 - Interpret how personal circumstances and background shape interaction with text.NM I-B - Gather and use information for research and other purposes.

NM I-B.1 - Interpret and synthesize information from a variety of sources by:NM I-B.1.a - reviewing the characteristics of informational works;

NM I-B.1.b - restating and summarizing information;NM I-B.1.c - determining the importance of information;NM I-B.1.d - making connections to related topics and information;NM I-B.1.e - monitoring comprehension;NM I-B.1.f - drawing inferences; and

NM I-B.1.g - generating questions.NM I-B.2 - Use multiple sources of print and non-print information in developing informational materials such as brochures, newsletters, and advertisements by:NM I-B.2.a - exploring a variety of sources that provide information (e.g., books, newspapers, Internet, electronic databases, CD-ROMs); andNM I-B.2.b - distinguishing between primary and secondary sources.

NM I-B.3 - Organize information gathered for a research topic into major components based on appropriate criteria.NM I-C - Apply critical thinking skills to analyze information.NM I-C.1 - Use critical thinking skills and create criteria to evaluate text and multimedia by:


122209Page 52 of 148




NM I-C.1.a - determining purpose through exploring bias, apparent messages, emotional factors, or persuasive techniques; and







Skill 4 - CM04 Identifying Persuasive Language

NM I-C.1.b - identifying and exploring the underlying assumptions of the authorNM I-C.2 - Recognize the point of view of the author by considering alternative points of view or reasons by remaining fair-minded and open to other interpretations.NM I-C.3 - Develop and apply appropriate criteria to evaluate the quality of communication by:NM I-C.3.a - using knowledge of language structure and literary or media techniques; and




NM I-C.3.b - drawing conclusions based on evidence, reasons, or relevant information; considering the implications, consequences, or impact of those conclusions.









NM I-D - Demonstrate competence in the skills and strategies of the reading process.NM I-D.1 - Increase fluency, comprehension, and insight through meaningful and comprehensive reading instruction by:


122209Page 53 of 148




NM I-D.1.a - using effective reading strategies to match type of text;




NM I-D.1.b - reading self-selected literature and other materials of individual interest;





Skill 4 - OP04 Matching book level to one's own reading levelSkill 5 - OP05 Self-selecting appropriate books for successSkill 14 - OP14 Nurturing intrinsic love of readingSkill 15 - OP15 Engaging in literature-based readingSkill 18 - OP18 Choosing a variety of reading material





NM I-D.1.c - reading selections and other materials assigned;








NM I-D.1.d - discussing selections in teacher-student discussions and small groups;


122209Page 54 of 148




NM I-D.1.e - taking an active role in whole-class seminars;NM I-D.1.f - discussing and analyzing the effects on texts of literary devices, such as figurative language, dialogue and flashback;NM I-D.1.g - interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style;












Skill 3 - LA03 Understanding Literary FeaturesSkill 4 - LA04 Understanding CharacterizationSkill 6 - LA06 Understanding the Author's Craft




NM I-D.1.h - investigating examples of distortion and stereotype; and

NM I-D.1.i - recognizing underlying messages in order to identify recurring themes.





122209Page 55 of 148








NM I-D.2 - Generate questions to be answered while reading and reflect on what has been learned after reading.NM I-D.3 - Use specific strategies to clear up confusing parts of a text (e.g., re-read the text, consult another source, ask for help).NM I-D.4 - Follow oral and written directions for a procedure.


Skill Area 2 - Technology - software (TS)

Skill 2 - TS02 Following instructions within the program



NM I-D.5 - Use knowledge of punctuation to assist in comprehension.NM II - Students will communicate effectively through speaking and writing.NM II-A - Use speaking as an interpersonal communication tool.NM II-A.1 - Assume a variety of roles in group discussions (e.g., active listener, discussion leader, facilitator, reporter/synthesizer).NM II-A.2 - Clarify, illustrate, and expand upon topics in discussions.

NM II-A.3 - Use oral clues to indicate levels of certainty (e.g., "what if," "very likely," "I'm unsure of").

NM II-B - Apply grammatical and language conventions to communicate.NM II-B.1 - Use simple, compound, complex, and compound-complex sentences.NM II-B.2 - Use effective coordination and subordination of ideas to express complete thoughts.


122209Page 56 of 148




NM II-B.3 - Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses to convey appropriate meaning.NM II-B.4 - Use verbs that agree with compound subjects.NM II-B.5 - Punctuate using commas that link two clauses with a conjunction in compound sentences.

NM II-B.6 - Correctly spell frequently misspelled words (e.g., there, their, they're).NM II-B.7 - Demonstrate an awareness of language conventions and usage during oral presentations.

NM II-B.8 - Identify and correct errors in everyday speech.NM II-B.9 - Support opinions expressed with detailed evidence and with visual or media displays that use appropriate technologies.NM II-C - Demonstrate competence in the skills and strategies of the writing process.NM II-C.1 - Compose a variety of writings that express individual perspectives drawn from personal or related experience by:NM II-C.1.a - drafting, revising, editing, and proofreading one's own written work;NM II-C.1.b - using direct feedback from peers to revise content; andNM II-C.1.c - writing for public and private audiences.NM II-C.2 - Demonstrate competence in writing essays that present problems and solutions (e.g., identifies and defines the problem, describes a solution clearly and convincingly, presents logical and well-supported reasons).

NM II-C.3 - Produce writings that incorporate a definite voice of the author appropriate to the writing purpose.


122209Page 57 of 148




NM II-C.4 - Use electronic media to effectively communicate with others.

NM III - Students will use literature and media to develop an understanding of people, societies, and the self.NM III-A - Use language, literature, and media to understand various social and cultural perspectives.NM III-A.1 - Describe how characters' actions reflect their cultures.









Skill 4 - LA04 Understanding CharacterizationSkill 5 - LA05 Understanding Historical/Cultural Factors

NM III-A.2 - Respond to historically or culturally significant works of literature to develop an awareness of perspective(s).











122209Page 58 of 148




NM III-A.3 - Examine connections between cultures worldwide and American society as depicted through literature and media.NM III-B - Identify ideas and make connections among literary works.NM III-B.1 - Describe the author's use of various techniques (e.g., appeal of characters, logic and credibility of plots and setting, use of figurative language, emotional impact) to influence readers' perspectives.




NM III-B.2 - Identify the various themes in literary works.NM III-B.3 - Compare and contrast print and non-print versions of a literary work.


122209Page 59 of 148



NM I-A - Listen to, read, react to, and interpret information.NM I-A.1 - Narrate an account (e.g., news story, historical episode) that creates a coherent organizing structure appropriate to purpose, audience, and context and that orients and engages the reader.

NM I-A.2 - Respond to informational materials that are read, heard, or viewed by:NM I-A.2.a - summarizing the information;NM I-A.2.b - determining the importance of the information;NM I-A.2.c - making connections to related topics/information;NM I-A.2.d - monitoring comprehension;NM I-A.2.e - drawing inferences; and Product 1 -

Accelerated ReaderSkill Area 10 - Literacy Skills Quizzes - Inferential Comprehension (IC)



NM I-A.2.f - generating questions.NM I-A.3 - Identify the effect of literary devices such as figurative language, diction, dialogue, and description.



Skill 22 - RPQ22 Recognizing dialogue



NM I-B - Gather and use information for research and other purposes.

NM I-B.1 - Use a variety of resources to express individual perspectives in response to personal, social, cultural, and historical issues.

NM I-B.2 - Interpret and synthesize information by responding to information that is read, heard, or viewed.



122209Page 60 of 148




NM I-B.3 - Develop informational products and/or presentations that cite multiple print and non-print sources by:NM I-B.3.a - identifying and using appropriate primary and secondary sources;NM I-B.3.b - comparing, contrasting, and evaluating information from different sources about the same topic; andNM I-B.3.c - evaluating information for extraneous details, inconsistencies, relevant facts, and organization.NM I-B.4 - Examine critical relationships between and among elements of a research topic.NM I-C - Apply critical thinking skills to analyze information.NM I-C.1 - Use the problem-solving process to refine understanding by:NM I-C.1.a - analyzing problems and solutions within various texts and situations;NM I-C.1.b - utilizing the problem-solving process within various contexts and situations; andNM I-C.1.c - constructing essays and presentations that respond to a given problem by proposing a solution that includes relevant details.

NM I-C.2 - Refine critical thinking skills and develop criteria that evaluate arguments and judgments by:NM I-C.2.a - stating a firm judgment;

NM I-C.2.b - justifying the judgment with logical, relevant reasons, clear examples, and supporting details; andNM I-C.2.c - creating an organizing structure appropriate to purpose, audience, and context.


122209Page 61 of 148




NM I-C.3 - Determine how the use of literary devices, such as personification, metaphor, simile, and alliteration, convey the author's intent.



Skill 3 - LA03 Understanding Literary Features


NM I-C.4 - Interpret universal themes, values, and conflicts in a selection.NM I-D - Demonstrate competence in the skills and strategies of the reading process.NM I-D.1 - Respond to various texts and literary selections using interpretive and evaluative reading processes by:NM I-D.1.a - reading a variety of literary and other texts (e.g., mysteries, novels, science fiction, historical documents, newspapers, skits, lyric poems);




Skill 5 - OP05 Self-selecting appropriate books for successSkill 14 - OP14 Nurturing intrinsic love of readingSkill 15 - OP15 Engaging in literature-based readingSkill 18 - OP18 Choosing a variety of reading material

NM I-D.1.b - analyzing what specific characteristics of literary works (fiction, nonfiction, drama, and poetry) have on the meaning of the work; and




NM I-D.1.c - analyzing what impact literary elements have on the meaning of the text, such as the influence of setting on the problem and its. resolution







122209Page 62 of 148








Skill 6 - IC06 Recognizing Cause and Effect



NM I-D.2 - Understand stories and expository texts from the perspective of the attitudes and values of the time period in which they were written.








NM I-D.3 - Accurately identify author's purpose and perspective.




NM I-D.4 - Use knowledge of context and vocabulary to understand informational text.



Skill 1 - RPQ01 Reading and understanding English vocabulary and sentence structure


Skill 1 - ORQ01 Reading and understanding English vocabulary and sentence structure





122209Page 63 of 148




Skill 10 - VA10 Supporting interpretations with examples drawn from textSkill 11 - VA11 Determining the definition of words with multiple meaningsSkill 12 - VA12 Applying knowledge of synonyms to determine meaning

Skill 14 - VA14 Comprehending key words in text

NM II - Students will communicate effectively through speaking and writing.NM II-A - Use speaking as an interpersonal communication tool.NM II-A.1 - Choose precise and engaging language, well suited to the topic and audience.NM II-A.2 - Use figurative language and a variety of speech patterns.NM II-A.3 - Choose between standard and non-standard English dialects as appropriate for the topic, purpose, and audience.NM II-A.4 - Interact in group discussions by:NM II-A.4.a - offering personal opinions confidently without dominating;NM II-A.4.b - giving valid reasons that support opinions; andNM II-A.4.c - soliciting and considering others' opinions.NM II-A.5 - Express individual perspective in response to personal, social, cultural, and historical issues.

NM II-B - Apply grammatical and language conventions to communicate.NM II-B.1 - Place modifiers properly and use the active voice.


122209Page 64 of 148




NM II-B.2 - Identify and use infinitives and participles and make clear references between pronouns and antecedents.NM II-B.3 - Identify all parts of speech and types and structure of sentences.NM II-B.4 - Punctuate by correctly using hyphens, dashes, brackets, and semicolons.NM II-B.5 - Spell derivatives correctly by applying the spellings of bases and affixes.NM II-B.6 - Use a variety of sentences correctly by punctuating them properly and avoiding fragments and run-ons.NM II-B.7 - Apply the parts of speech to clarify language usage.NM II-B.8 - Choose language that is precise, engaging, and well suited to the topic and audience in a variety of oral presentations.NM II-B.9 - Use figurative language and varying speech patterns to convey meaning.NM II-B.10 - Analyze the effect on the viewer of images, text, and sound in electronic journalism.NM II-B.11 - Provide constructive feedback to a speaker concerning a speech's content, delivery, and overall impact.NM II-B.12 - Proofread, listen to, and monitor self to correct errors.NM II-C - Demonstrate competence in the skills and strategies of the writing process.NM II-C.1 - Express individual perspectives in written response to personal, social, cultural, and historical issues.NM II-C.2 - Differentiate shades of meaning and multiple meanings of words.NM II-C.3 - Produce research reports and technical writings that communicate information effectively to a specific audience.


