Connections

When we are discussing how Sons of Mystro and the artwork they create has come to be, we also must look at

Michigan Merit Curriculum Standards

Examples of some standards that are frequently met by study of a Visual Art unit in Aesthetic Education

Visual & Performing Arts

3. Analyze, describe, and evaluate works of art.

4. Understand, analyze, and describe the arts in their historical, social, and cultural contexts.

5. Recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life.

Music - MMC

3rd Grade

Perform

ART.M.I.3.1 Use developmentally appropriate singing voice, sing melodies accurately, and physically demonstrate macro and micro beat.
ART.M.I.3.2 Continue to develop repertoire.
ART.M.I.3.3 Sing and play expressively utilizing a broader continuum of dynamics and interpretation.
ART.M.I.3.4 Sing melodies with confidence in a large group.
ART.M.I.3.5 Blend timbres and match dynamic levels in response to the cues of the conductor.
ART.M.I.3.6 Play rhythmic and chordal ostinati and melodies.
ART.M.I.3.7 Expand the complexity of patterns.
ART.M.I.3.8 Play instrumental parts independently while other students sing.
ART.M.I.3.9 Use a system to read quarter notes and rests, eighth notes, half notes, and whole notes.
ART.M.I.3.10 Use a system to read pitch notation for a major scale.
ART.M.I.3.11 Perform music with a variety of expressive qualities, articulation, and tempo.

Create

ART.M.II.3.1 Create through exploration, improvisation, and composition, rhythmic and melodic ostinati accompaniments.
ART.M.II.3.2 Create through exploration, improvisation, and composition, answers that are rhythmic and melodic.
ART.M.II.3.3 Create through exploration, improvisation, and composition, melodic embellishments for a familiar song.
ART.M.II.3.4 Create an instrumental song with lyrics.
ART.M.II.3.5 Use a variety of traditional and non-traditional sound sources and electronic media when composing, arranging, and improvising appropriate to 3rd grade.
ART.M.II.3.6 Add vocal, instrumental, and physical responses to a selection presented in 3rd grade.

Analyze

ART.M.III.3.1 Identify round and canon when presented aurally.
ART.M.III.3.2 Use invented or standard notation to transcribe increasingly difficult rhythms and melodies.
ART.M.III.K.3 Describe the music performed and presented in 3rd grade by moving, drawing, or through other appropriate responses.
ART.M.III.3.4 With teacher guidance, use music vocabulary to analyze, describe, and evaluate music of various styles.
ART.M.III.3.5 Identify the timbre of specific instruments in string, brass, woodwinds, and percussion families.
ART.M.III.3.6 Devise student-created criteria for objective evaluation of performances and compositions.
ART.M.III.3.7 Use music vocabulary to express personal reactions for musical works and styles.

Analyze in Context

ART.M.IV.3.1 Identify and describe distinguishing characteristics of contrasting styles.
ART.M.IV.3.2 Describe how elements of music are used in examples from world cultures, using music performed and presented in 3rd grade.
ART.M.IV.3.3 Demonstrate audience appropriate behavior for the context and style of music presented and performed in 3rd grade.

Analyze and Make Connections

ART.M.V.3.1 Observe and identify similarities and differences in the meanings of common vocabulary used in the various 3rd grade arts.
ART.M.V.3.2 Observe and identify cross-curricular connections within the 3rd grade curriculum.
ART.M.V.3.3 Discuss the various rationales for using music in daily experiences.

4th Grade

Perform

ART.M.I.4.1 Sing and play in a small group with accurate pitch, intonation, rhythm, and technique within various music contexts.
ART.M.I.4.2 Expand repertoire.
ART.M.I.4.3 Sing and play with understanding, expressively with appropriate dynamics, phrasing and interpretation.
ART.M.I.1.4 Sing a melody in a small group.
ART.M.I.4.5 Blend timbres and match dynamic levels in the group in response to the cues of the conductor.
ART.M.I.4.6 Play rhythmic, melodic, and harmonic instruments.
ART.M.I.4.7 Perform with accuracy, rhythmic, and melodic patterns.
ART.M.I.4.8 Play instrumental parts independently while other students sing a contrasting part.
ART.M.I.4.9 Use a system to read quarter notes and rests, eighth notes and rests, half notes and rests, whole notes and rests.
ART.M.I.4.10 Use a system to read pitch notation for a minor scale.
ART.M.I.4.11 Recognize the basic expressive markings of music.

