| 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 3: Students
will read, write, listen, and speak for critical analysis and evaluation.
As listeners and readers, students
will analyze experiences, ideas, information, and issues presented
by others using a variety of established criteria. As speakers and
writers, they will present, in oral and written language and from
a variety of perspectives, their opinions and judgments on experiences,
ideas, information and issues.
| Listening and
Reading |
Speaking and
Writing |
| 1. Listening and
reading to analyze and evaluate experiences, ideas, information,
and issues requires using evaluative criteria from a variety
of perspectives and recognizing the difference in evaluations
based on different sets of criteria.
Students:
- analyze, interpret, and evaluate Information,
Ideas, organization, and language from academic and nonacademic
texts, such as textbooks, public documents, book and movie
reviews, and editorials
- assess the quality of texts and presentations,
using criteria related to the genre, the subject area, and
purpose (e.g., using the criteria of accuracy objectivity
comprehensiveness, and understanding of the game to evaluate
a sports editorial)
- understand that within any group there
are many different points of view depending on the particular
interests and values of the individual, and recognize those
differences in perspective in texts and presentations ?(E.g.,
in considering whether to let a new industry come into a
community, some ?community members might be enthusiastic
about the additional jobs that will be created while others
are concerned about the air and noise pollution that could
result.)
- evaluate their own and others' work
based on a variety of criteria (e.g., logic, clarity comprehensiveness,
conciseness, originality conventionality) and recognize
the varying effectiveness of different approaches.
This is evident, for example when students:
- compare a magazine article on a historical
event with the entries in an encyclopedia and history book
to determine the accuracy and comprehensiveness of the article
- use the criteria of scientific investigation
to evaluate the significance of a lab experiment
- read two conflicting reviews of a
popular movie and recognize the different criteria the critics
were using to evaluate the film
- point out examples of propaganda techniques
(such as bandwagon plain folks" language, and sweeping generalities")
in public documents and speeches.
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2. Speaking and
writing for critical analysis and evaluation requires presenting
opinions and judgments on experiences, ideas, information, and
issues clearly, logically and persuasively with reference to
specific criteria on which the opinion or judgment is based.
Students
- present (in essays, position papers,
speeches, and debates) clear analyses of issues, ideas,
texts, and experiences, supporting their positions with
well. developed arguments
- develop arguments with effective use
of details and
- evidence that reflect a coherent set
of criteria (e.g.,
- reporting results of lab experiments
to support a hypothesis)
- monitor and adjust their own oral
and written presentations according to the standards for
a particular genre (e.g., defining key terms used in a formal
debate)
- use standard English precise vocabulary
and presentational strategies effectively to influence an
audience.
This is evident, for example, when students:
- write a position paper on a current
event, clearly indicating their position and the criteria
on which it is based
- present an oral review of a film,
supporting their evaluation with reference to particular
elements such as character development, plot, pacing, and
cinematography
- participate in a class debate on a
social issue following the rules far formal debate
- produce their own advertising for
a product, tailoring the text and visuals to a particular
audience
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