122209Page 65 of 148




NM II-C.4 - Compose a variety of writings that develop sentence fluency to communicate ideas and information clearly using a variety of multimedia technologies.NM III - Students will use literature and media to develop an understanding of people, societies, and the self.NM III-A - Use language, literature, and media to understand various social and cultural perspectives.NM III-A.1 - Identify and analyze recurring themes (e.g., value of bravery, loyalty, friendship) across works from a variety of cultures.NM III-A.2 - Analyze themes and central ideas in literature and media in relation to personal issues and experiences.NM III-A.3 - Analyze a range of responses to literary works and determine the extent to which the literary characteristics of a society/culture shaped those responses.NM III-B - Identify ideas and make connections among literary works.NM III-B.1 - Identify examples of distortion and stereotype in literary works.NM III-B.2 - Identify recurring themes in literary works.NM III-B.3 - Critique the credibility of characterization and the degree to which a plot is contrived or realistic.


122209Page 66 of 148



NM I-A - Listen to, read, react to, and interpret information.NM I-A.1 - Narrate a personal account that:NM I-A.1.a - establishes a point of view and sharpens focus;NM I-A.1.b - uses remembered feelings;NM I-A.1.c - selects details that best illuminate the topic; andNM I-A.1.d - connects events to self and society.NM I-A.2 - Interact in group activities and/or seminars to:NM I-A.2.a - share personal reactions to questions raised;NM I-A.2.b - give reasons and cite examples from texts to support opinions;NM I-A.2.c - clarify, illustrate, or expand on a response; andNM I-A.2.d - ask classmates for similar expansion.NM I-A.3 - From oral selections, compare, contrast, and evaluate for details, main ideas, themes, actions, and main character.NM I-B - Gather and use information for research and other purposes.

NM I-B.1 - Use information for specific tasks by:NM I-B.1.a - analyzing and evaluating information to extend ideas;

NM I-B.1.b - analyzing and evaluating themes and central ideas in relation to personal and societal issues; and

NM I-B.1.c - creating a research product in both written and presentation form.NM I-B.2 - Use images, videos, and visual representations as informational research tools.



122209Page 67 of 148




NM I-C - Apply critical thinking skills to analyze information.NM I-C.1 - Create a research product in both written and presentation form by:NM I-C.1.a - determining purpose, audience, and context;NM I-C.1.b - choosing a relevant topic;NM I-C.1.c - selecting a presentation format (e.g., video, essay, interactive technology);NM I-C.1.d - evaluating information for extraneous detail, inconsistencies, relevant facts, and organization;

NM I-C.1.e - researching and organizing information to achieve purpose using notes and memory aides to structure information;NM I-C.1.f - supporting ideas with examples, definitions, analogies, and direct references to primary and secondary sources;NM I-C.1.g - citing sources used; and

NM I-C.1.h - employing graphics, charts, diagrams, and graphs to enhance communication.NM I-C.2 - Analyze the inferences and conclusions from fictional and non-fictional contexts, events, characters, settings, and themes.






Skill 2 - IC02 Drawing ConclusionsSkill 3 - IC03 Making InferencesSkill 4 - IC04 Extending MeaningSkill 5 - IC05 Making PredictionsSkill 6 - IC06 Recognizing Cause and Effect


122209Page 68 of 148






NM I-D - Demonstrate competence in the skills and strategies of the reading process.NM I-D.1 - Analyze the purpose of the author or creator and the impact of that purpose by evaluating biases, messages, and underlying assumptions of a variety of texts and media.




NM I-D.2 - Analyze and evaluate themes and central ideas in literary and other texts in relation to personal and societal issues.NM I-D.3 - Recognize when information presented in a text is new knowledge and describe how it can be used.NM I-D.4 - Use the various parts of a text to locate specific information (index, table of contents, glossary).




NM I-D.5 - Identify the topic sentence in a reading selection.NM I-D.6 - Independently apply the reading process and strategies to a variety of literary and informational texts and use the defining features and structures of those works to understand main elements, perspective, and style.




Skill 17 - RPQ17 Understanding concepts and ideas




Skill 18 - ORQ18 Understanding concepts and ideas




122209Page 69 of 148






NM II - Students will communicate effectively through speaking and writing.NM II-A - Use speaking as an interpersonal communication tool.NM II-A.1 - Present similar content for various purposes and to different audiences showing appropriate changes in delivery.NM II-A.2 - Create and present arguments that persuade by:NM II-A.2.a - engaging the audience by establishing a context, creating a persona, and developing interest;

NM II-A.2.b - developing an idea that makes a clear and informed conclusion;NM II-A.2.c - arranging details, reasons, and examples persuasively; andNM II-A.2.d - anticipating and addressing reader/listener concerns and counter-arguments.NM II-A.3 - Identify formal and informal speaking contexts that are reflected in slang, jargon, and different language styles.NM II-B - Apply grammatical and language conventions to communicate.NM II-B.1 - Use correct and varied sentence types and sentence openings.NM II-B.2 - Identify and use parallelism to present ideas in a series.NM II-B.3 - Juxtapose items for emphasis.NM II-B.4 - Use subordination, coordination, apposition, and other devices to indicate the relationship between ideas.NM II-B.5 - Evaluate the use of dialects in standard and non-standard English.


122209Page 70 of 148




NM II-B.6 - Prepare an outline based upon a chosen pattern of organization to include an introduction; transitions, previews, summaries; a logically developed body; and an effective conclusion.NM II-B.7 - Revise writing for word choice, appropriate organization, consistent point of view, and transitions between paragraphs, passages and ideas.NM II-C - Demonstrate competence in the skills and strategies of the writing process.NM II-C.1 - Describe the significance of the subject to the author.

NM II-C.2 - Demonstrate competence in writing by using specific strategies (e.g., tension, suspense, eliminating extraneous details, inconsistencies).

NM II-C.3 - Create written arguments to persuade by:NM II-C.3.a - establishing context;NM II-C.3.b - creating a persona;NM II-C.3.c - developing interest;NM II-C.3.d - developing a controlling idea that makes a clear and knowledgeable judgment;NM II-C.3.e - arranging details, reasons, and examples effectively; andNM II-C.3.f - anticipating and addressing reader/listener concerns.

NM III - Students will use literature and media to develop an understanding of people, societies, and the self.NM III-A - Use language, literature, and media to understand various social and cultural perspectives.NM III-A.1 - Demonstrate familiarity with selected:NM III-A.1.a - classic literature; Product 1 -

Accelerated ReaderSkill Area 1 - Overall Product (OP)



122209Page 71 of 148




Skill 15 - OP15 Engaging in literature-based readingSkill 17 - OP17 Acquiring understanding of literary types





NM III-A.1.b - mythology; Product 1 - Accelerated Reader








NM III-A.1.c - classic fiction and non-fiction; and








122209Page 72 of 148






NM III-A.1.d - drama.NM III-A.2 - Use literature and media to reflect on learning experiences by:

NM III-A.2.a - evaluating personal perspectives and how they are influenced by society, cultural differences, and historical issues;








NM III-A.2.b - appraising learning as change in perspective; andNM III-A.2.c - evaluating personal circumstances and background that shape interaction with literature and media.NM III-A.3 - Analyze a work of literature showing how it reflects the heritage, traditions, attitudes, and beliefs of its author.NM III-B - Identify ideas and make connections among literary works.NM III-B.1 - Identify conflict, rising action, and resolution of conflict in a literary work.








NM III-B.2 - Describe how tone and meaning is conveyed in poetry and expository writing through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.





122209Page 73 of 148




NM III-B.3 - Identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) to understand the author's meaning and perspective.




NM III-B.4 - Identify the defining characteristics of classic literature and themes.





122209Page 74 of 148


Standard Product Description Skill Area Description Skill DescriptionNM I - Students read and understand a variety of materials.NM I-A - Use comprehension strategies for unfamiliar vocabulary.NM I-A.1 - Use knowledge of roots, prefixes, suffixes (e.g., Greek/Latin) and etymology to determine the meaning of unfamiliar vocabulary.







NM I-A.2 - Use knowledge of word families and word suffixes to determine meaning (e.g., educate-educational-educationally).






NM I-A.3 - Use general and specialized dictionaries, thesauri and glossaries (print and electronic) to determine the definition and pronunciation of unfamiliar words.

NM I-B - Use comprehension strategies to understand the meaning of a text.NM I-B.1 - Identify the author's main purpose.NM I-B.2 - Recognize and recall main ideas by selecting topic sentences, identifying thesis statements, selecting key words and phrases, and summarizing the material










122209Page 75 of 148




NM I-B.3 - Recognize and recall specific and important details (e.g., who, what, where, when, why, how), narrational or chronological sequences, and cause-effect relationships.













NM I-C - Infer, analyze, and synthesize to increase comprehension.NM I-C.1 - Interpret information from graphs, charts, diagrams, and the like.NM I-C.2 - Evaluate texts according to text-specific standards (e.g., book reports, according to a report rubric).

NM I-D - Use meta-cognitive strategies to increase comprehension.NM I-D.1 - Use multiple strategies to monitor one's pace and comprehension.NM I-D.2 - Draw conclusions from information in texts to arrive at new knowledge.




NM I-D.3 - Evaluate texts by determining the value to oneself.NM I-D.4 - Analyze texts to determine how much prior and specialized knowledge is needed.


122209Page 76 of 148




NM II - Students write and speak using correct grammar, syntax, usage, punctuation, capitalization, and spelling.NM II-A - Demonstrate control of Standard English through the effective use of syntax.NM II-A.1 - Recognize that the relationships of nouns, verbs, and modifiers create different syntactic structures (e.g., that an intransitive verb creates an SV sentence pattern, transitive verbs create an SVDO pattern, and linking verbs create SLVPA and SLVPN patterns).

NM II-A.2 - Use coordinating conjunctions to create parallel structures and balanced and compound sentences.NM II-A.3 - Use knowledge of sentence structure to eliminate run-ons, fused sentences, and inappropriate fragments.NM II-B - Demonstrate control of Standard English through correct grammar and usage.NM II-B.1 - Correctly use words that sound the same but have different meanings (e.g, there, they're, their).

NM II-B.2 - Correctly use basic parts of speech: nouns, verbs, adjectives, adverbs, and prepositional phrases that act as adjectives or adverbs.

NM II-B.3 - Correctly use appositives (and appositive phrases) to rename and define nouns.

NM II-B.4 - Recognize and control subject/verb and basic pronoun/antecedent agreement.NM II-B.5 - Correctly use various noun and adverb clauses.NM II-C - Demonstrate control of Standard English through the correct use of punctuation, capitalization, and spelling.


122209Page 77 of 148




NM II-C.1 - Develop legible manuscript forms (e.g., paragraphs and text structures, especially for open-ended academic responses or requirements of the work force).NM II-C.2 - Correctly capitalize proper nouns and appropriate words in sentences, titles and elsewhere.

NM II-C.3 - Correctly use basic rules of spelling in all forms of writing.

NM II-C.4 - Correctly use end marks, apostrophes, and quotation marks with direct quotes.NM II-C.5 - Correctly use commas for the following purposes: items in a series, date/year, city/state, direct address, appositives, direct quotations and compound sentences.

NM III - Students communicate effectively through listening and speaking.NM III-A - Give spoken instructions to perform specific tasks, to answer questions or to solve problems.

NM III-A.1 - Identify purposes and audience to determine the important information to communicate and the language needed to convey it.

NM III-A.2 - Use specific strategies to improve the effectiveness of spoken instructions (e.g., repeating the instructions to ensure recall, following a process, emphasizing key points, and employing appropriate diction).

NM III-B - Make oral presentations with a logical structure appropriate to the audience, context and purpose.

NM III-B.1 - Employ proper eye contact, speaking rate, volume, enunciation, inflection, and gestures to communicate ideas effectively.


122209Page 78 of 148




NM III-B.2 - Group related ideas and maintain a consistent focus; include smooth transitions; support judgments with sound evidence and well-chosen details; make skillful use of rhetorical devices; provide a coherent conclusion.NM III-B.3 - Select precise vocabulary to appeal to an intended audience.NM III-C - Follow spoken instructions to perform tasks, to answer questions or to solve problems.

NM III-C.1 - Consider the purpose and the speaker in order to understand what is being communicated and the language being used to convey the message.

NM III-C.2 - Use strategies such as repeating instructions to oneself to ensure recall and identifying key points.NM III-D - Summarize and paraphrase information presented orally by others.NM III-D.1 - Use a variety of strategies to understand complex literal messages in order to summarize information presented orally (e.g., listening for contextual clues to infer meaning of unknown words; interpreting figurative language; interpreting non-verbal clues; listening in order to distinguish between main ideas and details; listening for transitions; noting sequence and organization of ideas; extending the speaker's ideas based on prior knowledge and personal experience; determining the need for further information or research; visualizing using mnemonic devices; summarizing and synthesizing; and considering significance, value and possible uses of information).


