Attached is a menu of learning objectives, categorized by each domain of the language arts.

Teachers are encouraged to use this menu as a resource for identifying objectives for their daily and long-term instruction. Each of these objectives is focused upon student learning and framed in concrete, measurable terms. Objectives should be posted for students and explained at the initiation of each lesson in addition, instruction during the lesson should be threaded bac! to the objective to aid student ac"uisition of learning. #or your added convenience, a menu of strategies for reading, $riting, revision, and publishing is also attached. %ridgeport &ublic 'chools (urriculum )uide *+,,- edition. is the source for these objectives and researchbased strategies.

A MENU OF LEARNING OBJECTIVES FOR ENGLISH CLASSROOMS Reading Objectives 'tudents $ill engage in daily, meaningful reading tas!s in English class and/or at home. The tas!s $ill be based upon the follo$ing objectives0 +. 'tudents $ill be able to use strategies before, during, and after reading to aid in the construction and enhancement of meaning 1. 'tudents $ill be able to respond in discussions and in $riting, using personal, literal, interpretative, and evaluative stances, to $or!s of fiction and/or nonfiction. 2. 'tudents $ill be able to identify and explain the function of essential short story elements in the $riter3s craft *i.e. character, setting, conflict, plot, climax, resolution, theme, tone, point of vie$.. 4. 'tudents $ill be able to identify types of drama *i.e. comedy, tragedy. and to explain the function of essential dramatic elements and/or devices in the $riter3s craft *i.e. solilo"uy, dialogue, aside, act, scene, stage cues.. -. 'tudents $ill be able to identify and explain the significance of the essential literary elements of novels *i.e. character, setting, conflict, plot, climax, resolution, theme, tone, and point of vie$. 5. 'tudents $ill be able to identify and explain the significance of the essential elements of the $riter3s craft in given poems *i.e. poetic structures such as the lyric, the sonnet, the free verse form sound devices such as rhyme, rhythm, and alliteration imagery including the visual, auditory, olfactory, and tactile $ord images that are created figures of speech such as simile, metaphor, personification, symbolism.. 6. 'tudents $ill be able to participate in discussions and draft $riting $hich demonstrates an understanding of diverse cultural perspectives.

7. 'tudents $ill be able to participate in discussions and draft $riting $hich demonstrates an understanding of personalities, trends, and beliefs that have shaped American history and culture. ,. 'tudents $ill be able to demonstrate literal and inferential comprehension of $or!s of non-fiction *i.e. ne$spaper and magazine articles. through participation in discussion and $riting activities. +8. 'tudents $ill be able to compare and contrast, in $riting and through discussion, the literary elements and essential concepts of the $or!s they are presently reading $ith those they have previously read or vie$ed. ++. 'tudents $ill be able to explore, discuss, $rite about a similar topic or theme in t$o distinct disciplines *i.e. the hero in literature and the hero in history. +1. 'tudents $ill be able to read and explore for enrichment $or!s from various genre *novels, plays, poems, essays.. +2. 'tudents $ill be able to effectively access resources in the library/media center to complete at least one of the above objectives. !"iting Objectives 'tudents $ill engage in daily, meaningful formal and/or informal $riting tas!s in English class and/or at home. The tas!s $ill be based upon the follo$ing objectives0 +. 'tudents $ill be able to engage in informal $riting assignments *i.e. reader response, free$riting, focused free$riting, prediction, response journals, dialectical noteboo! entries, and other pieces of $riting that they do not ta!e through the entire $riting process.. 1. 'tudents $ill be able to engage in formal $riting assignments that re"uire utilization of all stages of the $riting process. 2. 'tudents $ill be able to choose and use a relevant pre-$riting strategy that $ill help them to prepare for the assignment. 4. 'tudents $ill be able to $rite several rough drafts of a paper to revise clarity and depth of content or to edit style and mechanics. -. 'tudents $ill be able to engage in revision in the follo$ing areas0 a. language, information, style, voice and structure appropriate to the purpose and selected audience b. clear, understandable, and accurate language c. incorporation of sentence variety *simple, compound, complex.

