Mass Media
Benchmarks
1 Reading
1.1 Independently read a significant number of books and texts each year. This reading should include both fiction and nonfiction in a variety of genres
1.1.1 Read widely from fiction, nonfiction, and electronic resources for information and personal fulfillment:
1.1.2 Electronic resources:
1.1.3 Online resources
1.1.4 EbscoHost databases
1.1.5 Online newspapers and magazines
1.1.6 Iowa AEA Online
1.2 Read for a variety of purposes and across content areas.
1.2.1 For information
1.2.2 Adjust reading rate and strategies according to purpose:
1.2.3 Read to study
1.2.4 Scan (to find a fact or answer)
1.2.5 Skim (for general concepts and ideas)
1.3 Use a variety of skills and strategies to comprehend complex nonfiction and informational text
1.3.1 Using a variety of skills and research-based strategies to comprehend and interpret literary text is an essential skill that a high school student must develop
1.3.2 Opportunities to develop these skills may be offered most frequently in the English/Language Arts classroom but may be reinforced in other content areas using fiction that supports the content being learned.
1.3.3 Skills and strategies include:
1.3.3.1 Understand the organization, structure, and elements of nonfiction and informational text.
1.3.3.2 Use graphic cues such as titles, headings, photos, illustrations, charts, and tables.
1.3.3.3 Use text structures such as description, sequence, chronological order, compare/contrast, problem-solution, cause/effect, main idea/detail, or classification.
1.3.3.4 Relate new information to prior knowledge and experience.
1.3.3.5 Generate questions to understand context.
1.3.3.6 Evaluate information critically based on relevancy, objectivity, and reliability.
1.3.3.7 Analyze the logic and use of evidence in author’s argument.
1.3.3.8 Draw conclusions based on facts and inferences.
1.3.3.9 Restate or summarize information by determining main ideas and supporting details.
1.3.3.10 Synthesize information from multiple sources.
1.3.3.11 Discuss ideas in small and large groups
1.4 Use a variety of strategies and skills to comprehend and interpret complex literature
1.4.1.1 Generate questions
1.4.1.2 Determine importance
1.4.1.3 Monitor and adjust as needed to make clarifications
1.4.1.4 Summarize
1.4.1.5 Visualize by depicting key events and characters in non-text representations
1.4.1.6 Engage in small and large group discussion
1.5 Read with fluency silently and aloud to support comprehension
1.5.1 Read in phrases, clauses, and sentences.
1.5.2 Attend to punctuation.
1.5.3 Pace appropriately for comprehension (rate)
1.6 Use a variety of strategies to understand unfamiliar vocabulary found in narrative text, technical reading, and literary text