122209Page 79 of 148




NM III-D.2 - Practice listening skills to enhance the ability to complete a task from oral instructions.

NM III-E - Identify the thesis of a speech and determine the essential elements that elaborate it, including logos, ethos, and pathos.

NM III-E.1 - Identify a speaker's thesis, either directly stated or implied, and determine the significance of the speaker's message to oneself.NM III-F - Participate productively in self-directed work teams for particular purposes (e.g., to interpret literature, write or critique a proposal, solve a problem or make a decision).

NM III-F.1 - Pose relevant questions; listen with civility to the ideas of others; extract essential information from others' input; build on the ideas of others and contribute relevant information and ideas in group discussion; gain the floor in a respectful way; define individuals' roles and set clear goals, acknowledging the ideas and contributions of others in the group.

NM IV - Students write effectively for a variety of purposes and audiences.

NM IV-A - Demonstrate proficiency in producing a variety of compositions.

NM IV-A.1 - Demonstrate proficiency in the creation of narrative texts (e.g., biography, autobiography, history, personal anecdotes or short stories) that engage the reader by establishing a context and point of view, establish plot and setting, develop characters, employ concrete sensory details, and conclude effectively.


122209Page 80 of 148




NM IV-A.2 - Practice the creation of imaginative and expressive texts (e.g., poetry, drama, screenplays, monologues, and song lyrics) that engage the reader by establishing a context and point of view, develop characters and plot when appropriate, creatively employ figurative language, and conclude effectively.NM IV-A.3 - Demonstrate proficiency in the creation of expository and process essays that introduce the situation, provide necessary background knowledge and clearly state the thesis or purpose, follow an organizational pattern particular to type, offer evidence for the validity of the descriptions or proposed solutions (including direct quotes, indirect quotes and paraphrases from supporting material when necessary), and make effective use of factual descriptions, concrete images, shifting perspectives and vantage points and sensory detail.

NM IV-B - Plan writing by taking notes, writing informal outlines, and researching.NM IV-B.1 - Use a variety of pre-writing strategies to guide the generation of content by activating prior knowledge (e.g. brainstorming, idea-mapping, free-writing, outlining, keeping a journal, asking journalist's questions such as who, what, when, where, why and how).

NM IV-B.2 - Select major ideas and develop them with relevant reasons, supporting examples, and details.

NM IV-C - Use formal or informal, literary or technical language appropriate for the purpose, audience, and context of the communication.


122209Page 81 of 148




NM IV-C.1 - Use vivid descriptive language to create sensory images in the mind of the reader.NM IV-C.2 - Use language to stimulate the emotions of the reader.

NM IV-C.3 - Use knowledge of one's audience to select an appropriate level of language to communicate in writing.NM IV-D - Organize ideas in writing, with a thesis statement in the introduction, well-constructed paragraphs, a conclusion and transition sentences that connect paragraphs into a coherent whole.NM IV-D.1 - Organize and deliver an argument by wording the claim clearly, specifying convincing reasons to support the claim, and adopting a stance and appropriate tone toward the issue.NM IV-D.2 - Select and use appropriate structures and organizational patterns (e.g., problem-solution, compare-contrast, cause-effect) to represent ideas, make connections, and generate new insights.NM IV-D.3 - Construct focused paragraphs with topic sentences leading toward a logical conclusion.

NM IV-D.4 - Provide supporting evidence from texts and other outside sources (e.g., direct quotations, paraphrasing and examples).

NM IV-D.5 - Draw a reasonable conclusion, connected to the topic sentence and the supporting evidence.NM IV-E - Drawing on readers' comments on working drafts, revise documents to develop or support ideas more clearly, address potential objections, ensure effective transitions between paragraphs, and correct errors in logic.


122209Page 82 of 148




NM IV-E.1 - Use a rubric, outline or organizational map to check the development of a draft to see if paragraph focus is clear, transitions are apparent, and the organizational patterns are well-developed.

NM IV-E.2 - Analyze whether claims and opinions are supported by evidence in the form of reasons, examples, or facts.NM IV-E.3 - Analyze whether counter-arguments are anticipated and addressed.NM IV-E.4 - Delete material that disturbs the flow and development of a paragraph.NM IV-E.5 - Analyze and revise one's own work and the work of others for consistency of facts and ideas and development of argument or plot.

NM IV-F - Edit one's own work for grammar, style, and tone appropriate to audience, purpose and context.

NM IV-F.1 - Correct errors in spelling, grammatical conventions, format, and structure.NM IV-F.2 - Evaluate for audience, purpose, and readability (e.g., word choice, vocabulary, sentence construction).NM IV-F.3 - Consult editing resources (e.g., handbooks, style manuals, spell-check, dictionaries, thesauri, and style sheets) to correct errors.NM IV-G - Cite sources properly when paraphrasing or summarizing information, quoting, or using graphics.


122209Page 83 of 148




NM IV-G.1 - Beginning in ninth grade, use appropriate publication manuals to cite source materials and to prepare bibliographies, lists of works cited, and quoted passages: textbook appendices, MLA Handbook for Writers of Research Papers, the Chicago Manual of Style, the Publication Manual of the American Psychological Association and the Associated Press Stylebook.

NM IV-H - Prepare written material using basic software programs (e.g., Word, Excel and Powerpoint) so that graphics can be incorporated to present information and ideas best understood visually (e.g., charts, ratios and tables).NM IV-H.1 - Select production elements based on an analysis of one's purpose and the available media resources.NM IV-H.2 - Incorporate into the final draft of written reports graphic materials appropriate for the particular communication (e.g., graphs, charts, tables, maps and photographs).NM V - Students utilize the research process to produce a variety of products.NM V-A - Define and narrow a problem or research topic.NM V-A.1 - Form and refine a question for investigation using a topic of personal choice or a topic prompted by a text or texts.NM V-B - Gather relevant information for a research topic from a variety of print and electronic sources, as well as from direct observation, interviews, or surveys.

NM V-B.1 - Preview reading selections to determine whether a text contains information relevant to one's topic.


122209Page 84 of 148




NM V-B.2 - Use multiple resources to gather information for evaluating particular problems and exploring solutions.NM V-B.3 - Use credible news sources for researching topics.NM V-C - Make distinctions about the credibility, reliability, consistency, strengths and limitations of various resources, including those on the internet.NM V-C.1 - Read critically and independently from different sources in order to draw well-informed conclusions.NM V-D - Report research findings in an effective manner appropriate to a designated audience.NM V-D.1 - Identify an audience for whom one's researched findings might be meaningful.NM V-D.2 - Develop written or oral presentations of appropriate length that effectively report one's research findings.NM V-E - Compose a researched project to be shared with an appropriate audience.NM V-E.1 - Use primary and secondary sources to develop a researched topic.NM V-E.2 - Use evidence in support of a clear thesis statement and related claims.NM V-E.3 - Present researched information and conclusions on a focused topic in an appropriate way to a specific audience (e.g., essay, speech, PowerPoint, brochure).

NM V-E.4 - Paraphrase and summarize arguments and evidence supporting or refuting the thesis, as appropriate.NM V-E.5 - Employ various modes as appropriate (e.g., cause and effect, comparison/contrast, process analysis).


122209Page 85 of 148




NM V-E.6 - Cite sources correctly and document quotations, paraphrases, and other information, employing an accepted academic manuscript style such as MLA or APA.NM VI - Students employ critical thinking and abstract reasoning to make and assess inferences, conclusions, and predictions.NM VI-A - Distinguish facts and opinions, evidence and inferences, true and false premises.NM VI-A.1 - Identify relevant reasons and evidence used as a basis for argument in various texts.NM VI-A.2 - Identify logical, authoritative and emotional arguments and evaluate their effectiveness, noting logical fallacies and propaganda devices.



Skill 4 - CM04 Identifying Persuasive Language

NM VI-A.3 - Distinguish between evidence that is directly stated and evidence that is implied within an argument.NM VI-B - Describe the structure of a given argument; identify its claims and evidence; evaluate connections among evidence, inferences and claims.NM VI-B.1 - Identify the structure of an argument, citing a main claim or conclusion and explicit or implied evidence.NM VI-C - Evaluate the range and quality of evidence used to support or oppose an argument, including the use of logos, ethos, pathos.NM VI-C.1 - Use standard criteria to evaluate the quality and effectiveness of evidence used in oral or written communication.NM VI-D - Recognize common fallacies in used in an argument.NM VI-D.1 - Recognize propaganda as a purposeful technique.


122209Page 86 of 148




NM VI-D.2 - Recognize in written or oral communication, errors, false assumptions and faulty reasoning.

NM VI-E - Understand the distinction between a deductive argument and an inductive argument in order to evaluate an argument's effectiveness.NM VI-E.1 - Identify deductive arguments in oral and written communication (in which, if all the premises are true and the argument's form is valid, the conclusion is inescapably true).NM VI-E.2 - Identify inductive arguments in oral and written communication (in which, the conclusion provides the best or most probable explanation of the truth of the premise, but is not necessarily true).NM VI-F - Construct oral and written arguments that demonstrate clear and knowledgeable judgment.

NM VI-F.1 - Select a logical organizational pattern.NM VI-F.2 - Develop main ideas based on an audience's prior knowledge and interests.NM VI-F.3 - Draft a clear and substantive thesis claim.NM VI-F.4 - Develop a coherent and strategic progression of ideas, including support ideas.NM VI-F.5 - Identify areas needing supporting evidence, and support claims and opinions with evidence.NM VI-F.6 - Draw a persuasive conclusion.NM VI-F.7 - Demonstrate an awareness of possible questions, concerns, and counter-arguments.NM VI-F.8 - Recognize strategies that employ personal experience and narrative as evidence in an argument.


122209Page 87 of 148




NM VII - Students read and interpret a wide range of reference materials and other informational documents that may contain technical information.NM VII-A - Follow instructions in informational or technical text to perform specific tasks, answer questions, or solve problems.NM VII-A.1 - Identify a wide variety of resources used to acquire informational, including technical information.NM VII-A.2 - Evaluate the accuracy of a sequence of instructions or tasks.NM VII-B - Summarize informational and technical texts and explain the visual components that support them.

NM VII-B.1 - Develop concise, well-organized mental, oral and written summaries of texts.NM VII-B.2 - Examine various types of charts, graphs and other types of visual representations in different texts.NM VII-B.3 - Identify types of graphical representations in texts: photographs, captions, maps, tables and timelines.NM VII-C - Synthesize information from a variety of informational and technical sources or texts.NM VII-C.1 - Demonstrate proficiency in accessing and sending information electronically.NM VII-C.2 - Gather and synthesize information from primary and secondary informational sources.

NM VII-D - Analyze the ways in which an informational or technical text's organizational structure supports or confounds its meaning or purpose.


122209Page 88 of 148




NM VII-D.1 - Analyze textual features (e.g., table of contents, organization, structure and graphics) to evaluate the importance of the information presented.

NM VII-E - Evaluate informational and technical texts and presentations for their clarity, simplicity and coherence, and for the appropriateness of their graphic and visual appeal.NM VII-E.1 - Analyze a variety of graphical representations and evaluate the relevance of that information to the information presented textually.NM VIII - Students create and evaluate a variety of media for particular purposes.NM VIII-A - Evaluate aural, visual, and written images and other special effects used in television, radio, film, and the internet for their ability to inform, persuade and entertain.

NM VIII-A.1 - Express personal reactions to aural and visual media.

NM VIII-A.2 - Identify characteristics of various types of popular media (e.g., radio, film, magazine, newspaper, television, and the internet).NM VIII-A.3 - Identify target audiences of specific media.NM VIII-A.4 - Identify elements of media productions designed to appeal to particular audiences.NM VIII-B - Evaluate the effectiveness of a particular medium (e.g., verbal, visual, photographic, television and the internet) in achieving a particular purpose.


122209Page 89 of 148




NM VIII-B.1 - Recognize how perceptions of fact and opinion are affected by the use of fallacies, propaganda, emotional appeals, and by presentation in different media (e.g., print, image, multimedia).

NM VIII-C - Create coherent media productions using effective images, text, graphics, music and sound effects to present a distinctive point of view on a topic.NM VIII-C.1 - Select appropriate media for a specific task (e.g., radio, film, video, internet, magazine, newspaper or television)NM VIII-C.2 - Use effective images, text, graphics and sound to present a distinctive point of view on a topic.

