Language Arts

Seventh Grade Language Arts Standards

Description:  English 7 addresses reading, writing, listening and speaking skills within a standards-based program. Instruction will include reading comprehension, writing in narrative and expository modes, language conventions, vocabulary development in meaningful contexts, and reference skills. Discovering the connection between the author’s strategies, purpose, and meaning, students will study various genres including the short story, novel, drama, biography, poetry, and informational materials. Throughout this course students will be engaged in learning activities that require students to increase their use of critical thinking skills to include analysis, synthesis, and problem solving.

Standards

Quarter One Competency Measures:

  • Student compares and contrasts the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
  • Student delineates and evaluates the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
  • Student writes arguments to support claims with clear reasons and relevant evidence.
  • Student produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Student conducts short research projects and gathers relevant information from multiple print and digital sources, using search terms effectively; assesses the credibility and accuracy of each source; quotes or paraphrases the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
  • Student demonstrates command of the conventions of standard English grammar and usage when writing or speaking.

Quarter Two Competency Measures:

  • Student determines a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
  • Student determines the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
  • Student produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Student recognizes and corrects inappropriate shifts in verb voice and mood.
  • Student demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • Student uses punctuation (comma, ellipsis, dash) to indicate a pause or break.
  • Student uses verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).
  • Student determines or clarifies the meaning of unknown and multiple-meaning words or phrases by using grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.
  • Student consults general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
  • Student verifies the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
  • Student demonstrates understanding of figurative language, word relationships, and nuances in word meanings.
  • Student acquires and uses accurately grade-appropriate general academic and domain-specific words and phrases; gathers vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Quarter Three Competency Measures:

  • Student determines a central idea of a text and analyzes its development over the course of the text, including its relationship to supporting ideas, and provides an objective summary of the text.
  • Student evaluates the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
  • Student writes informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  • Student produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Student analyzes the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluates the motives (e.g., social, commercial, political) behind its presentation.
  • Student presents claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; uses appropriate eye contact, adequate volume, and clear pronunciation.
  • Student demonstrates command of the conventions of standard English grammar and usage when writing or speaking.
  • Student demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • Student writes, evaluates, and revises an autobiography and organizes effectively using leads, details, transitions, conclusions, etc.  (ORGANIZATION)
  • Student writes, evaluates, and revises an autobiography in anticipation of and in answers to readers’ questions.  (IDEAS)
  • Student writes, evaluates, and revises an autobiography using a voice specific for audience and purpose.  (VOICE)
  • Student writes, evaluates, and revises an autobiography for carefully chosen vocabulary to achieve voice and purpose.  (WORD CHOICE)
  • Student writes, evaluates, and revises an autobiography for varied sentence structure.  (SENTENCE FLUENCY)
  • Student evaluates and revises all writing for proper use of grammar and mechanics.  (CONVENTIONS)

Quarter Four Competency Measures:

  • Student analyzes how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
  • Student analyzes how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
  • Student analyzes the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
  • Student analyzes how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
  • Student writes narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details and well-structured event sequences.
  • Student produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Student forms and uses verbs in the indicative, imperative, interrogative, conditional and subjunctive mood.
  • Student uses knowledge of language and its conventions when writing, speaking, reading or listening.

Eighth Grade Language Arts Standards

Description:  The eighth-grade English course is devoted to developing communication and thinking skills through the integrated study of language, literature, and writing. Language study emphasizes sentence patterns, punctuation, spelling, vocabulary, and usage. The study of the writing process includes further development of skills and working with multi-paragraph writings in narrative, descriptive, and expository writing. The study of literature includes the genre or thematic approach, stressing an understanding of literary terminology and author’s purpose. Students will be challenged to do more with literary comparison, composition, and the higher order thinking skills of analysis, synthesis and evaluation, and more intensive formal writing.

Standards

Quarter One Competency Measures:

  • Student compares and contrasts the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
  • Student delineates and evaluates the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
  • Student writes arguments to support claims with clear reasons and relevant evidence.
  • Student produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Student conducts short research projects and gathers relevant information from multiple print and digital sources, using search terms effectively; assesses the credibility and accuracy of each source; quotes or paraphrases the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
  • Student demonstrates command of the conventions of standard English grammar and usage when writing or speaking.