Create

ART.M.II.4.1 Create through exploration, improvisation, and composition, rhythmic and melodic ostinati accompaniments.
ART.M.II.4.2 Create through exploration, improvisation, and composition, answers that are rhythmic and melodic.
ART.M.II.4.3 Create through exploration, improvisation, and composition, melodic embellishments on familiar melodies.
ART.M.II.4.4 Arrange songs in various ways.
ART.M.II.4.5 Use a variety of traditional and non-traditional sound sources and electronic media when composing, arranging, and improvising appropriate to 4th grade.
ART.M.II.4.6 Add vocal, instrumental, and physical responses to a selection presented in 4th grade.

Analyze

ART.M.III.4.1 Identify theme and variation, coda, D.S. (Del Segno), D.C. (Da Capo), and other forms when presented aurally.
ART.M.III.4.2 Use invented or standard notation to transcribe increasingly difficult rhythms and melodies.
ART.M.III.K.3 Describe the music performed and presented in 4th grade by moving, drawing, or through other appropriate responses.
ART.M.III.4.4 In small groups, use music vocabulary to analyze, describe, and evaluate music.
ART.M.III.4.5 Identify the timbre of non-western instruments.
ART.M.III.4.6 Devise student-created criteria for objective evaluation of performances and compositions
ART.M.III.4.7 Use music vocabulary and aesthetic vocabulary to describe personal response to music.

Analyze in Context

ART.M.IV.4.1 Describe distinguishing instrumentation of music genres and styles from various cultures.
ART.M.IV.4.2 Describe how elements of music are used in examples from world cultures, using music performed and presented in 4th grade.
ART.M.IV.4.3 Demonstrate audience appropriate behavior for the context and style of music presented and performed in 4th grade.

Analyze and Make Connections

ART.M.V.4.1 Observe and identify similarities and differences in the meanings of common vocabulary used in the various 4th grade arts.
ART.M.V.4.2 Observe and identify cross-curricular connections within the 4th grade curriculum.
ART.M.V.4.3 Discuss the various rationales for using music in daily experiences.

5th Grade

Perform

ART.M.I.5.1 Sing and play independently with accurate rhythm, pitch, intonation, with appropriate timbre, technique, and tempo within various musical contexts.
ART.M.I.5.2 Sing from memory and play a varied repertoire of music representing genres and styles from diverse cultures.
ART.M.I.5.3 Sing expressively with appropriate dynamics, phrasing, and interpretation.
ART.M.I.2.4 Sing an ostinato.
ART.M.I.5.5 Demonstrate ensemble techniques by blending timbre, matching dynamic levels, and responding to the cues of the conductor.
ART.M.I.5.6 Demonstrate technical skills on rhythmic, melodic, and harmonic instruments.
ART.M.I.5.7 Perform rhythmic and melodic patterns when presented aurally.
ART.M.I.5.8 Perform independent instrumental parts while other students sing or play contrasting parts.
ART.M.I.5.9 Use a system to read rhythmic notation in various meters.
ART.M.I.5.10 Use a system to read pitch notation in various tonalities.
ART.M.I.5.11 Recognize the basic expressive markings of music and demonstrate their understanding through performance.

Create

ART.M.II.5.1 Create through exploration, improvisation, and composition, rhythmic and melodic ostinati accompaniments.
ART.M.II.5.2 Create through exploration, improvisation, and composition, answers in the same style to given rhythmic and melodic phrases.
ART.M.II.5.3 Create through exploration, improvisation, and composition, simple rhythmic variations and simple melodic embellishments on familiar melodies.
ART.M.II.5.4 Create and arrange songs and instrumental pieces within specified guidelines.
ART.M.II.5.5 Use a variety of traditional and non-traditional sound sources and electronic media when composing, arranging, and improvising.
ART.M.II.5.6 Create and arrange music to accompany readings, dramatizations, or visual media.

Analyze

ART.M.III.5.1 Identify music forms when presented aurally.
ART.M.III.5.2 Use invented or standard notation to transcribe music.
ART.M.III.5.3 Understand and respect that there are different responses to specific art works in a global community.
ART.M.III.5.4 Use music vocabulary to analyze, describe, and evaluate music.
ART.M.III.5.5 Identify and describe a variety of sound sources, including orchestral, band, electronic, world instruments, and voices.
ART.M.III.5.6 Devise criteria for objective evaluation of performances and compositions.
ART.M.III.5.7 Explain, using music vocabulary, personal aesthetic response to music.