NM IX - Students read and interpret a variety of literature to develop an understanding of people, societies, and the self.NM IX-A - Demonstrate knowledge of significant literary works from around the world.NM IX-A.1 - Recognize common characteristics of significant works of literature from various genres, Hispanic and Native American oral and written literatures, multi-cultural and cross-cultural literary works, and recognized works in contemporary young adult literature.

NM IX-B - Interpret significant literary elements across all forms of literature; use understanding of genre characteristics to allow deeper and subtler interpretations of texts.

NM IX-B.1 - Recognize an author's manipulation of time and sequence (e.g., to create effects such as suspense).




NM IX-B.2 - Recognize common literary plot devices (e.g., foreshadowing and flashback).


122209Page 90 of 148




NM IX-B.3 - Identify and distinguish between mood and tone in literary works.NM IX-B.4 - Recognize an author's use of wit and humor.NM IX-B.5 - Recognize ways writers use figurative language (e.g., hyperbole, personification, metaphor and simile).NM IX-C - Analyze setting, plot, theme, characterization, and narration in literary prose, particularly in classic and contemporary short stories and novels.

NM IX-C.1 - Discover personal connections to prose writing.NM IX-C.2 - Recognize why certain works might be considered classics by identifying common attributes of classical literature through the creation and application of personal rubrics.NM IX-C.3 - Explain the various effects of common narrative points of view on the reader's understanding of a literary work (e.g., first person, third person limited, third person omniscient, objective).

NM IX-C.4 - Identify the defining characteristics of common cultural narratives (e.g., myth, legend, folk tale, fairy tale/magic tale, beast tale, fable, tall tale, and epic).NM IX-C.5 - Identify various types of characters in prose (e.g., antagonist/protagonist, hero/heroine, tragic hero, archetype, stock character, flat character/round character, static character/dynamic character, foil).






Skill 20 - ORQ20 Identifying characters


122209Page 91 of 148





NM IX-D - Demonstrate knowledge of the common elements of poetry: metrics, rhyme, rhythm, structure, diction, devices, and other conventions.NM IX-D.1 - Discover personal connections to poetry.NM IX-D.2 - Analyze basic elements of poetic structures, sound devices, and language (e.g., voice and diction; stressed and unstressed syllables [as they relate to meter and rhythm]; end rhyme, rhyme scheme [as sound devices]; haiku, narrative and lyric poems [and other poetic forms]; regular and irregular stanzas [as forms of poetic structure]; hyperbole, simile, metaphor, personification [and other poetic devices]; speaker, situation and purpose [as they relate to author's purpose].

NM IX-E - Identify how elements of dramatic literature articulate a playwright's vision.NM IX-E.1 - Discover personal connections to dramatic literature.NM IX-E.2 - Identify common characteristics of dramatic forms (e.g., monologue; one-act, three-act and five-act plays).NM IX-E.3 - Identify elements of tragedy and tragic form in drama.NM IX-E.4 - Identify examples of colloquial language in dramatic literature.NM IX-F - Analyze works of literature for what they suggest about the time period and social or cultural context in which they were written.

NM IX-F.1 - Identify a particular cultural perspective in a literary work from the past or present, including Native American and Hispanic oral traditions.


122209Page 92 of 148


Standard Product Description Skill Area Description Skill DescriptionNM I - Students read and understand a variety of materials.NM I-A - Use comprehension strategies for unfamiliar vocabulary.NM I-A.1 - Use knowledge of roots, prefixes, suffixes (e.g., Greek/Latin) and etymology to determine the meaning of unfamiliar vocabulary.







NM I-A.2 - Use knowledge of word families and word suffixes to determine meaning (e.g., educate-educational-educationally).






NM I-A.3 - Use general and specialized dictionaries, thesauri and glossaries (print and electronic) to determine the definition and pronunciation of unfamiliar words.

NM I-B - Use comprehension strategies to understand the meaning of a text.NM I-B.1 - Use prior knowledge in understanding texts.NM I-B.2 - Recognize primary organizing structures (e.g., narrative, descriptive, expository, persuasive).

NM I-C - Infer, analyze, and synthesize to increase comprehension.NM I-C.1 - Recognize the presence and effect of a specific point of view.

NM I-C.2 - Recognize the sources of information (whether primary or secondary) in a text.NM I-D - Use meta-cognitive strategies to increase comprehension.



122209Page 93 of 148




NM I-D.1 - Use multiple strategies to monitor one's pace and comprehension.NM I-D.2 - Draw conclusions from information in texts to arrive at new knowledge.




NM I-D.3 - Evaluate texts by determining the value to oneself.NM I-D.4 - Analyze texts to determine how much prior and specialized knowledge is needed.NM II - Students write and speak using correct grammar, syntax, usage, punctuation, capitalization, and spelling.NM II-A - Demonstrate control of Standard English through the effective use of syntax.NM II-A.1 - Use contrasting subordinate conjunctions to express contrasts or contradictions between ideas.NM II-A.2 - Use knowledge of sentence structure to eliminate comma splices and dangling or misplaced modifiers.NM II-B - Demonstrate control of Standard English through correct grammar and usage.NM II-B.1 - Correctly use gerunds (and gerund phrases).NM II-B.2 - Correctly use adjective participles (and adjective participle phrases) to modify nouns.NM II-B.3 - Correctly use infinitives (and infinitive phrases) as nouns, adjectives, and adverbs.NM II-B.4 - Correctly use relative, reflexive, demonstrative, and indefinite pronouns.NM II-B.5 - Correctly use both essential and non-essential adverb and adjective clauses.NM II-C - Demonstrate control of Standard English through the correct use of punctuation, capitalization, and spelling.


122209Page 94 of 148




NM II-C.1 - Correctly use commas for the following purposes: initial adverbial phrases and clauses, non-essential adjective phrases and clauses, coordinate adjectives, contradictory elements, parenthetical elements, tag questions, and interjections.NM III - Students communicate effectively through listening and speaking.NM III-A - Give spoken instructions to perform specific tasks, to answer questions or to solve problems.




NM III-B.1 - Consider purpose and context (e.g., time limit and setting); analyze characteristics of the audience (e.g., prior knowledge and experiences related to the topic, needs, interests, values, beliefs, culture, age and gender); select and adapt the topic to the audience; develop a theme; guide language choices and plan the presentation.

NM III-B.2 - Use an appropriate organizational pattern (e.g., topical, spatial, chronological, sequential, problem/solution, compare/contrast, cause/effect or claim/evidence).


122209Page 95 of 148




NM III-B.3 - Develop main ideas based on audience's prior knowledge and interests; use signposts and transitions to highlight important ideas and signal clear connections among ideas; develop an introduction that engages audience attention and previews presentation content; and develop a conclusion that summarizes main ideas, restates thesis, and leaves a strong impression on the audience.

NM III-B.4 - Select from a variety of presentational aids or performance props to enhance ideas for audience response.NM III-B.5 - Rehearse the presentation orally to gain fluency, build confidence and develop poise. Use feedback from others to evaluate whether the presentation has appeal and achieves its purpose and goals.

NM III-B.6 - Employ a formal or informal tone as appropriate to the occasion.NM III-C - Follow spoken instructions to perform tasks, to answer questions or to solve problems.


NM III-C.2 - Use strategies such as repeating instructions to oneself to ensure recall and identifying key points.NM III-D - Summarize and paraphrase information presented orally by others.


122209Page 96 of 148




NM III-D.1 - Use a variety of strategies to understand complex literal messages in order to summarize information presented orally (e.g., listening for contextual clues to infer meaning of unknown words; interpreting figurative language; interpreting non-verbal clues; listening in order to distinguish between main ideas and details; listening for transitions; noting sequence and organization of ideas; extending the speaker's ideas based on prior knowledge and personal experience; determining the need for further information or research; visualizing using mnemonic devices; summarizing and synthesizing; and considering significance, value and possible uses of information).

NM III-D.2 - Practice listening skills to enhance the ability to complete a task from oral instructions.

NM III-E - Identify the thesis of a speech and determine the essential elements that elaborate it, including logos, ethos, and pathos.

NM III-E.1 - Use visual models to analyze the components of a communication event and to critique the communication's effectiveness in achieving its intended goals.

NM III-F - Participate productively in self-directed work teams for particular purposes (e.g., to interpret literature, write or critique a proposal, solve a problem or make a decision).


122209Page 97 of 148




NM III-F.1 - Identify the purpose of team projects and the ground rules for decision-making; maintain independence of judgment; dissent courteously, avoiding premature consensus and tolerating ambiguity and a lack of consensus; select leaders or spokespersons when necessary.NM IV - Students write effectively for a variety of purposes and audiences.


NM IV-A.1 - Demonstrate proficiency in the creation of narrative texts (e.g., biography, autobiography, history, personal anecdotes or short stories) that engage the reader by establishing a context and point of view, establish plot and setting, develop characters, employ concrete sensory details, and conclude effectively.

NM IV-A.2 - Practice the creation of imaginative and expressive texts (e.g., poetry, drama, screenplays, monologues, and song lyrics) that engage the reader by establishing a context and point of view, develop characters and plot when appropriate, creatively employ figurative language, and conclude effectively.


122209Page 98 of 148




NM IV-A.3 - Demonstrate proficiency in the creation of expository and process essays that introduce the situation, provide necessary background knowledge and clearly state the thesis or purpose, follow an organizational pattern particular to type, offer evidence for the validity of the descriptions or proposed solutions (including direct quotes, indirect quotes and paraphrases from supporting material when necessary), and make effective use of factual descriptions, concrete images, shifting perspectives and vantage points and sensory detail.

NM IV-B - Plan writing by taking notes, writing informal outlines, and researching.NM IV-B.1 - Use a variety of pre-writing strategies to guide the generation of content by activating prior knowledge (e.g. brainstorming, idea-mapping, free-writing, outlining, keeping a journal, asking journalist's questions such as who, what, when, where, why and how).

NM IV-B.2 - Select major ideas and develop them with relevant reasons, supporting examples, and details.

NM IV-C - Use formal or informal, literary or technical language appropriate for the purpose, audience, and context of the communication.NM IV-C.1 - Use vivid descriptive language to create sensory images in the mind of the reader.NM IV-C.2 - Use language to stimulate the emotions of the reader.

NM IV-C.3 - Use knowledge of one's audience to select an appropriate level of language to communicate in writing.


122209Page 99 of 148




NM IV-D - Organize ideas in writing, with a thesis statement in the introduction, well-constructed paragraphs, a conclusion and transition sentences that connect paragraphs into a coherent whole.NM IV-D.1 - Organize and deliver an argument by wording the claim clearly, specifying convincing reasons to support the claim, and adopting a stance and appropriate tone toward the issue.NM IV-D.2 - Select and use appropriate structures and organizational patterns (e.g., problem-solution, compare-contrast, cause-effect) to represent ideas, make connections, and generate new insights.NM IV-D.3 - Construct focused paragraphs with topic sentences leading toward a logical conclusion.

NM IV-D.4 - Provide supporting evidence from texts and other outside sources (e.g., direct quotations, paraphrasing and examples).

NM IV-D.5 - Draw a reasonable conclusion, connected to the topic sentence and the supporting evidence.NM IV-E - Drawing on readers' comments on working drafts, revise documents to develop or support ideas more clearly, address potential objections, ensure effective transitions between paragraphs, and correct errors in logic.

NM IV-E.1 - Use a rubric, outline or organizational map to check the development of a draft to see if paragraph focus is clear, transitions are apparent, and the organizational patterns are well-developed.


122209Page 100 of 148




NM IV-E.2 - Analyze whether claims and opinions are supported by evidence in the form of reasons, examples, or facts.NM IV-E.3 - Analyze whether counter-arguments are anticipated and addressed.NM IV-E.4 - Delete material that disturbs the flow and development of a paragraph.NM IV-E.5 - Analyze and revise one's own work and the work of others for consistency of facts and ideas and development of argument or plot.

NM IV-F - Edit one's own work for grammar, style, and tone appropriate to audience, purpose and context.

NM IV-F.1 - Correct errors in spelling, grammatical conventions, format, and structure.NM IV-F.2 - Evaluate for audience, purpose, and readability (e.g., word choice, vocabulary, sentence construction).NM IV-F.3 - Consult editing resources (e.g., handbooks, style manuals, spell-check, dictionaries, thesauri, and style sheets) to correct errors.NM IV-G - Cite sources properly when paraphrasing or summarizing information, quoting, or using graphics.NM IV-G.1 - Beginning in ninth grade, use appropriate publication manuals to cite source materials and to prepare bibliographies, lists of works cited, and quoted passages: textbook appendices, MLA Handbook for Writers of Research Papers, the Chicago Manual of Style, the Publication Manual of the American Psychological Association and the Associated Press Stylebook.