1.6.1 Use structural analysis to decode words (prefixes, suffixes, inflectional endings).
2 Writing
2.1 Use an effective writing process
2.1.1 Use writing processes they have tailored to be most effective for them:
2.1.2 Employ multiple strategies for developing and organizing a message.
2.2 Use knowledge of purpose, audience, format, and medium in developing written communication.
2.2.1 Write for different communication purposes:
2.2.1.1 To inform
2.2.1.2 To describe
2.2.1.3 To respond to reading and other forms of communication
2.2.2 Write for different audiences:
2.2.2.1 Write for self, teacher, peers, and others.
2.2.2.2 Vary form and content to match audience and purpose.
2.2.3 Write using different formats:
2.2.3.1 Expository essay
2.3 Apply writing skills and strategies to effectively communicate in a variety of genres with various audiences
2.3.1 Technical/business writing
2.3.2 Informative writing
2.4 Use writing as a tool for learning
2.4.1 Write to improve comprehension of concepts
2.4.2 Synthesize new understandings with background knowledge
2.4.3 Elaborate on and manipulate ideas
2.4.4 Expand knowledge of general, academic, and content-specific vocabulary
2.4.5 Form and support opinions about a topic
2.4.6 Support meta-cognition
2.4.7 Make personal connections through content
2.4.8 Generate thoughtful questioning and reasoning strategies
2.5 Write on demand
2.5.1 Consider the purpose and audience
2.5.2 Focus on the topic with ample supporting details and little or no extraneous information
2.5.3 Identify organizational format
2.5.4 Draw upon experiences and observations
2.5.5 Use correct spelling of high-frequency and grade-level words; make few errors in punctuation and capitalization
2.5.6 Use language effectively by varying vocabulary and sentences
2.6 Adhere to conventions generally established in spelling, punctuation, grammar, usage, syntax, and style
2.6.1 Analyze and revises written work:
2.6.1.1 Add or delete details.
2.6.1.2 Add or delete explanations.
2.6.1.3 Clarify difficult passages.
2.6.1.4 Rearrange words, sentences, and paragraphs to improve or clarify meaning.
2.6.2 Match conventions used to purpose, audience, and style of writing:
2.6.2.1 Demonstrate the ability to match the conventions, grammar, and usage of English.
2.6.2.2 Demonstrate the use of a variety of sentence patterns.
2.6.2.3 Proofread independently and accurately
3 Speaking
3.1 Consider audience and variables in the speaking situation.
3.1.1 Effective speakers adjust content and delivery according to the particular audience and occasion.
3.2 Produce a coherent message.
3.2.1 Develop several main points related to a single thesis.
3.2.2 Use familiar organizational patterns, such as compare/contrast or problem/solution.
3.2.3 Use effective introductions, transitions, and conclusions.
3.3 Participate in a variety of communication situations.
3.3.1 Participate in oral presentations for defined purposes.
3.4 Use appropriate content and conventions for purpose, audience, occasion, and context
3.4.1 Use language that matches the audience’s level of understanding, such as vocabulary and amount of detail.
3.5 Demonstrate control of delivery skills.
3.5.1 Use a variety of verbal and nonverbal techniques for presentation.
3.5.2 Maintain acceptable levels of poise, including eye contact, body position/movement, and vocal expression.
3.5.3 Effectively use materials and equipment.
3.6 Participate appropriately in one-on-one situations and group settings.
3.6.1 Engage in purposeful and meaningful dialogue.
3.6.2 Demonstrate respect for the viewpoints of others.
3.6.3 Ask relevant questions and respond to questions.
3.6.4 Initiate new ideas on relevant topics.
3.6.5 Confirm understanding by paraphrasing
3.6.6 Resolve conflict through negotiation and compromise.
3.7 Recognize the role of evaluation in oral communication.
3.7.1 Respond to questions and feedback about own presentation.
3.7.2 Accept feedback respectfully to improve future oral presentations.
3.7.3 Modify delivery or content during a presentation in response to verbal and nonverbal cues.
3.8 Recognize the role of response in oral communication.
3.8.1 Participate as an effective audience member by providing appropriate feedback.
3.8.2 Engage in active listening demonstrated by verbal and nonverbal cues.
4 Listening
4.1 Listen for information and understanding.
4.1.1 Apply active listening strategies in a variety of settings.
4.1.2 Process information, ideas, and opinions to determine relevance.
4.1.3 Connect information to prior knowledge, personal experience, and contemporary situations.
4.1.4 Apply knowledge of verbal and nonverbal messages to anticipate key ideas and transitions.
4.1.5 Apply strategies for listening comprehension such as taking notes, organizing, summarizing, asking questions, and paraphrasing
4.2 Listen for interpretation, analysis, and evaluation
4.2.1 Listen to analyze and evaluate information, ideas, opinions, issues, themes, and experiences from a range of academic and nonacademic presentations.
4.2.2 Identify how format, language, style, and context communicate the author’s message and affect the listener.
4.2.3 Synthesize multiple ideas and assimilates those that are useful
4.3 Listen to establish, maintain, and enhance relationships.
4.3.1 Listen at home, in school, and in social and business communities.
4.3.2 Provide verbal and nonverbal feedback to indicate engagement.
5 Viewing
5.1 Analyze the effects of visual media on society and culture.
5.1.1 Identify purposes of visual media:
5.1.2 Explain how purpose creates bias
5.1.3 Explain how the choice of visual media shapes a message:
5.1.4 Analyze the influence of visual media on society (economic, political, social, and cultural influences)
5.2 Use a range of strategies to interpret visual media.
5.2.1 Distinguish among the languages of communication:
5.2.2 Use comprehension strategies:
5.3 Apply a variety of criteria to evaluate informational media.
5.3.1 Evaluate information:
5.3.2 Analyze and evaluate the use of media to portray information:
5.4 Understand how literary forms can be represented in visual narratives.
5.4.1 Explain how literary forms and elements are represented in visual narratives (e.g., characters from a novel are portrayed in a live performance through clothing, facial expressions, body language, gestures, actions, and interactions with other characters; characterization in a graphic novel is conveyed through color, line, texture, and shape).
5.4.2 Explain how elements of visual narrative (including visual, aural, oral, and kinesthetic components) work interdependently to represent a literary form (e.g., setting in a video is conveyed through music, sound effects, lighting, and camera angles and distance).
5.4.3 Identify techniques used in visual narratives to influence or appeal to a particular audience.
5.4.4 Explain the use and meaning of symbols, images, and stereotypes (physical characteristics, manners of speech, beliefs and attitudes).
5.4.5 Explain how the visual elements portray a character’s motivations and decisions.
5.4.6 Analyze the use of visual elements to portray literary devices (e.g., foreshadowing, symbolism).
5.4.7 Compare and contrast literary forms and visual narratives.
5.4.8 Explain how editing shapes meaning in visual media.
Adapted from
Iowa Department of Education—Model Core Curriculum. “Literacy.” Iowa Core Curriculum. 2006. Iowa Department of Education. 14 Oct. 2009 <http://www.iowamodelcore.org/content/ Literacy>.