d. incorporation of varied sentence beginnings *introductory prepositional phrases, participial phrases, adverbial clauses, adjectival phrases. e. fluent and precise transitions bet$een sentences, ideas, and paragraphs f. appropriate organization and order of $ords, sentences and paragraphs $ithin an essay i. specificity and relevance of topic ii. introduction that conveys the subject and purpose through a precise and $ell-maintained, tightly focused thesis statement iii. unified and coherent body that contains appropriate and ade"uate detail iv. conclusion that summarizes, restates the topic, or goes further to ma!e a final statement on the topic g. addition of details and support h. deletion of unnecessary $ords, phrases, sentences, sections i. use of teacher and/or peer feedbac! to improve the piece 5. 'tudents $ill be able to engage in proofreading in the follo$ing areas0 a. b. c. d. e. f. g. h. i. j. individual student3s major goal area*s. complete sentences *avoiding fragments, comma splices, and run-ons. subject verb agreement effective use of active and passive voice parallel structure pronoun antecedent agreement verb tense consistency capitalization proper 9:A documentation *in-text citations and $or!s cited. punctuation i. end punctuation ii. commas, colons, and semi-colons iii. periods in abbreviations iv. apostrophes v. "uotation mar!s, commas, and periods in direct "uotations

6. 'tudents $ill be able to engage in teacher and/or peer conferences during any or all stages of the $riting process. 7. 'tudents $ill be able to evaluate their o$n $riting according to established criteria and rubrics. ,. 'tudents $ill be able to maintain neatly organized $riting portfolios for use in trac!ing their gro$th as maturing $riters. +8. 'tudents $ill be able to publish their $or!s in various genres and for various audiences and purposes.

S#ea$ing and Listening Objectives Throughout their high school years, students $ill improve their ability to achieve all of the follo$ing objectives $ith increasing ease and sophistication. ;n meeting the objectives listed belo$, students $ill use language appropriate for the classroom. +. 'tudents $ill be able to read orally $ith expression indicative of comprehension and tone. 1. 'tudents $ill be able to respond orally to $ritten $or!s, grounding their ideas in the text. 2. 'tudents $ill be able to as! and ans$er "uestions logically and effectively. 4. 'tudents $ill be able to engage critically and constructively in oral exchanges of ideas *i.e. class discussions, peer group assignments, panel discussions.. -. 'tudents $ill be able to support a position in discussion or in formal debate. 5. 'tudents $ill be able to confer $ith peers about given topics/activities. 6. 'tudents $ill be able to offer constructive feedbac!. 7. 'tudents $ill be able to participate actively and effectively in cooperative groups $hile assuming the roles of facilitator, recorder, presenter, motivator. ,. 'tudents $ill be able to deliver a clear, coherent oral presentation using information and diction suitable for subject, purpose, and audience. +8. 'tudents $ill be able to participate in both sides of an intervie$ process. ++. 'tudents $ill be able to listen attentively. +1. 'tudents $ill be able to understand spo!en instructions and give spo!en instructions to others. +2. 'tudents $ill be able to identify major concepts and ideas in speeches, discussions, audio and video presentations. +4. 'tudents $ill be able to sho$ respect for the diverse dialects, traditions, and opinions of their classmates.

Media Tec%n&'&g( Objectives Each year, students $ill demonstrate their ability to meet at least three of the objectives listed belo$. +. 1. 2. 4. 'tudents $ill be able to respond in discussions and in $riting to a ne$s report in the electronic or print media. 'tudents $ill be able to cite evidence of personal opinion or propaganda in articles $hich are presented as factual. 'tudents $ill be able to vie$ and $rite a critical revie$ of a television sho$. 'tudents $ill be able to demonstrate understanding of character, conflict, and theme of a film by responding in $riting or discussion $ith support.

-. 'tudents $ill be able compare or contrast $ritten text $ith its cinematic rendering by responding in $riting or discussion. 5. 'tudents $ill be able cite differences in perspective or content in one specific ne$s event as reported in various forms of media. 6. 'tudents $ill be able to vie$ and respond personally in discussion and $riting to an educational public television production. 7. 'tudents $ill be able to analyze media stereotypes in class discussions and in $ritten reports. ,. 'tudents $ill be able to discuss and $rite about the effects of media devices and techni"ues *i.e. camera angles, fades, music. +8. 'tudents $ill be able to compose a story in various media *i.e. print, video, play. ++. 'tudents $ill be able to produce a documentary. +1. 'tudents $ill be able to $rite a report analyzing and evaluating advertising in ne$spapers, magazines, radio, and/or television. +2. 'tudents $ill be able to use computers and all available technology to enhance their communication s!ills.

+4. 'tudents $ill be able to effectively utilize the school library media centers resources to meet at least one of the above objectives.