122209Page 101 of 148




NM IV-H - Prepare written material using basic software programs (e.g., Word, Excel and Powerpoint) so that graphics can be incorporated to present information and ideas best understood visually (e.g., charts, ratios and tables).NM IV-H.1 - Select production elements based on an analysis of one's purpose and the available media resources.NM IV-H.2 - Incorporate into the final draft of written reports graphic materials appropriate for the particular communication (e.g., graphs, charts, tables, maps and photographs).NM V - Students utilize the research process to produce a variety of products.NM V-A - Define and narrow a problem or research topic.NM V-A.1 - Form and refine a question for investigation using a topic of personal choice or a topic prompted by a text or texts.NM V-B - Gather relevant information for a research topic from a variety of print and electronic sources, as well as from direct observation, interviews, or surveys.

NM V-B.1 - Preview reading selections to determine whether a text contains information relevant to one's topic.NM V-B.2 - Use multiple resources to gather information for evaluating particular problems and exploring solutions.NM V-B.3 - Use credible news sources for researching topics.NM V-C - Make distinctions about the credibility, reliability, consistency, strengths and limitations of various resources, including those on the internet.


122209Page 102 of 148




NM V-C.1 - Read critically and independently from different sources in order to draw well-informed conclusions.NM V-D - Report research findings in an effective manner appropriate to a designated audience.NM V-D.1 - Identify an audience for whom one's researched findings might be meaningful.NM V-D.2 - Develop written or oral presentations of appropriate length that effectively report one's research findings.NM V-E - Compose a researched project to be shared with an appropriate audience.NM V-E.1 - Use primary and secondary sources to develop a researched topic.NM V-E.2 - Use evidence in support of a clear thesis statement and related claims.NM V-E.3 - Present researched information and conclusions on a focused topic in an appropriate way to a specific audience (e.g., essay, speech, PowerPoint, brochure).

NM V-E.4 - Paraphrase and summarize arguments and evidence supporting or refuting the thesis, as appropriate.NM V-E.5 - Employ various modes as appropriate (e.g., cause and effect, comparison/contrast, process analysis).NM V-E.6 - Cite sources correctly and document quotations, paraphrases, and other information, employing an accepted academic manuscript style such as MLA or APA.NM VI - Students employ critical thinking and abstract reasoning to make and assess inferences, conclusions, and predictions.NM VI-A - Distinguish facts and opinions, evidence and inferences, true and false premises.


122209Page 103 of 148




NM VI-A.1 - Critically interpret and evaluate experiences, literature, language, and ideas by distinguishing fact from fiction and recognizing personal bias.NM VI-A.2 - Describe the structure of a multi-faceted argument with a stated main claim and conclusion.NM VI-A.3 - Evaluate the connections between claims and supporting evidence.NM VI-B - Describe the structure of a given argument; identify its claims and evidence; evaluate connections among evidence, inferences and claims.NM VI-B.1 - Analyze elements of both deductive and inductive arguments.NM VI-B.2 - Explain the different ways that premises support conclusions in deductive and inductive arguments.NM VI-B.3 - Identify arguments that evaluate problems and offer solutions or recommendations.NM VI-C - Evaluate the range and quality of evidence used to support or oppose an argument, including the use of logos, ethos, pathos.NM VI-C.1 - Identify, evaluate and analyze a variety of primary and secondary sources of information in order to prepare for all sides of an argument (e.g., student-generated data, interviews with experts, observations, surveys, professional journals, periodicals, documentaries, research bibliographies, electronic databases and books).

NM VI-C.2 - Demonstrate an awareness of possible questions, concerns, or counter-arguments to an informed opinion.NM VI-D - Recognize common fallacies in used in an argument.


122209Page 104 of 148




NM VI-D.1 - Recognize how the type of information used (fact, opinion) can affect perception (e.g., acceptance of fallacies, false dilemmas, emotional responses).NM VI-D.2 - Analyze written or oral communications for loaded terms, caricature, sarcasm, and leading questions.NM VI-E - Understand the distinction between a deductive argument and an inductive argument in order to evaluate an argument's effectiveness.NM VI-E.1 - Select the appropriate type of argument (deductive or inductive) to produce an informed opinion on a particular topic.NM VI-F - Construct oral and written arguments that demonstrate clear and knowledgeable judgment.

NM VI-F.1 - Construct an argument that evaluates problems and offer solutions by clearly articulating a position through a thesis statement and by anticipating counter-arguments.NM VI-F.2 - Develop arguments to support informed opinions (e.g., stating a progression of ideas; selecting appropriate style, tone and use of language for a particular effect; and describing and analyzing personal, social, historical or cultural influences).NM VI-F.3 - Use a variety of strategies to generate valid content (e.g., activating prior knowledge, self-questioning, and selection and development of major ideas).NM VI-F.4 - Anticipate an audience's questions and expectations, and determine the need for additional research.NM VI-F.5 - Use signposts and transitions to highlight important ideas and signal clear connections among ideas.


122209Page 105 of 148




NM VII - Students read and interpret a wide range of reference materials and other informational documents that may contain technical information.NM VII-A - Follow instructions in informational or technical text to perform specific tasks, answer questions, or solve problems.NM VII-A.1 - Read a wide variety of informational and technical texts and selections to inform oneself.NM VII-A.2 - Read critically and independently in order to follow instructions, perform specific tasks, answer questions and solve problems.NM VII-B - Summarize informational and technical texts and explain the visual components that support them.

NM VII-B.1 - Identify the validity of supporting visual components in informational resources.NM VII-B.2 - Distinguish between a summary (fact) and a critique (opinion).NM VII-B.3 - Accurately interpret information presented in a technical format such as a chart, diagram, or table.NM VII-C - Synthesize information from a variety of informational and technical sources or texts.NM VII-C.1 - Identify and select appropriate informational texts, using advanced technologies such as web resources, interactive media, software, email and networks.


NM VII-D.1 - Identify hierarchic structures in informational texts and the relationships among the concepts and details in those structures.


122209Page 106 of 148




NM VII-E - Evaluate informational and technical texts and presentations for their clarity, simplicity and coherence, and for the appropriateness of their graphic and visual appeal.NM VII-E.1 - Evaluate the relevance and effectiveness of graphical representations to information presented orally.NM VIII - Students create and evaluate a variety of media for particular purposes.NM VIII-A - Evaluate aural, visual, and written images and other special effects used in television, radio, film, and the internet for their ability to inform, persuade and entertain.

NM VIII-A.1 - Identify target audiences and persuasive elements used in common media advertising (e.g., propaganda, hidden messages, bandwagon, testimonial, glittering generalities and other techniques).

NM VIII-A.2 - Identify types of media biases (e.g., distorted representations of society, gender roles, stereotypes).

NM VIII-A.3 - Recognize how visual and sound techniques convey or influence messages in various media (e.g., special effects, camera angles, and music).

NM VIII-B - Evaluate the effectiveness of a particular medium (e.g., verbal, visual, photographic, television and the internet) in achieving a particular purpose.

NM VIII-B.1 - Recognize how perceptions of fact and opinion are affected by the use of fallacies, propaganda, emotional appeals, and by presentation in different media (e.g., print, image, multimedia).


122209Page 107 of 148




NM VIII-C - Create coherent media productions using effective images, text, graphics, music and sound effects to present a distinctive point of view on a topic.NM VIII-C.1 - Use an array of technology and media to complete production tasks (e.g., web resources, interactive media, software, storyboards, Powerpoint, videos, etc.).NM IX - Students read and interpret a variety of literature to develop an understanding of people, societies, and the self.NM IX-A - Demonstrate knowledge of significant literary works from around the world.NM IX-A.1 - Demonstrate basic knowledge of the significant 18th, 19th and 20th century works of literature, Hispanic and Native American oral and written literatures, common works from world mythologies, and recognized classics of young adult literature.NM IX-B - Interpret significant literary elements across all forms of literature; use understanding of genre characteristics to allow deeper and subtler interpretations of texts.

NM IX-B.1 - Recognize ambiguities, contradictions, and ironies in literary works.NM IX-B.2 - Explore a range of works related to a single theme, identifying differences and similarities among them and formulating a thesis explaining the interrelationships.

NM IX-B.3 - Analyze ways in which writers use sounds (including euphony and cacophony) and sensory images (aural, tactile, visual, etc.) to evoke emotion and create meaning.


122209Page 108 of 148




NM IX-B.4 - Analyze moral dilemmas in works of literature, as revealed by characters' motivation and behavior.

NM IX-C - Analyze setting, plot, theme, characterization, and narration in literary prose, particularly in classic and contemporary short stories and novels.

NM IX-C.1 - Analyze various aspects of characterization (e.g., antagonist/protagonist, hero/heroine, tragic hero, archetype, stock character, flat character/round character, static character/dynamic character, foil).






Skill 19 - ORQ19 Recalling characters

Skill 20 - ORQ20 Identifying charactersSkill 22 - ORQ22 Understanding characterization



NM IX-C.2 - Analyze essential elements of plot (e.g., setting, exposition, conflict, rising action, climax, denouement) and identify the various effects of flashback, foreshadowing, and multiple subplots.












122209Page 109 of 148




NM IX-C.3 - Identify characteristics of common genre fiction (e.g., science fiction, fantasy, magical realism, mystery, suspense, Western, horror, romance, Gothic literature, Manga, etc.).NM IX-D - Demonstrate knowledge of the common elements of poetry: metrics, rhyme, rhythm, structure, diction, devices, and other conventions.NM IX-D.1 - Analyze common elements of traditional poetic forms (e.g., end-stopped lines or enjambment; blank verse, free verse as they relate to meter and rhythm]; internal rhyme, slant rhyme, alliteration, onomatopoeia [and other sound devices]; ballads, odes, dramatic poems [and other poetic forms]; specific structures such as concrete or acrostic poems; hyperbole and understatement[and similar devices]; speaker, situation and poetic structure [as they correspond to theme development].

NM IX-E - Identify how elements of dramatic literature articulate a playwright's vision.NM IX-E.1 - Identify examples of common acting conventions (e.g., dramatic monologue, soliloquy, and aside).NM IX-E.2 - Analyze characterization and plot in drama by the use of stage directions, divisions between and length of scenes and acts, dialogue, internal and external conflicts.

NM IX-E.3 - Identify a play's intended audience (given the play's social, political or historical context) and identify elements of the dramatic production designed to reach the intended audience.


122209Page 110 of 148




NM IX-F - Analyze works of literature for what they suggest about the time period and social or cultural context in which they were written.

NM IX-F.1 - Analyze how theme in literature is related to the historical and social/cultural issues of the time period in which it is written.









122209Page 111 of 148


Standard Product Description Skill Area Description Skill DescriptionNM I - Students read and understand a variety of materials.NM I-A - Use comprehension strategies for unfamiliar vocabulary.NM I-A.1 - Use etymology, the principles behind spelling and usage of words to determine meaning.




NM I-A.2 - Differentiate shades of meaning and multiple meanings of words, including the significance of both connotation and denotation.



Skill 11 - VA11 Determining the definition of words with multiple meanings

NM I-A.3 - Analyze the context of sentences and larger sections of text to clarify the meaning of unknown or ambiguous words, detect nuances, make inferences and differentiate among possible meanings of words.



Skill 1 - VPQ01 Acquiring vocabulary by encountering words in context




NM I-A.4 - Analyze texts to identify specialized terminology or jargon needing clarification or definition.

NM I-B - Use comprehension strategies to understand the meaning of a text.NM I-B.1 - Recognize and recall the use of literary devices and rhetorical modes in texts (e.g., illustration, classification, persuasion, comparison/contrast, cause/effect).





NM I-C - Infer, analyze, and synthesize to increase comprehension.



122209Page 112 of 148




NM I-C.1 - Make reasonable inferences from implied ideas to predict outcomes, derive reasonable generalizations, differentiate fact from opinion, and differentiate literal from figurative meanings.






NM I-C.2 - Recognize how history and culture influence texts.








NM I-C.3 - Recognize the types of claims made in a text (e.g., factual, value judgment).NM I-D - Use meta-cognitive strategies to increase comprehension.NM I-D.1 - Use multiple strategies to monitor one's pace and comprehension.NM I-D.2 - Draw conclusions from information in texts to arrive at new knowledge.