Analyze in Context

ART.M.IV.5.1 Describe distinguishing characteristics of representative music genres and styles from various historic periods and cultures.
ART.M.IV.5.2 Describe how elements of music are used in examples from world cultures.
ART.M.IV.5.3 Demonstrate audience appropriate behavior for the context and style of music performed.

Analyze and Make Connections

ART.M.V.5.1 Observe and identify similarities and differences in the meanings of common vocabulary used in the various arts.
ART.M.V.5.2 Observe and identify cross-curricular connections.
ART.M.V.5.3 Discuss the various rationales for using music in daily experiences.

6th Grade

Perform

ART.M.I.6.1 Sing and play with expression and technical accuracy, an increasingly diverse repertoire of literature at developmentally-appropriate levels. Perform at least one selection from memory.
ART.M.I.6.2 Sing melodies with confidence in a large group.
ART.M.I.6.3 Sing and play accurately in both small groups and large ensembles, with appropriate technique and breath control.
ART.M.I.6.4 Use technology in a variety of ways in musical performance.
ART.M.I.6.5 Sight read basic melodies in treble or bass clef, using combinations of whole, half, quarter, and eighth notes and rests; in simple meter.

Create

ART.M.II.6.1 Improvise tonic accompaniments.
ART.M.II.6.2 Embellish a melody of rhythmic pattern in various ways.
ART.M.II.6.3 Improvise short melodies consistent in style, meter, and tonality.
ART.M.II.6.4 Compose short pieces to communicate ideas and/or stories.
ART.M.II.6.5 Demonstrate an understanding of some instrumental and vocal ranges.
ART.M.II.6.6 Use a variety of traditional and nontraditional sound sources when composing, arranging, and improvising.

Analyze

ART.M.III.6.1 Identify and describe specific musical elements and events in a given aural example, using appropriate terminology.
ART.M.III.6.2 Identify elements of music used in music of diverse genres and styles.
ART.M.III.6.3 Demonstrate knowledge of the basic principles of rhythm, simple meter (2/4, 3/4, 4/4), and the intervals of a major scale.
ART.M.III.6.4 Develop criteria based on musical knowledge and personal reflections to evaluate the quality and effectiveness of music performances. Apply these criteria as self-evaluation when performing and creating.
ART.M.III.6.5 Evaluate the quality and effectiveness of one’s own and others’ musical performances and creations by applying specific and appropriate criteria, and offering constructive suggestions for improvement.

Analyze in Context

ART.M.IV.6.1 Identify a repertoire of music from diverse cultures.
ART.M.IV.6.2 Classify by genre a varied body of exemplary musical works.
ART.M.IV.6.3 Compare, in several cultures of the world, the functions music serves.
ART.M.IV.6.4 Identify the uses of technology in music.

Analyze and Make Connections

ART.M.V.6.1 Identify characteristics materials of each art form.
ART.M.V.6.2 List musical elements and find a connection to at least one other discipline.
ART.M.V.6.3 Identify at least one artistic application of current technology in music.

7th Grade

Perform

ART.M.I.7.1 Sing and play with expression and technical accuracy, an increasingly diverse repertoire of literature at developmentally-appropriate levels. Perform at least one selection from memory.
ART.M.I.1.2 Sing a melody in a small group.
ART.M.I.7.3 Sing and play accurately as a soloist, and in both small and large ensembles with appropriate technique and breath control.
ART.M.I.7.4 Use technology in a variety of ways in musical performance.
ART.M.I.7.5 Sight read basic melodies in treble and bass clefs, using combinations of whole, half, quarter, eighth, sixteenth, and dotted notes and rests; in simple meter.

Create

ART.M.II.7.1 Improvise tonic and dominant accompaniments.
ART.M.II.7.2 Improvise basic rhythmic and melodic variations.
ART.M.II.7.3 Improvise short melodies over given rhythmic accompaniments, each in a consistent style, meter, and tonality.
ART.M.II.7.4 Compose short pieces to communicate ideas and/or stories, within defined parameters.
ART.M.II.7.5 Arrange simple pieces for student’s classroom instrument or voice.
ART.M.II.7.6 Use a variety of traditional and nontraditional sound sources when composing, arranging, and improvising.

