NorthStar Intermediate Level Reading And Writing

NorthStar Intermediate LevelReading and WritingCorrelation to DoDEA standardsEnglish Language ArtsDepartment of Defense Education ActivityGrade 120

E1 ReadingReading is a process that includes demonstrating comprehension and showing evidence ofa warranted and responsible interpretation of the text. “Comprehension” means getting thegist of a text. It is most frequently illustrated by demonstrating an understanding of the textas a whole; identifying complexities presented in the structure of the text and extractingsalient information from the text. In providing evidence of a responsible interpretation,students may make connections between parts of a text, among several texts, and betweentexts and other experiences; make extensions and applications of a text; and examine textscritically and evaluatively.1E1a:The student reads at least twenty-five books or bookequivalents each year. The quality and complexity ofmaterials to be read is based on the lexile level for gradetwelve (1100L-1349L). The materials should includetraditional and contemporary literature (both fiction andnon-fiction) as well as magazines, newspapers,textbooks, and on-line materials. Such reading shouldrepresent a diverse collection of material from at leastthree different literary forms and from at least fivedifferent writers.The wide variety ofreading passagesthroughout NorthStargive the studentample opportunity topractice thisstandard; i.e., 4-5, 910, 22-24, 26-27, 3940, 42, 58-60, 63, 7778, 82, 96-97, 100101, 118-119, 122123, 138-140, 142144, 158-159, 178180, 183E1b:The student reads and comprehends at least fourbooks (or book equivalents) about one issue or subject,or four books by a single writer, or four books in onegenre, and produces evidence of reading that:The chaptersthroughout the bookare organized bytheme, which preparestudents to meet thisstandard.E1b.1:makes and supports warranted and responsibleassertions about the texts;6, 8-9, 24-25, 28, 3031, 40-41, 42, 44, 6062, 79-81, 98-99,120-121, 140-141,144, 159-161, 180182E1b.2:supports assertions with elaborated andconvincing evidence;9, 11, 17-18, 25-26,29, 33-34, 41, 51-52,62, 71-72, 81, 83, 9092, 99, 102, 110-112,124, 127, 133-134,141, 144, 152-154,161-165, 167, 173174

E1b.3:draws the texts together to compare and contrastthemes, characters, and ideas;121, 124, 127, 133,158-161, 164-165,171, 173E1b.4:makes perceptive and well developedconnections;10-11, 17-18, 28-29,33-34, 43-44, 51-52,64, 71-72, 83, 90-92,102, 110-111, 124,127, 133-134, 145,153-154, 164-165,173-174, 184-185,191-192E1b.5:evaluates writing strategies and elements ofthe author’s craft.40, 41, 43, 47, 48,60-64, 82-83, 85-87,98-99, 105-107, 124,144-145, 147-150,161, 171, 187-189The student reads and comprehends informationalmaterials to develop understanding and expertise andproduces written or oral work that:Units throughoutNorthStar offerstudent amplepractice to meet thisstandard. Exerciseslisted meet standardor can be expandedupon to meetstandard.E1c:E1c.1:E1c.2:E1c.3:2interprets and analyzes information;relates new information to prior knowledge orexperience;extends ideas;6, 8, 10,20, 24-28,36, 42-43, 47, 54, 57,61-62, 74, 76, 79, 83,115, 120-121, 123124, 140-141, 144145, 152-154, 161165, 1811-2, 9, 11, 17-18, 1920, 28-29, 35-36, 41,53, 54, 73, 90-92,113, 114, 123-124,127, 135-136, 138,141, 144, 152-156,160, 175-176, 18417-18, 25-26, 29, 3334, 41, 51-52, 71-72,90-91, 102, 109-111,121, 124, 127, 133134, 141,144-145,152-154, 161, 167,173-174, 182, 191192