NM I-D.3 - Evaluate texts by determining the value to oneself.NM I-D.4 - Analyze texts to determine how much prior and specialized knowledge is needed.NM II - Students write and speak using correct grammar, syntax, usage, punctuation, capitalization, and spelling.NM II-A - Demonstrate control of Standard English through the effective use of syntax.


122209Page 113 of 148




NM II-A.1 - Use knowledge of sentence patterns to control the relationship of ideas within and among the clauses of compound and complex sentences.NM II-A.2 - Use subordinating elements (e.g., relative pronouns and conjunctive adverbs) to express complex relationships among various elements and ideas within sentences.

NM II-A.3 - Recognize and eliminate faulty subordination from one's writing.NM II-B - Demonstrate control of Standard English through correct grammar and usage.NM II-B.1 - Recognize the different effects of active and passive voice in order to control their use.NM II-B.2 - Correctly use all parts of speech and sentence elements, including control of verb tense, use of person, and use of phrase and clause elements in compound and complex sentences.NM II-C - Demonstrate control of Standard English through the correct use of punctuation, capitalization, and spelling.NM II-C.1 - Correctly use semi-colons and colons; hyphens and dashes; italics (or underlining) and quotation marks with titles.NM III - Students communicate effectively through listening and speaking.NM III-A - Give spoken instructions to perform specific tasks, to answer questions or to solve problems.



122209Page 114 of 148






NM III-B.1 - Evaluate and adapt strategies for developing credibility (e.g., demonstrating knowledge, appearing confident, and speaking factually).NM III-B.2 - Create logical messages using appropriate reasoning patterns, supporting ideas with evidence, avoiding fallacies, and making emotional appeals when appropriate (e.g., to evoke fear or affection).

NM III-B.3 - Monitor audience feedback in real time and make inferences about audience engagement, understanding, and agreement; adjust for effectiveness and what changes to make in future presentations.NM III-B.4 - Strategically use figurative language to achieve specific effects (e.g., metaphor, irony, personification, hyperbole, symbolism, word play, puns).NM III-C - Follow spoken instructions to perform tasks, to answer questions or to solve problems.


NM III-C.2 - Use strategies such as repeating instructions to oneself to ensure recall and identifying key points.


122209Page 115 of 148




NM III-D - Summarize and paraphrase information presented orally by others.NM III-D.1 - Use a variety of response strategies to clarify, elaborate, and synthesize the explicit and implicit meanings of messages given orally or in writing (e.g., integrating new learning with prior knowledge; asking questions to guide and clarify inferences and interpretations; asking the speaker to extend or elaborate ideas; and paraphrasing meaning back to the speaker).NM III-E - Identify the thesis of a speech and determine the essential elements that elaborate it, including logos, ethos, and pathos.

NM III-E.1 - Draw on one's prior knowledge and experience to make connections with the speaker's message and analyze the speaker's values and beliefs to guide interpretation.NM III-E.2 - Evaluate the speaker's argument including the use of logos, ethos, and pathos (e.g., mentally anticipating direction and significance of arguments; attending to the entirety of the message before forming conclusive judgments; taking notes when appropriate; reviewing standards of evidence and reasoning; asking oneself questions about the speakers' implicit and explicit messages; relating the message to one's personal beliefs, values and experiences).



122209Page 116 of 148




NM III-F.1 - Analyze internal variables (e.g., prior knowledge, experiences, interests, opinions, values, needs, feelings) in order to participate in, reflect on, and evaluate group processes.NM III-F.2 - Elicit feedback and analyze others' internal variables to enhance group effectiveness, to frame and adapt messages, to build group cohesion and to achieve group goals.NM III-F.3 - Analyze contextual variables (e.g., the type of group, its purposes and goals, its progress toward those goals, the roles and relationships within the group, group norms and discussion conventions) in order to monitor and adjust discussion strategies, agenda setting, responding to questions, building consensus, checking for understanding and encouraging participation.NM IV - Students write effectively for a variety of purposes and audiences.


NM IV-A.1 - Demonstrate proficiency in the creation of critical response essays to fiction and non-fiction that engage the reader by establishing a context, demonstrating a strong grasp of the main idea of the text, making a meaningful personal connection to the text, making a clear critical judgment about the text, supporting key ideas and judgments through accurate and detailed references to the text and to other credible sources, and demonstrating awareness of rhetorical strategies.


122209Page 117 of 148




NM IV-A.2 - Demonstrate proficiency in the creation of persuasive essays that engage the reader by establishing a context and a point of view; structure ideas and arguments in a sustained and logical fashion; clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, illustrations, commonly accepted beliefs and logical reasoning; use specific rhetorical devices to back up assertions; and anticipate and address the reader's concerns and counter-claims.

NM IV-A.3 - Demonstrate proficiency in the creation of documented persuasive essays that engage the reader by establishing a context and a point of view; structure ideas and arguments in a sustained and logical fashion; clarify and defend positions with precise and relevant evidence (e.g., facts, expert opinions, quotations, illustrations, commonly accepted beliefs and logical reasoning); use specific rhetorical devices to support assertions, anticipate and address the reader's concerns and counter-claims, and employ an accepted academic manuscript style, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).

NM IV-A.4 - Demonstrate proficiency in the creation of a formal research paper.NM IV-B - Plan writing by taking notes, writing informal outlines, and researching.NM IV-B.1 - Identify, evaluate, and analyze a variety of primary and secondary sources of information for credibility and usefulness as part of a pre-writing process.


122209Page 118 of 148




NM IV-B.2 - Analyze strengths and weaknesses in one's research findings as part of one's planning process (e.g., coherence, validity, gaps, misinformation, and fallacies).

NM IV-B.3 - Anticipate and address an audience's varying interpretations of one's findings.NM IV-C - Use formal or informal, literary or technical language appropriate for the purpose, audience, and context of the communication.NM IV-C.1 - Use language persuasively in addressing a particular issue.NM IV-C.2 - Use grammatical, metaphorical or rhetorical devices to inform or persuade the reader.NM IV-C.3 - Use knowledge of one's subject and purpose to select appropriate language to communicate in writing.NM IV-D - Organize ideas in writing, with a thesis statement in the introduction, well-constructed paragraphs, a conclusion and transition sentences that connect paragraphs into a coherent whole.NM IV-D.1 - Organize and compose arguments and multi-paragraph compositions that use complex organizational patterns, including a well-developed thesis statement with supporting paragraphs, appropriate transitions and a logical ending that does not merely repeat the thesis.

NM IV-E - Drawing on readers' comments on working drafts, revise documents to develop or support ideas more clearly, address potential objections, ensure effective transitions between paragraphs, and correct errors in logic.

NM IV-E.1 - Analyze whether opinion or use of sources displays bias.


122209Page 119 of 148




NM IV-E.2 - Analyze whether the conclusion is appropriate, persuasive, and compelling.NM IV-E.3 - Identify areas requiring further investigation and research.NM IV-F - Edit one's own work for grammar, style, and tone appropriate to audience, purpose and context.

NM IV-F.1 - Use a variety of strategies (e.g., reading aloud, seeking feedback from a reviewer, and reading a draft from the audience's perspective) to evaluate diction, language, tone, sentence length and complexity, and voice.NM IV-F.2 - Edit work for consistency of tone and voice, clarity and consciousness.NM IV-G - Cite sources properly when paraphrasing or summarizing information, quoting, or using graphics.NM IV-G.1 - Beginning in ninth grade, use appropriate publication manuals to cite source materials and to prepare bibliographies, lists of works cited, and quoted passages: textbook appendices, MLA Handbook for Writers of Research Papers, the Chicago Manual of Style, the Publication Manual of the American Psychological Association and the Associated Press Stylebook.

NM IV-H - Prepare written material using basic software programs (e.g., Word, Excel and Powerpoint) so that graphics can be incorporated to present information and ideas best understood visually (e.g., charts, ratios and tables).NM IV-H.1 - Select production elements based on an analysis of one's purpose and the available media resources.


122209Page 120 of 148




NM IV-H.2 - Incorporate into the final draft of written reports graphic materials appropriate for the particular communication (e.g., graphs, charts, tables, maps and photographs).NM V - Students utilize the research process to produce a variety of products.NM V-A - Define and narrow a problem or research topic.NM V-A.1 - Form and refine a question for investigation based on a literary, historical, or cultural movement or a complex contemporary issue.NM V-B - Gather relevant information for a research topic from a variety of print and electronic sources, as well as from direct observation, interviews, or surveys.

NM V-B.1 - Use creative or critical research strategies (e.g., field studies, oral histories, interviews and experiments).NM V-B.2 - Use a variety of techniques for researching topics, including cross-referencing while gathering information.NM V-B.3 - Synthesize a variety of types of visual information, including pictures and symbols.NM V-C - Make distinctions about the credibility, reliability, consistency, strengths and limitations of various resources, including those on the internet.NM V-C.1 - Make extensive use of primary sources when researching a topic and make in-depth analyses of the validity and reliability of primary source information.

NM V-D - Report research findings in an effective manner appropriate to a designated audience.NM V-D.1 - Identify an audience for whom one's researched findings might be meaningful.


122209Page 121 of 148




NM V-D.2 - Develop written or oral presentations of appropriate length that effectively report one's research findings.NM V-E - Compose a researched project to be shared with an appropriate audience.NM V-E.1 - Synthesize information from multiple research studies to draw conclusions that go beyond those found in any individual study.NM V-E.2 - Produce a research project on a well-defined topic (e.g., formal paper, multi-genre research paper, speech).NM V-E.3 - Examine complex issues by sharing and evaluating personal response, researching and summarizing data, and developing a framework for discussion prior to writing the final draft.

NM V-E.4 - Cite sources correctly and document quotations, paraphrases, and other information, employing an accepted academic manuscript style such as MLA or APA.NM VI - Students employ critical thinking and abstract reasoning to make and assess inferences, conclusions, and predictions.NM VI-A - Distinguish facts and opinions, evidence and inferences, true and false premises.NM VI-A.1 - Evaluate the ideas of others by identifying clear, reasonable criteria for evaluation and applying those criteria.NM VI-A.2 - Analyze similarities and differences in false statements and the role they play in specific types of persuasive arguments.NM VI-A.3 - Identify and evaluate logical fallacies and propaganda devices in written and oral communication products.


122209Page 122 of 148




NM VI-B - Describe the structure of a given argument; identify its claims and evidence; evaluate connections among evidence, inferences and claims.NM VI-B.1 - Identify and analyze personal, social, historical, or cultural influences, contexts, or biases.

NM VI-B.2 - Identify and analyze rhetorical strategies that support proposals.NM VI-B.3 - Evaluate evidence for timeliness, relevance, and believability.NM VI-C - Evaluate the range and quality of evidence used to support or oppose an argument, including the use of logos, ethos, pathos.NM VI-C.1 - Create a rubric to evaluate the quality and effectiveness of evidence used in oral or written arguments.NM VI-C.2 - Analyze multiple perspectives on issues(including logos, ethos, and pathos)and use a systematic method for tracking sources.NM VI-C.3 - Use a variety of strategies (e.g., reading the draft aloud, seeking feedback from a reviewer, capturing and evaluating the organization of the draft in an outline or organization map, and reading the draft from the perspective of the intended audience) to evaluate whether one's progression of ideas is coherent and smooth, the thesis claim is clear and substantive, claims and opinions are supported by evidence, the sources display bias, organization patterns are clear and developed, and the conclusion is appropriate.

NM VI-D - Recognize common fallacies in used in an argument.NM VI-D.1 - Recognize how the medium of a presentation (print, visual, etc.) can affect perception.


122209Page 123 of 148




NM VI-D.2 - Identify basic logical fallacies (e.g., appeal to pity, personal attack, false dilemma) and propaganda devices (e.g.,bandwagon, glittering generalities, testimonial).NM VI-D.3 - Evaluate ways a writer or speaker may be trying to influence an intended audience (e.g., by using false assumptions, errors, loaded terms, caricature, sarcasm, leading questions and faulty reasoning).

NM VI-E - Understand the distinction between a deductive argument and an inductive argument in order to evaluate an argument's effectiveness.NM VI-E.1 - Address concerns of the opposition within an argument using logical strategies (e.g., deduction, inductive reasoning, syllogisms, or analogies).NM VI-F - Construct oral and written arguments that demonstrate clear and knowledgeable judgment.

NM VI-F.1 - Address counter arguments through a variety of methods (e.g., examples and details, commonly accepted beliefs, expert opinions, quotations and citations, cause-effect and compare-contrast reasoning).NM VI-F.2 - Structure ideas in a sustained and logical fashion (e.g., using a range of strategies to elaborate and persuade, including anecdotes, case studies, analogies and illustrations; clarifying and defending positions with relevant evidence, including facts, expressions of commonly accepted beliefs and logical reasoning).