Analyze

ART.M.III.7.1 Identify and describe specific musical elements and events in a given aural example, using appropriate terminology.
ART.M.III.7.2 Analyze elements of music used in music of increasingly diverse genres and styles.
ART.M.III.7.3 Demonstrate knowledge of the basic principles of tonality, major chords, and I-IV-V harmonic progressions in major keys.
ART.M.III.7.4 Develop criteria based on musical knowledge and personal reflections to evaluate the quality and effectiveness of music performances. Apply these criteria as self-evaluation when performing and creating.
ART.M.III.7.5 Evaluate the quality and effectiveness of one’s own and others’ musical performances and creations by applying specific and appropriate criteria, and offering constructive suggestions for improvement.

Analyze in Context

ART.M.IV.7.1 Describe distinguishing characteristics of a repertoire of music from diverse cultures.
ART.M.IV.7.2 Classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary musical works.
ART.M.IV.7.3 Compare, in several cultures of the world, functions music serves and the roles of musicians.
ART.M.IV.7.4 Describe the relationship between technology and music.

Analyze and Make Connections

ART.M.V.7.1 Describe and compare the relationships between the art forms and their characteristic materials.
ART.M.V.7.2 Describe ways in which music is related to the subject matter of at least two other disciplines.
ART.M.V.7.3 Identify multiple artistic applications of current technology in music.

8th Grade

Perform

ART.M.I.8.1 Sing and play, with expression and technical accuracy, a diverse repertoire of vocal and instrumental literature, with and without notation, including selections performed from memory.
ART.M.I.8.2 Sing an ostinato.
ART.M.I.8.3 Sing and play accurately as a soloist, and in both small and large ensembles, with appropriate technique and breath control.
ART.M.I.8.4 Use technology in a variety of ways in musical performance.
ART.M.I.8.5 Sight read basic melodies in treble and bass clefs, using combinations of whole, half, quarter, eighth, sixteenth, and dotted notes and rests; in simple, compound, and alla breve meters.

Create

ART.M.II.8.1 Improvise basic harmonic accompaniments.
ART.M.II.8.2 Improvise melodic embellishments and basic rhythmic and melodic variations on given pentatonic melodies, and melodies in major keys.
ART.M.II.8.3 Improvise short melodies unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.
ART.M.II.8.4 Compose short pieces to communicate ideas and/or stories, within defined parameters and using standard notation.
ART.M.II.8.5 Arrange simple pieces for voices or instruments other than those for which pieces were written.
ART.M.II.8.6 Use a variety of traditional, nontraditional, and electronic sound sources when composing, arranging, and improvising.

Analyze

ART.M.III.8.1 Identify and describe specific musical elements and events in a given aural example, using appropriate terminology.
ART.M.III.8.2 Analyze the uses of musical elements in aural examples from diverse genres and cultures.
ART.M.III.8.3 Demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions through analysis.
ART.M.III.8.4 Develop criteria based on musical knowledge and personal reflections to evaluate the quality and effectiveness of music performances. Apply these criteria as self-evaluation when performing and creating.
ART.M.III.8.5 Evaluate the quality and effectiveness of one’s own and others’ musical performances and creations by applying specific and appropriate criteria and offering constructive suggestions for improvement.

Analyze in Context

ART.M.IV.8.1 Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.
ART.M.IV.8.2 Classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary musical works and explain the characteristics that cause each work to be considered exemplary.
ART.M.IV.8.3 Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.
ART.M.IV.8.4 Describe the impact of technology on music and culture.

Analyze and Make Connections

ART.M.V.8.1 Compare how the characteristic materials of each art can be used to transform similar events, scenes, emotions, or ideas into works of art.
ART.M.V.8.2 Analyze ways in which music is related to the principles and subject matter of other disciplines.
ART.M.V.8.3 Describe artistic applications of current technology in music.