Quarter Two Competency Measures:

  • Student determines a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
  • Student determines the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
  • Student produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Student recognizes and corrects inappropriate shifts in verb voice and mood.
  • Student demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • Student uses punctuation (comma, ellipsis, dash) to indicate a pause or break.
  • Student uses verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).
  • Student determines or clarifies the meaning of unknown and multiple-meaning words or phrases by using grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.
  • Student consults general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
  • Student verifies the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
  • Student demonstrates understanding of figurative language, word relationships, and nuances in word meanings.
  • Student acquires and uses accurately grade-appropriate general academic and domain-specific words and phrases; gathers vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Quarter Three Competency Measures:

  • Student determines a central idea of a text and analyzes its development over the course of the text, including its relationship to supporting ideas, and provides an objective summary of the text.
  • Student evaluates the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
  • Student writes informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  • Student produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Student analyzes the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluates the motives (e.g., social, commercial, political) behind its presentation.
  • Student presents claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; uses appropriate eye contact, adequate volume, and clear pronunciation.
  • Student demonstrates command of the conventions of standard English grammar and usage when writing or speaking.
  • Student demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • Student writes, evaluates, and revises an autobiography and organizes effectively using leads, details, transitions, conclusions, etc.  (ORGANIZATION)
  • Student writes, evaluates, and revises an autobiography in anticipation of and in answers to readers’ questions.  (IDEAS)
  • Student writes, evaluates, and revises an autobiography using a voice specific for audience and purpose.  (VOICE)
  • Student writes, evaluates, and revises an autobiography for carefully chosen vocabulary to achieve voice and purpose.  (WORD CHOICE)
  • Student writes, evaluates, and revises an autobiography for varied sentence structure.  (SENTENCE FLUENCY)
  • Student evaluates and revises all writing for proper use of grammar and mechanics.  (CONVENTIONS)

Quarter Four Competency Measures:

  • Student analyzes how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
  • Student analyzes how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
  • Student analyzes the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
  • Student analyzes how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
  • Student writes narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details and well-structured event sequences.
  • Student produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Student forms and uses verbs in the indicative, imperative, interrogative, conditional and subjunctive mood.
  • Student uses knowledge of language and its conventions when writing, speaking, reading or listening.

Ninth Grade Language Arts Standards

Description:  At the ninth grade level, Alpine Academy focuses on reading and writing experiences that are developmentally appropriate: vocabulary instruction that compares connotation with denotation and identifies word meanings using sentence structure (grammar), reading instruction that focuses on inference and the difference between interesting and important information in informational text, and character development and more complex figurative language in narrative and poetry. Writing continues to enhance skills in the six traits and focuses on comparing multiple ideas and perspectives to extend thinking through writing.  Skills in analytical evaluation and assessment of writing become more nuanced, and editing skills are specific and clearly delineated. Inquiry skills are focused on questioning as a research technique and evaluating sources of information.

Standards

Quarter One Competency Measures:

  • Student delineates and evaluates the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identifies false statements and fallacious reasoning.
  • Student writes arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • Student produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Student develops and strengthens writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
  • Student gathers relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assesses the usefulness of each source in answering the research question; integrates information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
  • Student evaluates a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence and presents information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
  • Student demonstrates command of the conventions of standard English grammar and usage when writing or speaking.
  • Student demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Quarter Two Competency Measures:

  • Student determines a theme or central idea of a text and analyzes in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provides an objective summary of the text.
  • Student determines the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyzes the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
  • Student analyzes how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
  • Student produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Student  demonstrates command of the conventions of standard English grammar and usage when writing or speaking.
  • Student uses parallel structure.
  • Student verifies the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
  • Student demonstrates understanding of figurative language, word relationships, and nuances in word meanings by analyzing nuances in the meaning of words with similar denotations.
  • Student acquires and uses accurately general academic and domain specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrates independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Quarter Three Competency Measures:

  • Student determines a central idea of a text and analyzes its development over the course of the text, including how it emerges and is shaped and refined by specific details, and provides an objective summary of the text.
  • Student analyzes various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
  • Student writes informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  • Student produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Student conducts short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrows or broadens the inquiry when appropriate; synthesizes multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • Student makes strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
  • Student demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • Student applies knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
  • Student organizes writing effectively using leads, details, transitions, conclusions, personal experience, facts, anecdotes, examples, and paraphrased ideas.  (ORGANIZATION)
  • Student evaluates and revises writing in anticipation of and in answers to readers’ questions.  (IDEAS)
  • Student evaluates and revises writing for a variety of voices for different audiences and purposes.  (VOICE)
  • Student evaluates and revises writing for carefully chosen vocabulary to achieve voice and purpose.  (WORD CHOICE)
  • Student evaluates and revises writing for varied sentence structure, correctly employing introductory phrases and clauses.  (SENTENCE FLUENCY)
  • Student evaluates and revises writing for proper use of grammar and mechanics, focusing on correct use of possessives, capitalization, and proper sentence construction avoiding fragments and run-ons.  (CONVENTIONS)

Quarter Four Competency Measures:

  • Student analyzes how complex characters (e.g. those with multiple of conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
  • Student analyzes the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musee des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
  • Student analyzes how an author draws on and transforms source material in a specific work.
  • Student writes narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  • Student demonstrates command of the conventions of standard English grammar and usage when speaking and writing.
  • Student identifies and correctly uses patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
  • Student demonstrates understanding of figurative language, word relationships and nuances in word meanings.
  • Student acquires and uses accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrates independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Tenth Grade Language Arts Standards

Description:  At the tenth grade level, Alpine Academy focuses on reading and writing experiences that are developmentally appropriate: vocabulary instruction that compares connotation in text and compares and identifies word meanings using analogy and antonym context clues.  Reading instruction focuses on electronic text, using explicit and implicit information to evaluate informational text; on the ways in which character development and connections to politics, history, and culture contribute to great literature; and on more complex figurative language, including simile, metaphor, pun, symbolism, and personification.  Writing focuses on analysis and interpretation of multiple ideas and perspectives to extend thinking through writing.  Persuasive writing is a continued emphasis.  Skills in analytical evaluation and assessment of writing are further nuanced, and editing skills are specific and clearly delineated.  Inquiry skills are focused on synthesizing information in preparation for presenting research results.

Standards

Quarter One Competency Measures:

  • Student delineates and evaluates the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identifies false statements and fallacious reasoning.
  • Student writes arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • Student produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Student develops and strengthens writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
  • Student gathers relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assesses the usefulness of each source in answering the research question; integrates information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
  • Student evaluates a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence and presents information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
  • Student demonstrates command of the conventions of standard English grammar and usage when writing or speaking.
  • Student demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Quarter Two Competency Measures:

  • Student determines a theme or central idea of a text and analyzes in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provides an objective summary of the text.
  • Student determines the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyzes the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
  • Student analyzes how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
  • Student produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Student  demonstrates command of the conventions of standard English grammar and usage when writing or speaking.
  • Student uses parallel structure.
  • Student verifies the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
  • Student demonstrates understanding of figurative language, word relationships, and nuances in word meanings by analyzing nuances in the meaning of words with similar denotations.
  • Student acquires and uses accurately general academic and domain specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrates independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Quarter Three Competency Measures:

  • Student determines a central idea of a text and analyzes its development over the course of the text, including how it emerges and is shaped and refined by specific details, and provides an objective summary of the text.
  • Student analyzes various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
  • Student writes informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  • Student produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Student conducts short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrows or broadens the inquiry when appropriate; synthesizes multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • Student makes strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
  • Student demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • Student applies knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
  • Student organizes writing effectively using leads, details, transitions, conclusions, personal experience, facts, anecdotes, examples, and paraphrased ideas.  (ORGANIZATION)
  • Student evaluates and revises writing in anticipation of and in answers to readers’ questions.  (IDEAS)
  • Student evaluates and revises writing for a variety of voices for different audiences and purposes.  (VOICE)
  • Student evaluates and revises writing for carefully chosen vocabulary to achieve voice and purpose.  (WORD CHOICE)
  • Student evaluates and revises writing for varied sentence structure, correctly employing introductory phrases and clauses.  (SENTENCE FLUENCY)
  • Student evaluates and revises writing for proper use of grammar and mechanics, focusing on correct use of possessives, capitalization, and proper sentence construction avoiding fragments and run-ons.  (CONVENTIONS)

Quarter Four Competency Measures:

  • Student analyzes how complex characters (e.g. those with multiple of conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
  • Student analyzes the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musee des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
  • Student analyzes how an author draws on and transforms source material in a specific work.
  • Student writes narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  • Student demonstrates command of the conventions of standard English grammar and usage when speaking and writing.
  • Student identifies and correctly uses patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
  • Student demonstrates understanding of figurative language, word relationships and nuances in word meanings.
  • Student acquires and uses accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrates independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Eleventh Grade Language Arts Standards

Description:  At the eleventh grade level, Alpine Academy focuses on reading and writing experiences that are developmentally appropriate: vocabulary instruction looks at the cultural and contextual meanings of words.  Reading instruction continues to offer young adults opportunities for improvement through growing sophistication in interaction with a variety of texts.  Writing moves to analysis and interpretation of a multiple ideas and perspectives to extend thinking and demands synthesizing of ideas to form conclusions and recommend actions.  Analytical evaluation and assessment of writing are further nuanced, and editing skills are more sophisticated and specifically and clearly delineated.  Inquiry skills are focused on synthesizing information in preparation for presenting research results.

Standards

Quarter One Competency Measures:

  • Student determines two or more central ideas of a text and analyzes their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provides an objective summary of the text.
  • Student determines an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
  • Student delineates and evaluates the application of constitutional principles and use of legal reasoning (e.g. in U.S.
  • Supreme Court Case majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy.
  • Student comes to discussions prepared, having read and researched material under study; explicitly draws on the preparation by referring to evidence from the texts and other research on the topic or issue that stimulates a thoughtful, well-reasoned exchange of ideas.
  • Student uses context as a clue to the meaning of the word or phrase.
  • Student demonstrates understanding of figurative language, word relationships, and nuances in word meanings and be able to identify them in context.

Quarter Two Competency Measures:

  • Student analyzes a complex set of ideas or sequence of events and explains how specific individuals, ideas, or events interact and develop over the course of the text and cites thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including where the text leaves matters uncertain.
  • Student determines the meaning of words and phrases as they are used in a text; including figurative, connotative, and technical meanings; analyzes how and author uses and refines the meaning of a key term over the course of a text.
  • Student produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Student develops and strengthens writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
  • Student conducts a short as well as more sustained research projects to narrow or broaden an inquiry demonstrating understanding of the subject under investigation.
  • Student evaluates a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
  • Student makes strategic use of digital media in a presentation to enhance understanding of findings, reasoning, and evidence to add interest.

Quarter Three Competency Measures:

  • Student analyzes the purpose of external text features and structures in a variety of printed texts.
  • Student evaluates the effectiveness of multiple internal text structures.
  • Student analyzes multiple texts on the same topic for conflicting information.
  • Student identifies the speaker in poetic text.
  • Student revises and edits with the correct use of active and passive voice, as well as consistent and appropriate voice.
  • Student evaluates the use of gender-specific and nonsexist language in text.
  • Student analyzes themes and how they represent or comment on humanity or life in general.
  • Student evaluates ideas and examines causes and effects.
  • Student writes in formal style and format.
  • Student conveys a particular tone and voice through deliberate word choice.

Quarter Four Competency Measures:

  • Student uses precise words and phrases, relevant descriptive details, and sensory language to capture action and convey experiences and events.
  • Student provides a conclusion that follows from and reflects on the narrated experiences or events.
  • Student produces clear and coherent writing in which the development, organization, and styles are appropriate to task, purpose, and audience.
  • Student develops and strengthens writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
  • Student conducts short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • Student gathers relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.
  • Student writes routinely over an extended time frame (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
  • Student identifies and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

Twelfth Grade Language Arts Standards

Description:  At the twelfth grade level, Alpine Academy focuses on preparing young adults to enter the world of work, further training, or higher education: vocabulary study focuses on word etymologies, and the incendiary nature of gender biased and racially/religiously/culturally based language.  The study of roots and affixes centers on Latin-based vocabulary.  Reading continues to be taught, emphasizing literary analysis/criticism, historical commentary, political statements, and culturally and historically significant literary works.  Writing to learn emphasizes cause and effect, analysis and refutation of opposing opinions, and important test connections.  Revision and editing in written work are further refined.