NM VII - Students read and interpret a wide range of reference materials and other informational documents that may contain technical information.


122209Page 124 of 148




NM VII-A - Follow instructions in informational or technical text to perform specific tasks, answer questions, or solve problems.NM VII-A.1 - Use written technical information in order to complete multi-step instructions, perform complex tasks, or solve problems.NM VII-B - Summarize informational and technical texts and explain the visual components that support them.

NM VII-B.1 - Summarize complex relationships among ideas in informational and technical texts.NM VII-B.2 - Produce accurate summaries and effective critiques of informational and technical texts.

NM VII-B.3 - Describe the advantages and disadvantages of alternative methods of presenting information.NM VII-B.4 - Evaluate the relevance of graphic information to information presented textually.NM VII-C - Synthesize information from a variety of informational and technical sources or texts.NM VII-C.1 - Make connections across sources to develop new insights and determine the need for further research.NM VII-D - Analyze the ways in which an informational or technical text's organizational structure supports or confounds its meaning or purpose.

NM VII-D.1 - Pose questions prompted by an informational or technical text, prioritizing and organizing information to produce complete and reasonable explanations.NM VII-E - Evaluate informational and technical texts and presentations for their clarity, simplicity and coherence, and for the appropriateness of their graphic and visual appeal.


122209Page 125 of 148




NM VII-E.1 - Evaluate content, format, structure, and visual appeal used in informational or technical print, non-print, and oral presentations.NM VIII - Students create and evaluate a variety of media for particular purposes.NM VIII-A - Evaluate aural, visual, and written images and other special effects used in television, radio, film, and the internet for their ability to inform, persuade and entertain.

NM VIII-A.1 - Identify conventional uses of production elements (e.g., layout, pictures and typeface in newspapers, magazines and print advertisements; camera shots, lighting, editing, dialogue, setting and sound in television; sound, dialogue and programming in radio; layout, navigation and dynamic and interactive elements on the internet).

NM VIII-A.2 - Evaluate the effectiveness of conventional uses of production elements to achieve special effects.NM VIII-A.3 - Describe how production elements establish narrative in media productions (e.g., camera shots, montage, camera movements, sound, lighting, editing, casting and acting).

NM VIII-A.4 - Establish criteria to evaluate how well elements of media productions inform, persuade, or entertain.NM VIII-B - Evaluate the effectiveness of a particular medium (e.g., verbal, visual, photographic, television and the internet) in achieving a particular purpose.


122209Page 126 of 148




NM VIII-B.1 - Evaluate how effectively communication goals, aesthetic goals and usability goals for a media communication have been achieved (e.g., ease of access to the communication, ease of navigation of sites, diction, layout, etc.).

NM VIII-C - Create coherent media productions using effective images, text, graphics, music and sound effects to present a distinctive point of view on a topic.NM VIII-C.1 - Select credible sources and present multiple points of view (if appropriate) within a media production.NM IX - Students read and interpret a variety of literature to develop an understanding of people, societies, and the self.NM IX-A - Demonstrate knowledge of significant literary works from around the world.NM IX-A.1 - Analyze literary works and movements for their historical and literary significance, including key U.S. documents and significant modern and pre-20th century works of American literature, as well as Hispanic and Native American literary works.NM IX-B - Interpret significant literary elements across all forms of literature; use understanding of genre characteristics to allow deeper and subtler interpretations of texts.

NM IX-B.1 - Recognize culturally specific customs, traditions, and symbols in literary works.NM IX-B.2 - Analyze ways in which writers use lingual patterns in dialogue and narration (e.g., repetition, dialect, slang and formality).


122209Page 127 of 148




NM IX-B.3 - Analyze ways in which writers play with language (e.g., the use of pun, euphemism, oxymoron, verbal irony, hyperbole and understatement).NM IX-B.4 - Analyze the ways in which writers utilize narrative forms and features (e.g., chronological narratives, framed narratives, episodic or picaresque plots, character- or situation-driven plots, multiple narrators).NM IX-C - Analyze setting, plot, theme, characterization, and narration in literary prose, particularly in classic and contemporary short stories and novels.

NM IX-C.1 - Assess the reliability of various narrators in literary works.

NM IX-C.2 - Identify characteristics of common non-fiction forms (e.g., memoir, essay, biography, autobiography, documentary and history).NM IX-C.3 - Analyze the overall style of prose works, including narration, imagery, diction, dialogue, plot, and characterization.




Skill 21 - RPQ21 Understanding characterizationSkill 22 - RPQ22 Recognizing dialogue



Skill 22 - ORQ22 Understanding characterizationSkill 23 - ORQ23 Recognizing dialogue


Skill 5 - IU05 Understanding Dialogue




122209Page 128 of 148





NM IX-D - Demonstrate knowledge of the common elements of poetry: metrics, rhyme, rhythm, structure, diction, devices, and other conventions.NM IX-D.1 - Analyze specific elements of poetry from different eras, particularly from American literary movements (e.g., humor, symbolism, and use of figurative or literal language; basic forms of meter, such as, iambic pentameter; assonance, consonance, euphony, cacophony [and similar sound devices]; particular forms for particular purposes [i.e., an inaugural poem]; forms as they relate to historical/literary movements [e.g., jazz and Harlem Renaissance]; the use of formal section breaks or unconventional capitalization and punctuation [e.g., Dickinson, e.e. cummings]; extended metaphor, allusion [and other devices]; and how poetic structure and style pertain to a poem's meanings and the poet's purpose).

NM IX-E - Identify how elements of dramatic literature articulate a playwright's vision.NM IX-E.1 - Analyze the connections among set/setting, costume, lighting and other production elements, and the theme or intended meaning of a particular drama.

NM IX-E.2 - Identify elements of comedy and comic form (e.g., farce, situational comedy, high and low comedy, absurdism/surrealism and slapstick).


122209Page 129 of 148




NM IX-E.3 - Evaluate a live performance (or a recording) of drama for the director's correspondence with the playwright's vision and the production's effectiveness at conveying a particular theme or vision.


NM IX-F.1 - Analyze how a particular piece of literature has changed societal and cultural attitudes.


122209Page 130 of 148


Standard Product Description Skill Area Description Skill DescriptionNM I - Students read and understand a variety of materials.NM I-A - Use comprehension strategies for unfamiliar vocabulary.NM I-A.1 - Use etymology, the principles behind spelling and usage of words to determine meaning.




NM I-A.2 - Differentiate shades of meaning and multiple meanings of words, including the significance of both connotation and denotation.



Skill 11 - VA11 Determining the definition of words with multiple meanings

NM I-A.3 - Analyze the context of sentences and larger sections of text to clarify the meaning of unknown or ambiguous words, detect nuances, make inferences and differentiate among possible meanings of words.



Skill 1 - VPQ01 Acquiring vocabulary by encountering words in context




NM I-A.4 - Analyze texts to identify specialized terminology or jargon needing clarification or definition.

NM I-B - Use comprehension strategies to understand the meaning of a text.NM I-B.1 - Recognize and recall the use of literary devices and rhetorical modes in texts (e.g., illustration, classification, persuasion, comparison/contrast, cause/effect).





NM I-C - Infer, analyze, and synthesize to increase comprehension.NM I-C.1 - Recognize limitations in a text (e.g., logical fallacies, rhetorical flaws, and lack of support).



122209Page 131 of 148




NM I-C.2 - Recognize the types of evidence offered in a text (e.g., experiment, expert testimony, statistics, case study, or common sense).NM I-C.3 - Evaluate information in a text (e.g., for specificity, relevance, importance, sufficiency of evidence, soundness of reasoning, internal consistency, persuasive techniques and credibility).

NM I-C.4 - Evaluate texts using various critical lenses (e.g., multi-cultural or disciplinary perspectives).

NM I-D - Use meta-cognitive strategies to increase comprehension.NM I-D.1 - Use multiple strategies to monitor one's pace and comprehension.NM I-D.2 - Draw conclusions from information in texts to arrive at new knowledge.




NM I-D.3 - Evaluate texts by determining the value to oneself.NM I-D.4 - Analyze texts to determine how much prior and specialized knowledge is needed.NM II - Students write and speak using correct grammar, syntax, usage, punctuation, capitalization, and spelling.NM II-A - Demonstrate control of Standard English through the effective use of syntax.NM II-A.1 - Use one's knowledge of various syntactic possibilities in English in order to develop greater sentence variety and to construct grammatically sound writing that expresses complex ideas.NM II-B - Demonstrate control of Standard English through correct grammar and usage.NM II-B.1 - Recognize the different effects of active and passive voice in order to control their use.


122209Page 132 of 148




NM II-B.2 - Correctly use all parts of speech and sentence elements, including control of verb tense, use of person, and use of phrase and clause elements in compound and complex sentences.NM II-C - Demonstrate control of Standard English through the correct use of punctuation, capitalization, and spelling.NM II-C.1 - Correctly use ellipses and order of operations with brackets and parentheses.NM II-C.2 - Correctly punctuate and format quotations, citations, and references, including works cited.

NM III - Students communicate effectively through listening and speaking.NM III-A - Give spoken instructions to perform specific tasks, to answer questions or to solve problems.




NM III-B.1 - Make oral presentations that exhibit a logical structure appropriate to the audience, context and purpose.


122209Page 133 of 148




NM III-B.2 - Group related ideas and maintain a consistent focus with smooth transitions; support judgments with sound evidence and well-chosen details; strategically use rhetorical devices; provide a coherent conclusion.NM III-B.3 - Employ language and diction to establish credibility and authority, create a mood, suggest a specific attitude toward a subject, and appeal to a specific audience.

NM III-C - Follow spoken instructions to perform tasks, to answer questions or to solve problems.


NM III-C.2 - Use strategies such as repeating instructions to oneself to ensure recall and identifying key points.NM III-D - Summarize and paraphrase information presented orally by others.NM III-D.1 - Use a variety of response strategies to clarify, elaborate, and synthesize the explicit and implicit meanings of messages given orally or in writing (e.g., integrating new learning with prior knowledge; asking questions to guide and clarify inferences and interpretations; asking the speaker to extend or elaborate ideas; and paraphrasing meaning back to the speaker).NM III-E - Identify the thesis of a speech and determine the essential elements that elaborate it, including logos, ethos, and pathos.

NM III-E.1 - Analyze the speaker's motivation, explicit and implicit purposes for speaking.


122209Page 134 of 148




NM III-E.2 - Use information from prior communications to interpret the speaker's current perspectives on a topic.NM III-E.3 - Analyze the internal variables that affect a communication in order to critique it (e.g., the speaker and listener's background knowledge, experiences, culture, beliefs, emotional states, language).


NM III-F.1 - Analyze and refine personal and group goals (e.g., clarify ideas, change group members' opinions, build relationships and adapt strategies for developing credibility) and critique effectiveness in refining these goals.

NM III-F.2 - Use a variety of response strategies to clarify, elaborate and synthesize explicit and implicit meanings of messages (e.g., integrate new learning with prior knowledge; ask questions to guide and clarify inferences and interpretations; integrate new learning with prior knowledge; paraphrase meaning back to the speaker and predict ways in which speaker's content may be used).

NM III-F.3 - Evaluate one's personal effectiveness in self-directed work teams and make corrections as necessary, depending on the purpose of the collaborative activity.

NM IV - Students write effectively for a variety of purposes and audiences.



122209Page 135 of 148




NM IV-A.1 - Demonstrate proficiency in the creation of critical response essays to fiction and non-fiction that engage the reader by establishing a context, demonstrating a strong grasp of the main idea of the text, making a meaningful personal connection to the text, making a clear critical judgment about the text, supporting key ideas and judgments through accurate and detailed references to the text and to other credible sources, and demonstrating awareness of rhetorical strategies.

NM IV-A.2 - Demonstrate proficiency in the creation of persuasive essays that engage the reader by establishing a context and a point of view; structure ideas and arguments in a sustained and logical fashion; clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, illustrations, commonly accepted beliefs and logical reasoning; use specific rhetorical devices to back up assertions; and anticipate and address the reader's concerns and counter-claims.


122209Page 136 of 148




NM IV-A.3 - Demonstrate proficiency in the creation of documented persuasive essays that engage the reader by establishing a context and a point of view; structure ideas and arguments in a sustained and logical fashion; clarify and defend positions with precise and relevant evidence (e.g., facts, expert opinions, quotations, illustrations, commonly accepted beliefs and logical reasoning); use specific rhetorical devices to support assertions, anticipate and address the reader's concerns and counter-claims, and employ an accepted academic manuscript style, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).