High School

Perform

ART.M.I.HS.1 Sing and play with expression and technical accuracy a large and varied repertoire of vocal and instrumental literature with a moderate level of difficulty, including some selections performed from memory. (21st Century Skills: I.3, I.4, I.5, I.6, II.1, II.7, III.3, III.4, III.10)
ART.M.1.HS.2 Sing music written in four parts, with and without accompaniment. (21st Century Skills: I.3, I.4, I.5, II.1, III.4, III.6)
ART.M.1.HS.3 Perform an appropriate part in large and small ensembles, demonstrating well-developed ensemble skills. (21st Century Skills: I.4, II.5, III.3)
ART.M.1.HS.4 Perform music using instruments (traditional and non-traditional) and electronic media. (21st Century Skills: I.1, I.2, II.2, II.3, II.5, III.2)
ART.M.1.HS.5 Perform from an instrumental or vocal score of at least four staves. (21st Century Skills: I.3, I.4, II.1, II.7)
ART.M.1.HS.6 Sight read accurately and expressively, music with a moderate level of difficulty. (21st Century Skills: I.3, I.4, II.1, II.7)

Create

ART.M.II.HS.1 Improvise stylistically appropriate harmonizing parts. (21st Century Skills: I.1, I.3, I.4, 1.5, 1.6, II.1, II.4, II.5)
ART.M.II.HS.2 Improvise rhythmic and melodic variations given pentatonic melodies, and melodies in major and minor keys. (21st Century Skills: I.1, I.3, I.4, II.1, II.4, II.5)
ART.M.II.HS.3 Improvise original melodies over given chord progressions, each in a consistent style, meter, and tonality. (21st Century Skills: I.1, I.2, I.3, I.4, II.1, II.4, II.5)
ART.M.II.HS.4 Compose music in several different styles, demonstrate creativity in using the elements of music for expressive effect. (21st Century Skills: I.1, I.2, I.3, I.4, II.1, II.7, III.3, III. 4)
ART.M.II.HS.5 Arrange pieces for voices or instruments, other than those for which the pieces were written, in ways that preserve or enhance the expressive effect of the music. (21st Century Skills: I.1, I.2, I.3, I.4, I.5, II.1, II.4, II.7, III.3, III. 4)
ART.M.II.HS.6 Compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usage of the sound sources. (21st Century Skills: I.1, I.2, I. 3, I.4, II.1, II.3, II.7, III.3)
ART.M.II.HS.7 Create or adapt music to integrate with other media. (21st Century Skills: I.1, I.2, I.3, I.4, II.1, II.2, II.3, II.5, II.7, III.3)

Analyze

ART.M.III.HS.1 Demonstrate extensive knowledge and use of the technical vocabulary of music. (21st Century Skills: I.6, II.1)
ART.M.III.HS.2 Analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. (21st Century Skills: I.3, II.1, II.7, III.2, III.7)
ART.M.III.HS.3 Identify and explain compositional devices and techniques and their purposes, giving examples of other works that make similar uses of these devices and techniques. (21st Century Skills: I.3, I.4, I.6, II.1)
ART.M.III.HS.4 Evaluate the use of music in mixed media environments. (21st Century Skills: I.3, I.6, II.1, II.2)
ART.M.III.HS.5 Make informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations applying specific criteria. (21st Century Skills: I.3, I.6, II.1)
ART.M.III.HS.6 Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. (21st Century Skills: I.3, I.4, I.6, II.1)

Analyze in Context

ART.M.IV.HS.1 Classify by genre or style and by historical periods or culture, unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. (21st Century Skills: I.3, I.4, I.6, II.1, III.1, III.2, III.7)
ART.M.IV.HS.2 Identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them. (21st Century Skills: I.3, II.1, III.2, III.7)
ART.M.IV.HS.3 Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.(21st Century Skills: I.3, I.6, II.1, III.2, III.7, III.9)
ART.M.IV.HS.4 Analyze the impact of electronic music media in society and culture. (21st Century Skills: I.3, II.1, II.2, II.3, III.2, III.7, III.9)

Analyze and Make Connections

ART.M.V.HS.1 Explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples. (21st Century Skills: I.3, I.6, II.1)
ART.M.V.HS.2 Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures. (21st Century Skills: I.3, I.4, I.6, II.1, III.2, III.7, III.9)
ART.M.V.HS.3 Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music. (21st Century Skills: I.3, I.6, II.1)
ART.M.V.HS.4 Explain how the roles of creators, performers, and others involved in the production and presentation of the arts are similar to and different from one another in the various arts and disciplines outside of the arts. (21st Century Skills: I.3, I.6, II.1, III.2, III.7, III.9)
ART.M.V.HS.5 Analyze and consider the use of music and media for the future. (21st Century Skills: I.2, I.3, II.1, II.2, II.3, III.2, III.7, III.9)

Common Core Standards (General)

Examples of some standards that are frequently met by a unit in Aesthetic Education.