Standards

Quarter One Competency Measures:

  • Student delineates and evaluates the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identifies false statements and fallacious reasoning.
  • Student writes arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • Student produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Student develops and strengthens writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
  • Student gathers relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assesses the usefulness of each source in answering the research question; integrates information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
  • Student evaluates a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence and presents information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
  • Student demonstrates command of the conventions of standard English grammar and usage when writing or speaking.
  • Student demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Quarter Two Competency Measures:

  • Student determines a theme or central idea of a text and analyzes in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provides an objective summary of the text.
  • Student determines the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyzes the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
  • Student analyzes how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
  • Student produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Student demonstrates command of the conventions of standard English grammar and usage when writing or speaking.
  • Student uses parallel structure.
  • Student verifies the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
  • Student demonstrates understanding of figurative language, word relationships, and nuances in word meanings by analyzing nuances in the meaning of words with similar denotations.
  • Student acquires and uses accurately general academic and domain specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrates independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Quarter Three Competency Measures:

  • Student determines a central idea of a text and analyzes its development over the course of the text, including how it emerges and is shaped and refined by specific details, and provides an objective summary of the text.
  • Student analyzes various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
  • Student writes informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  • Student produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Student conducts short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrows or broadens the inquiry when appropriate; synthesizes multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • Student makes strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, evidence, and to add interest.
  • Student demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • Student applies knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
  • Student organizes writing effectively using leads, details, transitions, conclusions, personal experience, facts, anecdotes, examples, and paraphrased ideas.  (ORGANIZATION)
  • Student evaluates and revises writing in anticipation of and in answers to readers’ questions.  (IDEAS)
  • Student evaluates and revises writing for a variety of voices for different audiences and purposes.  (VOICE)
  • Student evaluates and revises writing for carefully chosen vocabulary to achieve voice and purpose.  (WORD CHOICE)
  • Student evaluates and revises writing for varied sentence structure, correctly employing introductory phrases and clauses.  (SENTENCE FLUENCY)
  • Student evaluates and revises writing for proper use of grammar and mechanics (focusing on correct use of possessives, capitalization, and proper sentence construction avoiding fragments and run-ons.  (CONVENTIONS)

Quarter Four Competency Measures:

  • Student analyzes how complex characters (e.g. those with multiple of conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
  • Student analyzes the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musee des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
  • Student analyzes how an author draws on and transforms source material in a specific work.
  • Student writes narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  • Student demonstrates command of the conventions of standard English grammar and usage when speaking and writing.
  • Student identifies and correctly uses patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
  • Student demonstrates understanding of figurative language, word relationships and nuances in word meanings.
  • Student acquires and uses accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrates independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Honors English Standards

Description:  Honors English courses require students to think critically and independently about both fiction and non-fiction.  A heavy emphasis is placed on a variety of writing skills to prepare students for their next academic step, and a student should expect a rigorous, challenging, active experience in these courses.  The distinction of an honors course is not the amount of work, but the type of work required and the pace of studying.  Honors English is not advanced in the same sense that Advanced Placement and International Baccalaureate courses are.  Rather, honors courses are enriched in that they offer the same material in greater depth and with a faster pace.

Honors English 9-10 Standards

Quarter One Competency Measures:

  • Student delineates and evaluates the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identifies false statements and fallacious reasoning.
  • Student writes arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • Student produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Student develops and strengthens writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
  • Student gathers relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assesses the usefulness of each source in answering the research question; integrates information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
  • Student evaluates a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence and presents information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
  • Student demonstrates command of the conventions of standard English grammar and usage when writing or speaking.
  • Student demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Quarter Two Competency Measures:

  • Student determines a theme or central idea of a text and analyzes in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provides an objective summary of the text.
  • Student determines the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyzes the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
  • Student analyzes how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
  • Student produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Student demonstrates command of the conventions of standard English grammar and usage when writing or speaking.
  • Student uses parallel structure.
  • Student verifies the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
  • Student demonstrates understanding of figurative language, word relationships, and nuances in word meanings by analyzing nuances in the meaning of words with similar denotations.
  • Student acquires and uses accurately general academic and domain specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrates independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Quarter Three Competency Measures:

  • Student determines a central idea of a text and analyzes its development over the course of the text, including how it emerges and is shaped and refined by specific details, and provides an objective summary of the text.
  • Student analyzes various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
  • Student writes informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  • Student produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Student conducts short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrows or broadens the inquiry when appropriate; synthesizes multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • Student makes strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, evidence, and to add interest.
  • Student demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • Student applies knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
  • Student organizes writing effectively using leads, details, transitions, conclusions, personal experience, facts, anecdotes, examples, and paraphrased ideas.  (ORGANIZATION)
  • Student evaluates and revises writing in anticipation of and in answers to readers’ questions.  (IDEAS)
  • Student evaluates and revises writing for a variety of voices for different audiences and purposes.  (VOICE)
  • Student evaluates and revises writing for carefully chosen vocabulary to achieve voice and purpose.  (WORD CHOICE)
  • Student evaluates and revises writing for varied sentence structure, correctly employing introductory phrases and clauses.  (SENTENCE FLUENCY)
  • Student evaluates and revises writing for proper use of grammar and mechanics (focusing on correct use of possessives, capitalization, and proper sentence construction avoiding fragments and run-ons.  (CONVENTIONS)

Quarter Four Competency Measures:

  • Student analyzes how complex characters (e.g. those with multiple of conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
  • Student analyzes the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musee des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
  • Student analyzes how an author draws on and transforms source material in a specific work.
  • Student writes narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  • Student demonstrates command of the conventions of standard English grammar and usage when speaking and writing.
  • Student identifies and correctly uses patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
  • Student demonstrates understanding of figurative language, word relationships and nuances in word meanings.
  • Student acquires and uses accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrates independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Honors English 11-12 Standards

Quarter One Competency Measures:

  • Student determines two or more central ideas of a text and analyzes their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provides an objective summary of the text.
  • Student determines an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
  • Student delineates and evaluates the application of constitutional principles and use of legal reasoning (e.g. in U.S. Supreme Court Case majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy.
  • Student comes to discussions prepared, having read and researched material under study; explicitly draws on the preparation by referring to evidence from the texts and other research on the topic or issue that stimulates a thoughtful, well-reasoned exchange of ideas.
  • Student uses context as a clue to the meaning of the word or phrase.
  • Student demonstrates understanding of figurative language, word relationships, and nuances in word meanings and be able to identify them in context.

Quarter Two Competency Measures:

  • Student analyzes a complex set of ideas or sequence of events and explains how specific individuals, ideas, or events interact and develop over the course of the text and cites thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including where the text leaves matters uncertain.
  • Student determines the meaning of words and phrases as they are used in a text; including figurative, connotative, and technical meanings; analyzes how and author uses and refines the meaning of a key term over the course of a text.
  • Student produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Student develops and strengthens writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
  • Student conducts a short as well as more sustained research projects to narrow or broaden an inquiry demonstrating understanding of the subject under investigation.
  • Student evaluates a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
  • Student makes strategic use of digital media in a presentation to enhance understanding of findings, reasoning, and evidence to add interest.
  • Student acquires and uses accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening on a college and career readiness level.

Quarter Three Competency Measures:

  • Student analyzes the purpose of external text features and structures in a variety of printed texts.
  • Student evaluates the effectiveness of multiple internal text structures.
  • Student analyzes multiple texts on the same topic for conflicting information.
  • Student identifies the speaker in poetic text.
  • Student revises and edits with the correct use of active and passive voice, as well as consistent and appropriate voice.
  • Student evaluates the use of gender-specific and nonsexist language in text.
  • Student analyzes themes and how they represent or comment on humanity or life in general.
  • Student evaluates the merit of varied ideas and opposing opinions.
  • Student identifies questions to be addressed in refutations and refutes counter-arguments.
  • Student evaluates ideas and examines causes and effects.
  • Student writes in formal style and format.
  • Student conveys a particular tone and voice through deliberate word choice.
  • Student anticipates and prepares to answer potential audience questions.
  • Student responds effectively to audience questions, feedback, and refuting counterarguments.

Quarter Four Competency Measures:

  • Student writes narratives to develop real or imagined experiences or events using effect technique, relevant descriptive details, and well-structures event sequences.
  • Student engages and orients the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
  • Student uses narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
  • Student uses a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
  • Student uses precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
  • Student provides a conclusion that follows from and reflects on the narrated experiences or events.
  • Student produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Student develops and strengthens writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
  • Student conducts short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • Student gathers relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.
  • Student identifies and correctly uses patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).