E1c.4:makes a connection to related topics orinformation.2, 9, 11, 17-18, 2022, 25, 28-29, 33-34,36, 51-52, 54, 71-72,74, 90-92, 114, 121,123-124, 133-134,136, 141, 144, 152154, 156, 167, 175,180-181, 184E2 WritingWriting is a process through which a written shapes language to communicate effectively.Writing often develops through a series of initial plans and multiple drafts and through accessto informed feedback and response. Purpose, audience, and context contribute to the formand substance of writing as well as to its style, tone, and stance.E2a:The student produces a report that:E2a.1:engages the reader by establishing a context,creating a persona, and otherwise developingreader interest;30, 33, 48, 51, 71,90-92, 110, 133, 153154, 173-174E2a.2:develops a controlling idea that conveys aperspective on the subject;30, 33, 48, 51, 71,90-92, 110, 133, 141,153-154, 173-174E2a.3:creates an organizing structure appropriate topurpose, audience, and context;30, 33, 48, 51, 71,90-92, 110, 133, 141,153-154, 173-174E2a.4:includes appropriate facts and details;30, 33, 48, 51, 71,90-92, 110, 133, 141,153-154, 173-174E2a.5:excludes extraneous and inappropriateinformation;30, 33, 48, 51, 71,90-92, 110, 133, 153154, 173-174E2a.6:uses a range of appropriate strategies, such asproviding facts and details, describing or analyzingthe subject, narrating a relevant anecdote,comparing and contrasting, naming, explainingbenefits or limitations, demonstrating claims orassertions, and providing a scenario to illustrate;30, 33, 48, 51, 71,90-92, 110, 133 153154, 173-174E2a.7:E2b:3provides a sense of closure to the writing.30, 33, 48, 51, 71,90-92, 110, 133, 141,153-154, 173-174The student produces a response to literature that:E2b.1: engages the reader through establishing a context,creating a persona, and otherwise developingreader interest;71E2b.2:57, 62, 64, 71advances a judgment that is interpretive, analytic,evaluative, or reflective;

E2b.3:supports a judgment through references to thetext, references to other works, authors, or non-printmedia, or references to personal knowledge;54, 57, 62, 64, 71E2b.4:demonstrates understanding of the literary workthough suggesting an interpretation;54, 57, 60-62, 64, 71E2b.5: anticipates and answers a reader’s questions;57E2b.6: recognizes possible ambiguities, nuances,complexities, and analogies;64E2b.7: provides a sense of closure to the writing.71E2c:E2c.1:engages the reader by establishing a context,creating a point of view, and otherwise developingreader interest;17, 33, 51, 71, 133,153E2c.2:establishes a situation, plot, point of view, setting,and conflict (and for autobiography, the significanceof events and of conclusions that can be drawn fromthe events);17, 33, 51, 71, 133,153E2c.3:creates an organizing structure;17, 33, 51, 71, 133,153E2c.4:includes sensory details and concrete language todevelop plot and character;71E2c.5:develops complex characters;71E2c.7:uses a range of appropriate strategies, such asdialogue, tension or suspense, naming, pacing, andspecific narrative action, e.g., movement, gestures,expressions;71E2c.8:provides a sense of closure to the writing.17, 33, 51, 71,133,153E2d:4The student produces a narrative (fictional orautobiographical) account that:The student produces a narrative procedure that:E2d.1: engages the reader by establishing a context,creating a persona, and otherwise developingreader interest;71, 133, 153, 191E2d.2: provides a guide to action for a complicatedprocedure in order to anticipate a reader’s needs;creates expectations through predictable structures;e.g., headings; and provides smooth transitions,between steps;N/AE2d.3: makes use of appropriate writing strategies, such ascreating a visual hierarchy and using white spaceand graphics as appropriate;Teacher couldexpand uponexercises in Unit 9 tomeet this standard;i.e., 162-164, 173