NM IV-A.4 - Demonstrate proficiency in the creation of a formal research paper.NM IV-B - Plan writing by taking notes, writing informal outlines, and researching.NM IV-B.1 - Identify, evaluate, and analyze a variety of primary and secondary sources of information for credibility and usefulness as part of a pre-writing process.NM IV-B.2 - Analyze strengths and weaknesses in one's research findings as part of one's planning process (e.g., coherence, validity, gaps, misinformation, and fallacies).

NM IV-B.3 - Anticipate and address an audience's varying interpretations of one's findings.NM IV-C - Use formal or informal, literary or technical language appropriate for the purpose, audience, and context of the communication.NM IV-C.1 - Use language persuasively in addressing a particular issue.


122209Page 137 of 148




NM IV-C.2 - Use grammatical, metaphorical or rhetorical devices to inform or persuade the reader.NM IV-C.3 - Use knowledge of one's subject and purpose to select appropriate language to communicate in writing.NM IV-D - Organize ideas in writing, with a thesis statement in the introduction, well-constructed paragraphs, a conclusion and transition sentences that connect paragraphs into a coherent whole.NM IV-D.1 - Organize and compose arguments and multi-paragraph compositions that use complex organizational patterns, including a well-developed thesis statement with supporting paragraphs, appropriate transitions and a logical ending that does not merely repeat the thesis.

NM IV-E - Drawing on readers' comments on working drafts, revise documents to develop or support ideas more clearly, address potential objections, ensure effective transitions between paragraphs, and correct errors in logic.

NM IV-E.1 - Analyze whether opinion or use of sources displays bias.

NM IV-E.2 - Analyze whether the conclusion is appropriate, persuasive, and compelling.NM IV-E.3 - Identify areas requiring further investigation and research.NM IV-F - Edit one's own work for grammar, style, and tone appropriate to audience, purpose and context.

NM IV-F.1 - Use a variety of strategies (e.g., reading aloud, seeking feedback from a reviewer, and reading a draft from the audience's perspective) to evaluate diction, language, tone, sentence length and complexity, and voice.


122209Page 138 of 148




NM IV-F.2 - Edit work for consistency of tone and voice, clarity and consciousness.NM IV-G - Cite sources properly when paraphrasing or summarizing information, quoting, or using graphics.NM IV-G.1 - Beginning in ninth grade, use appropriate publication manuals to cite source materials and to prepare bibliographies, lists of works cited, and quoted passages: textbook appendices, MLA Handbook for Writers of Research Papers, the Chicago Manual of Style, the Publication Manual of the American Psychological Association and the Associated Press Stylebook.

NM IV-H - Prepare written material using basic software programs (e.g., Word, Excel and Powerpoint) so that graphics can be incorporated to present information and ideas best understood visually (e.g., charts, ratios and tables).NM IV-H.1 - Select production elements based on an analysis of one's purpose and the available media resources.NM IV-H.2 - Incorporate into the final draft of written reports graphic materials appropriate for the particular communication (e.g., graphs, charts, tables, maps and photographs).NM V - Students utilize the research process to produce a variety of products.NM V-A - Define and narrow a problem or research topic.NM V-A.1 - Form and refine a question for investigation based on a literary, historical, or cultural movement or a complex contemporary issue.


122209Page 139 of 148




NM V-B - Gather relevant information for a research topic from a variety of print and electronic sources, as well as from direct observation, interviews, or surveys.

NM V-B.1 - Use creative or critical research strategies (e.g., field studies, oral histories, interviews and experiments).NM V-B.2 - Use a variety of techniques for researching topics, including cross-referencing while gathering information.NM V-B.3 - Synthesize a variety of types of visual information, including pictures and symbols.NM V-C - Make distinctions about the credibility, reliability, consistency, strengths and limitations of various resources, including those on the internet.NM V-C.1 - Make extensive use of primary sources when researching a topic and make in-depth analyses of the validity and reliability of primary source information.

NM V-D - Report research findings in an effective manner appropriate to a designated audience.NM V-D.1 - Identify an audience for whom one's researched findings might be meaningful.NM V-D.2 - Develop written or oral presentations of appropriate length that effectively report one's research findings.NM V-E - Compose a researched project to be shared with an appropriate audience.NM V-E.1 - Synthesize information from multiple research studies to draw conclusions that go beyond those found in any individual study.NM V-E.2 - Produce a research project on a well-defined topic (e.g., formal paper, multi-genre research paper, speech).


122209Page 140 of 148




NM V-E.3 - Examine complex issues by sharing and evaluating personal response, researching and summarizing data, and developing a framework for discussion prior to writing the final draft.

NM V-E.4 - Cite sources correctly and document quotations, paraphrases, and other information, employing an accepted academic manuscript style such as MLA or APA.NM VI - Students employ critical thinking and abstract reasoning to make and assess inferences, conclusions, and predictions.NM VI-A - Distinguish facts and opinions, evidence and inferences, true and false premises.NM VI-A.1 - Apply established methods used to distinguish between factual claims and opinions.




NM VI-A.2 - Recognize personal bias in an argument based on social, historical or cultural influences.

NM VI-B - Describe the structure of a given argument; identify its claims and evidence; evaluate connections among evidence, inferences and claims.NM VI-B.1 - Determine the significance and predict the possible consequences of a speaker's arguments, conclusions, and proposals.NM VI-C - Evaluate the range and quality of evidence used to support or oppose an argument, including the use of logos, ethos, pathos.NM VI-C.1 - Adapt strategies for developing credibility (e.g., using appropriate reasoning patterns and supporting ideas with evidence and making emotional appeals through persuasive language).NM VI-D - Recognize common fallacies in used in an argument.


122209Page 141 of 148




NM VI-D.1 - Analyze uses of common fallacies and propaganda devices to determine why they are not effective, logical strategies (e.g., the appeal to pity, or "argumentum ad misericordiam"; the personal attack, or "argumentum ad hominem"; the appeal to general opinion, or "argumentum ad populum"; and the false dilemma, assuming only two options when there are more available).

NM VI-D.2 - Create and utilize criteria for critiquing one's own work and the work of others for unintended fallacies.NM VI-E - Understand the distinction between a deductive argument and an inductive argument in order to evaluate an argument's effectiveness.NM VI-E.1 - Analyze how stylistic and rhetorical devices, either inductive or deductive, support an argument by comparing the argument to the evidence.NM VI-F - Construct oral and written arguments that demonstrate clear and knowledgeable judgment.

NM VI-F.1 - Use a variety of strategies to generate notes and content through reading primary and secondary sources (e.g., defining key terms, setting up comparisons, analyzing relationships such as cause and effect, analyzing connections to past events, predicting future outcomes, analyzing multiple points of view, listing strengths and weaknesses, identifying bias, and anticipating and refuting counter-arguments).


122209Page 142 of 148




NM VI-F.2 - Use a variety of strategies to evaluate whether the thesis claim and the entire argument demonstrates clear and knowledgeable judgment (e.g., reading the draft aloud, seeking feedback from a reviewer, capturing and evaluating the organization of the draft in an outline or organization map, reading the draft from the perspective of the intended audience).NM VII - Students read and interpret a wide range of reference materials and other informational documents that may contain technical information.NM VII-A - Follow instructions in informational or technical text to perform specific tasks, answer questions, or solve problems.NM VII-A.1 - Make in-depth analyses of technical information.NM VII-A.2 - Utilize informational and technical sources to evaluate and modify instructional tasks.NM VII-B - Summarize informational and technical texts and explain the visual components that support them.

NM VII-B.1 - Utilize appropriate graphic representations to accompany technical presentations.

NM VII-B.2 - Reorganize technical concepts and details in informational texts in new ways and identify appropriate supporting visual components.NM VII-B.3 - Interpret and use information in maps, charts, graphs, timelines, tables, and diagrams.

NM VII-C - Synthesize information from a variety of informational and technical sources or texts.NM VII-C.1 - Utilize technical sources as both primary and secondary support in a comprehensive project.


122209Page 143 of 148





NM VII-D.1 - Create an effective informational or technical text that exhibits completeness and closure, combining a variety of sources.

NM VII-E - Evaluate informational and technical texts and presentations for their clarity, simplicity and coherence, and for the appropriateness of their graphic and visual appeal.NM VII-E.1 - Demonstrate an understanding of appropriate elements in informational and technical texts (e.g., structure, organization, graphics and format, by creating a clear, simple and coherent oral or written presentation).

NM VIII - Students create and evaluate a variety of media for particular purposes.NM VIII-A - Evaluate aural, visual, and written images and other special effects used in television, radio, film, and the internet for their ability to inform, persuade and entertain.

NM VIII-A.1 - Evaluate the effectiveness of unconventional uses of production elements to achieve special effects.NM VIII-A.2 - Critique the credibility of a media communication by evaluating relevance, timeliness, accuracy, fairness and the inclusion of multiple viewpoints in light of a media producer's purposes and goals.


122209Page 144 of 148




NM VIII-B - Evaluate the effectiveness of a particular medium (e.g., verbal, visual, photographic, television and the internet) in achieving a particular purpose.

NM VIII-B.1 - Evaluate how effectively communication goals, aesthetic goals and usability goals for a media communication have been achieved (e.g., ease of access to the communication, ease of navigation of sites, diction, layout, etc.).

NM VIII-C - Create coherent media productions using effective images, text, graphics, music and sound effects to present a distinctive point of view on a topic.NM VIII-C.1 - Use media to report research and represent data visually through graphs, charts or statistics.

NM IX - Students read and interpret a variety of literature to develop an understanding of people, societies, and the self.NM IX-A - Demonstrate knowledge of significant literary works from around the world.NM IX-A.1 - Analyze literary works and movements for their historical and literary significance, especially significant modern and pre-20th century works of world literature, including British literature and indigenous world literatures.NM IX-B - Interpret significant literary elements across all forms of literature; use understanding of genre characteristics to allow deeper and subtler interpretations of texts.

NM IX-B.1 - Develop thematic connections within and among literary works and literary periods and interpret allusions, symbols, and motifs.


122209Page 145 of 148




NM IX-B.2 - Analyze specific forms and genres of humor in literary works (e.g., satire and parody).

NM IX-B.3 - Analyze the use of tragic elements in literary works.NM IX-B.4 - Analyze ways in which writers manipulate ideas using dramatic irony, situational irony, and paradox.NM IX-B.5 - Compare and contrast similar themes across different genres to discover how genre affects meaning.NM IX-C - Analyze setting, plot, theme, characterization, and narration in literary prose, particularly in classic and contemporary short stories and novels.

NM IX-C.1 - Analyze symbol, allegory, analogy, and extended metaphor in literary works.NM IX-C.2 - Analyze the style of prose works from different movements, eras, and cultures, including cultural minorities (e.g., structural form, archaic diction, variations of syntax and sentence structure, dialogue, and figurative/literal language)NM IX-D - Demonstrate knowledge of the common elements of poetry: metrics, rhyme, rhythm, structure, diction, devices, and other conventions.


122209Page 146 of 148




NM IX-D.1 - Analyze complex elements of poetry from various times and places in literary history (e.g., denotation and connotation in relation to diction; the use of deliberately unconventional rhythm or meter; manipulation of mood through various sound devices; complex poetic forms [e.g., sonnets, epic poems in heroic couplets, sestinas, etc.); antithesis, motif, allegory; and how various elements of a poem reinforce its theme and reveal meaning).

NM IX-E - Identify how elements of dramatic literature articulate a playwright's vision.NM IX-E.1 - Evaluate the ways in which tension is created, maintained and resolved in a drama (e.g., catharsis, conflict, suspense, resolution), including through the text, directorial decisions, and through the actors' performances.

NM IX-E.2 - Evaluate dramas that have been made into films (e.g., Othello, The Merchant of Venice, or Macbeth) by comparing elements in the play and in the film production (e.g., the way in which the theme is developed and conveyed; the way in which tension and conflict are presented; the way in which transitions are made between scenes/settings, including time progression and flashback; the way in which the director establishes a style via mood, tone, irony, humor, suspense, dialogue, stage direction/actors' interaction, or special effects; the advantages of traditional staging with a live audience versus a film).


122209Page 147 of 148





NM IX-F.1 - Analyze a recurring theme or pattern within a major literary movement or in the oral traditions of a particular culture.


122209Page 148 of 148

New Mexico Standards Alignment Kindergarten through Grade...

Documents

Transcript of New Mexico Standards Alignment Kindergarten through Grade...