| This
information has been taken directly from the Accelerate
U - Standards and Resource Guides (with approval) from the K-12
Education, NEW YORK STATE EDUCATION DEPARTMENT site. No information
in this document has been changed.
Learning Standards for:
English Language Arts at Three
Levels -Intermediate
Standard 2: Students
will read, write, listen, and speak for literary response and expression.
Students will read and listen to oral,
written, and electronically produced texts and performances, relate
texts and performances to their own lives, and develop an understanding
of the diverse social, historical, and cultural dimensions the texts
and performances represent. As speakers and writers, students will
use oral and written language for self-expression and artistic creation.
| Listening and
Reading |
Speaking and
Writing |
| 1. Listening and
reading for literary response involves comprehending, interpreting,
and critiquing imaginative texts in every medium, drawing on
personal experiences and knowledge to understand the text, and
recognizing the social, historical and cultural features of
the text.
Students:
- read and view texts and performances
from a wide range of authors, subjects, and genres
- understand and identify the distinguishing
features of the major genres and use them to aid their interpretation
and discussion of literature
- identify significant literary elements
(including metaphor, symbolism, foreshadowing, dialect,
rhyme, meter, irony, climax) and use those elements to interpret
the work
- recognize different levels of meaning
- read aloud with expression, conveying
the meaning and mood of a work
- evaluate literary merit based on an
understanding of the genre and the literary elements.
This is evident, for example, when students:
- read or recite poems of their own
selection to the class, clearly conveying the meaning of
the poem and the effect of the rhythm and rhyme patterns
- produce lists of recommended readings
for their peers, grouping the works according to some common
elements (e.g., theme, setting, type of characters)
- use references to literature they
have read to support their position in class discussion.
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2. Speaking and
writing for literary response Involves presenting interpretations,
analyses, and reactions to the content and language of a text.
Speaking and writing for literary expression involves producing
imaginative texts that use language, and text structures that
are inventive and often multilayered.
Students:
- present responses to and interpretations
of literature, making reference to the literary elements
found in the text and connections with their personal knowledge
and experience
- produce interpretations of literary
works that identify different levels of meaning and comment
on their significance and effect
- write stories, poems, literary essays,
and plays that observe the conventions of the genre and
contain interesting and effective language and voice
- use standard English effectively.
This is evident, for example, when students:
- take part in class productions of
short plays
- write a sequel to a story continuing
the development of the characters, plot, and themes
- write reviews of literature from different
cultural settings and point out similarities and differences
in that literature
- write stories or poems for their peers
or younger children
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