RECOMMEN)E) LITERATURE*REA)ING STRATEGIES +"e,Reading St"ategies <elating prior !no$ledge and personal experience to ne$ texts #ree$riting about an important idea/theme/essential "uestion in the $or! =ebbing an important idea/theme/$ord *semantic mapping. (ompleting an anticipation guide >iscussing a related $or!, theme, idea (ompleting and discussing "uestionnaires in cooperative groups #illing in the first t$o columns of a ?-=-: chart Assessing $hat the student already !no$s about the topic :isting predictions 'etting purposes for reading *perhaps $ith a mini-lesson introducing a ne$ concept, term, or strategy. Analyzing the title and/or illustrations <evie$ing the footnotes, headings, and/or other peripherals (reating story impressions )-"ing,Reading St"ategies 9aintaining reader response journals @sing fix-up strategies *i.e. re-reading, reading ahead, using context clues. (reating and completing literature maps 'ummarizing at critical points Assessing predictions Aisualizing and verbalizing $hat they are imagining Engaging in the thin!-aloud techni"ue (reating "uestions 9a!ing inferences <ecognizing cause and effect >istinguishing fact from opinion @sing resources to address difficult and pertinent vocabulary &articipating in a guided reading (onstructing a plot line

'e"uencing the main events in the $or! (ompleting meaningful learning guides or interactive reading guides Ans$ering text/teacher "uestions >etermining a main idea and/or !ey literary elements

+&st,Reading St"ategies <e-visiting one or more of the pre-reading and/or during-reading strategies 'haring, discussing, evaluating their reader response entries orally &articipating in student-centered discussions (ompleting Aenn diagrams to compare and contrast #illing in the last column of a ?-=-: chart (ompleting a boo! chart comparing t$o or more $or!s, themes, conflicts, symbols 'ummarizing and paraphrasing Outlining the main idea, supporting details, and/or !ey literary elements <e$riting the $or! from another point of vie$, in a different tone, or in another setting or genre >ebating $hether or not the author attained his or her purpose ;mitating the author3s style in an original student-$ritten $or! =riting a se"uel or a ne$ ending 'ending a letter to the author =riting a boo! revie$ (ompleting essay tests 'etting a different purpose and re-reading the $or! >ramatizing a scene from the $or! ;ntervie$ing the main character (reating a related $or! of art, a musical composition, dance, or other project Engaging in further reading/research &resenting an interpretative reading of a portion of the $or! <e$riting the story for a younger audience &articipating in a related moc! trial

RECOMMEN)E) !RITING STRATEGIES +"e,!"iting St"ategies Activating prior !no$ledge Analyzing the re"uired tas! %rainstorming #ree$riting 9ulling over ideas

Engaging in ideas $ith teachers or peers )enerating a purpose (onsidering a form ;dentifying an audience and its traits (onsulting resources )athering information Outlining =ebbing (lustering @sing graphic organizers <ehearsing

)"a.ting St"ategies =riting thoughts as "uic!ly as possible $ithout concern for correctness until the final stages of the process ;gnoring spelling, usage, or other proofreading or revision problems until the final stages of the process =atching the teacher monitor the process of the drafting via the chal!board, a flipchart, or an overhead projector Engaging in guided $riting in $hich the teacher leads the students through a directed $riting activity @sing pre-$riting and other strategies $hen $riter3s bloc! occurs <ealizing that pauses are a natural part of the drafting process (onsulting the teacher $hen necessary @sing the computer to $rite the first draft Revisi&n St"ategies <evising the piece using their o$n individual criteria <evising the piece according to curricular re"uirements <eading the piece silently aloud <e-seeing the piece from another perspective *i.e. a different audience, point of vie$, genre/form. Adding, deleting, changing $ords and phrases, sentences, ideas, and paragraphs >ra$ing lines, crossing out, inserting carets and arro$s (utting, pasting, stapling, using post-it notes @sing computer commands to help revise the piece Engaging in peer and/or teacher conferences, after first revisiting the piece personally (hec!ing rubrics to determine if the piece meets established criteria @tilizing ideas from mini-lessons

 Engaging in metacognitive thin!-alouds, $hich illustrate thin!ing during the revision process Anticipating and ans$ering the readers3 "uestions +"&&."eading St"ategies #ocusing on one or t$o personal areas of proofreading goals <eading the paper silently and aloud @sing commercial, teacher-generated, or student-generated chec!lists Ascertaining $hether or not the relevant rubric includes specific re"uired proofreading areas (onsulting $ith editing partners, peer editing groups, and/or the teacher Ensuring that papers sho$ command of the appropriate conventions of paragraph structure, sentence construction, grammar, usage, punctuation, capitalization, and spelling @sing the computer to ma!e changes/corrections +-b'is%ing (lassmates/peers &arents and other relatives Other students and teachers >isplays in classrooms, libraries, hall$ays, offices 'chool and district publications :ocal ne$spapers 9agazines Other professional publications :ocal and national contests Elementary school students &enpals )overnment officials