E2d.4: includes relevant information;17, 33, 51, 71, 133,153, 173E2d.5: anticipates problems, mistakes, andmisunderstandings that might arise for the reader;71E2d.7: provides a sense of closure to the writing.17, 33, 51, 71, 133,153E2e:The student produces a persuasive essay that::E2e.1: engages the reader by establishing a context,creating a persona, and otherwise developingreader interest;17, 33, 161, 173,182, 191E2e.2:develops a controlling idea that makes a clear andknowledgeable judgment;17, 33, 161, 173,182, 191E2e.3:creates an organizing structure that is appropriate tothe needs, values, and interests of a specifiedaudience, and arranges details, reasons, examples,and anecdotes effectively and persuasively;17, 33, 161, 173,182, 191E2e.4:includes appropriate information and arguments;17, 33, 161, 173,182, 191E2e.5:excludes information and arguments that areirrelevant;17, 33, 161, 173,182, 191E2e6:anticipates and addresses reader concerns andcounter- arguments;17, 33, 161, 173,182, 191E2e.7:supports arguments with detailed evidence, citingsources of information as appropriate;17, 33, 161, 173,182, 191E2e.8:uses a range of strategies to elaborate andpersuade, such as definitions, descriptions,illustrations, examples from evidence, andanecdotes;17, 33, 161, 173,182, 191E2e.9:provides a sense of closure to the writing.17, 33, 161, 173,182, 191E2f:5The student produces a reflective essay that:E2f.1:engages the reader by establishing a context,creating a persona, and otherwise developingreader interest;83, 90, 153, 173,184, 191E2f.2:analyzes a condition or situation of significance;83, 90, 153, 173,184, 191E2f.3:develops a commonplace, concrete occasion as thebasis for the reflection; e.g., personal observation orexperience;83, 90, 153, 173,184, 191E2f.4:creates an organizing structure appropriate topurpose and audience;83, 90, 153, 173,184, 191

E2f.5:uses a variety of writing strategies, such as concretedetails, comparing and contrasting, naming,describing, creating a scenario;83, 90, 153, 173,184, 191E2f.6:provides a sense of closure to the writing.83, 90, 153, 173,184, 191E3 Speaking, Listening and ViewingSpeaking, listening, and viewing are fundamental processes which people use to express,explore, and learn about ideas. The functions of speaking, listening, and viewing includegathering and sharing information; persuading others; expressing and understanding ideas;coordinating activities with others; and selecting and critically analyzing messages. Thecontexts of these communication functions include one-to-one conferences, small groupinteractions, large audiences and meetings, and interactions with broadcast media.E3a:E3a.1:initiates new topics in addition to responding toadult-initiated topics;N/AE3a.2:asks relevant questions;88, 89E3a.3:responds to questions with appropriate elaboration;6, 57, 61, 64, 67, 76,87, 106, 123-124,149, 152, 164-165E3a.4:uses language cues to indicate different levels ofcertainty or hypothesizing; e.g., “what if ”, “verylikely ”, “I’m unsure whether ”;Teacher can expandon text, i.e., 1, 19, 35,53, 73, 93, 113, 115,121, 135, 155, 175E3a.5:confirms understanding by paraphrasing the adult’sdirections or suggestions.60-61, 68, 69E3b:6The student participates in one-to-one conferences witha teacher, paraprofessional, or adult volunteer, in whichthe student:The student participates in group meetings, in which thestudent:E3b.1: displays appropriate turn-taking behaviors;1, 2, 9, 13, 18, 28,47, 51, 54, 94, 156,174, 184E3b.2: actively solicits another person’s comment oropinion;1, 2, 9, 13, 18, 28,47, 51, 54, 94, 156,174, 184E3b.3: offers own opinion forcefully without dominating;1, 2, 9, 13, 18, 28,47, 51, 54, 94, 156,174, 184E3b.4: responds appropriately to comments and questions;1, 2, 9, 13, 18, 28,47, 51, 54, 94, 156,174, 184E3b.5: volunteers contributions and responds when directlysolicited by teacher or discussion leader;1, 2, 9, 13, 18, 28,47, 51, 54, 94, 156,174, 184