Language K-5

4. Determine or clarify the meaning of unknown and multiple-meaning words based on grade level content.

5.a Identify real-life connections between words and their uses.

6. Use words and phrases acquired through conversations and responding to texts

Speaking & Listening K-5

Participate in collaborative conversations with diverse partners about grade level topics and texts with peers and adults in small and larger groups.
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

4. Describe people, places, things and events with relevant details, expressing ideas and feelings clearly.

5. Add drawings or other visual displays to descriptions to clarify ideas, thoughts, and feelings.

3rd Grade

Speaking and Listening Standards

Comprehension and Collaboration

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

d. Explain their own ideas and understanding in light of the discussion.

2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Presentation of Knowledge and Ideas

4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Language Standards

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

b. Form and use regular and irregular plural nouns.

c. Use abstract nouns (e.g., childhood).

d. Form and use regular and irregular verbs.

e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

f. Ensure subject-verb and pronoun-antecedent agreement.*

g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

h. Use coordinating and subordinating conjunctions.

i. Produce simple, compound, and complex sentences.

Knowledge of Language

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Choose words and phrases for effect.*

b. Recognize and observe differences between the conventions of spoken and written standard English.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

a. Use sentence-level context as a clue to the meaning of a word or phrase.

b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

5. Demonstrate understanding of word relationships and nuances in word meanings.

a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

6. Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

4th Grade

Speaking and Listening Standards

Comprehension and Collaboration

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions and carry out assigned roles.

c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion

2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Identify the reasons and evidence a speaker provides to support particular points.

Presentation of Knowledge and Ideas

4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

Language Standards

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

e. Form and use prepositional phrases.

f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

Knowledge of Language

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Choose words and phrases to convey ideas precisely.*

c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

5th Grade

Speaking and Listening Standards

Comprehension and Collaboration

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions and carry out assigned roles.

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions

2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Presentation of Knowledge and Ideas

4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Language Standards

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

c. Use verb tense to convey various times, sequences, states, and conditions.

d. Recognize and correct inappropriate shifts in verb tense.*

e. Use correlative conjunctions (e.g., either/or, neither/nor).

Knowledge of Language

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figurative language, including similes and metaphors, in context.

c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

6th Grade

Speaking and Listening Standards

Comprehension and Collaboration

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study

3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Presentation of Knowledge and Ideas

4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language Standards

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Ensure that pronouns are in the proper case (subjective, objective, possessive).

b. Use intensive pronouns (e.g., myself, ourselves).

c. Recognize and correct inappropriate shifts in pronoun number and person.*

d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*

e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.*

Knowledge of Language

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Vary sentence patterns for meaning, reader/ listener interest, and style.*

b. Maintain consistency in style and tone.*

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

7th Grade

Speaking and Listening Standards

Comprehension and Collaboration

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having reador researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

d. Acknowledge new information expressed by others and, when warranted, modify their own views.

2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Presentation of Knowledge and Ideas

4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation

5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 on page 53 for specific expectations.)

Language Standards

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of phrases and clauses in general and their function in specific sentences.

b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*

Knowledge of Language

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

c. Consult 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.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending)

8th Grade

Speaking and Listening Standards

Comprehension and Collaboration

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Presentation of Knowledge and Ideas

4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 on page 53 for specific expectations.)

Language Standards

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

b. Form and use verbs in the active and passive voice.

c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

d. Recognize and correct inappropriate shifts in verb voice and mood.*

Knowledge of Language

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Use 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).

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

b. Use the relationship between particular words to better understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

9th-10th Grade

Speaking and Listening Standards

Comprehension and Collaboration

1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence

Presentation of Knowledge and Ideas

4. Present 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.

6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 on page 54 for specific expectations.)

Language Standards

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Use parallel structure.*

b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

Knowledge of Language

3. Apply 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.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

b. Analyze nuances in the meaning of words with similar denotations

6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

11th-12th Grade

Speaking and Listening Standards

Comprehension and Collaboration

1. Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

b. Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

3. Evaluate 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.

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 on page 54 for specific expectations.)

Language Standards

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

Knowledge of Language

3. Apply 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.

a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

b. Analyze nuances in the meaning of words with similar denotations.

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