Connections

Michigan Merit Curriculum Standards

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

Visual 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.

Visual Arts - MMC

Kindergarten

Perform

ART.VA.I.K.1 Identify and explore a variety of materials to communicate personal experiences.
ART.VA.I.K.2 Work with materials and tools safely with environmental awareness.
ART.VA.I.K.3 Explore the elements of art through playful sensory experiences.
ART.VA.I.K.4 Prepare, complete, and sign finished artwork.

Create

ART.VA.II.K.1 Explore the basic uses of art materials to produce artwork.
ART.VA.II.K.2 Use a variety of lines, colors, and basic geometric shapes and patterns to creatively express feelings and personal experiences.
ART.VA.II.K.3 Participate in discussions of the aspects of environment, family, and home in the creation of art.
ART.VA.II.K.4 Select subject matter and communicate a personal story in a painting or drawing.
ART.VA.II.K.5 Express thoughts and ideas through the creation of artwork.
ART.VA.II.K.6 Experiment with different technologies.

Analyze

ART.VA.III.K.1 Explore and discuss why artists create.
ART.VA.III.K.2 Recognize that art can be created for self-expression or fun.
ART.VA.III.K.3 Describe the sensory qualities in a work of art.
ART.VA.III.K.4 Describe a personal artwork.
ART.VA.III.K.5 Illustrate a personal experience.

Analyze in Context

ART.VA.IV.K.1 Understand that humans from all cultures, past or present, have created art.
ART.VA.IV.K.2 Identify and talk about artwork found around the world.
ART.VA.IV.K.2 Share student’s family and culture through discussion and artwork.

Analyze and Make Connections

ART.VA.V.K.1 Identify and discuss art in the student’s environment.
ART.VA.V.K.2 Identify and speak about artists as people who generate new ideas and create art.
ART.VA.V.K.3 Identify how pattern, shape, rhythm, and movement are used throughout the arts.
ART.VA.V.K.4 Explore connections between the visual arts and other curriculum.

1st Grade

Perform

ART.VA.I.1.1 Identify and experiment with materials to communicate ideas related to the student’s world.
ART.VA.I.1.2 Demonstrate the responsible use of project materials with environmental awareness.
ART.VA.I.1.3 Recognize and illustrate the elements of art to communicate personal experiences.
ART.VA.I.1.4 Use revision strategies to enhance personal artwork.

Create

ART.VA.II.1.1 Explore and experiment with materials and processes while creating artwork based on personal routines, activities, or environments.
ART.VA.II.1.2 Explore the use of knowledge of the elements of art.
ART.VA.II.1.3 Explore and discuss how artists construct ideas in artworks.
ART.VA.II.1.4 Plan and create artwork using subject matter selected from personal experiences.
ART.VA.II.1.5 Understand how artists/illustrators use images to tell stories.
ART.VA.II.1.6 Explore the computer as another tool for creating art.

Analyze

ART.VA.III.1.1 Explore and discuss reasons behind personal artwork.
ART.VA.III.1.2 Identify the purpose of community art.
ART.VA.III.1.3 Demonstrate respect for the value of other opinions in discussion.
ART.VA.III.1.4 Describe the artwork of classmates using art terminology.
ART.VA.III.1.5 Discuss why people use art as a creative outlet.

Analyze in Context

ART.VA.IV.1.1 Identify symbols, trademarks, icons, emblems, and other visual motifs in student’s culture.
ART.VA.IV.1.2 Describe how the subject matter of artwork may be connected to the environment in which it was created.
ART.VA.IV.1.3 Give examples that illustrate how artwork of different groups is influenced by the environment in which it was created.

Analyze and Make Connections

ART.VA.V.1.1 Recognize art forms created for functional and recreational purposes.
ART.VA.V.1.2 Identify artists in the community.
ART.VA.V.1.3 Identify similarities between the visual arts and other arts disciplines.
ART.VA.V.1.4 Discover connections between the visual arts and other curriculum through student artwork.

2nd Grade

Perform

ART.VA.I.2.1 Identify and use various materials and techniques using a sequential process.
ART.VA.I.2.2 Demonstrate the safe use of a variety of materials, tools, and processes with environmental awareness.
ART.VA.I.2.3 Compare and explore elements of art and principles of design to communicate ideas related to personal environment.
ART.VA.I.2.4 Use revision strategies to modify personal artwork and then mount it to enhance its presentation

Create

ART.VA.II.2.1 Demonstrate how materials, techniques, and processes can be used creatively to communicate ideas.
ART.VA.II.2.2 Combine the use of elements of art and principles of design to communicate ideas.
ART.VA.II.2.3 Understand and recognize how artists create and construct multiple solutions to visual problems in artworks.
ART.VA.II.2.4 Use symbols to create artwork that expresses and communicates meaning.
ART.VA.II.2.5 Compare and contrast how artists convey ideas through the creation of artwork.
ART.VA.II.2.6 Demonstrate how artwork can be created using computers and electronic media as a tool for creative expression.

Analyze

ART.VA.III.2.1 Develop a visual vocabulary.
ART.VA.III.2.2 Recognize that art is created to fulfill personal and/or social needs.
ART.VA.III.2.3 Share personal experiences and preferences in response to works of art.
ART.VA.III.2.4 Evaluate personal artwork using art terminology.
ART.VA.III.2.5 Reflect on how art expresses ideas, feelings, and opinions.

Analyze in Context

ART.VA.IV.2.1 Compare symbols, trademarks, icons, emblems, and other visual motifs in various cultures.
ART.VA.IV.2.2 Discuss the subject matter of artwork from particular cultures at specific times.
ART.VA.IV.2.3 Debate images of a past or present culture.

Analyze and Make Connections

ART.VA.V.2.1 Describe how art is used in everyday life.
ART.VA.V.2.2 Investigate and identify visual art careers that relate to children.
ART.VA.V.2.3 Identify similarities among the arts including vocabulary, elements of art, and principles of design.
ART.VA.V.2.4 Demonstrate connections between the visual arts and other curriculum through student artwork

3rd Grade

Perform

ART.VA.I.3.1 Compare the use of various materials to communicate ideas and sensory experiences in an artwork.
ART.VA.I.3.2 Demonstrate control and safe use of a variety of art tools with environmental awareness.
ART.VA.I.3.3 Describe, discuss, and model the elements of art and principles of design to communicate ideas.
ART.VA.I.3.4 Select, present, and evaluate personal artwork.

Create

ART.VA.II.3.1 Apply materials and techniques to problem solve in the creation of art.
ART.VA.II.3.2 Create a composition using the elements of art and principles of design to communicate ideas.
ART.VA.II.3.3 Examine how artists turn ideas into visual solutions.
ART.VA.II.3.4 Combine ideas, symbols, and experiences that express and communicate meaning.
ART.VA.II.3.5 Create artwork that aesthetically and creatively conveys an idea.
ART.VA.II.3.6 Design artwork using computers and electronic media to create original works of art.

Analyze

ART.VA.III.3.1 Compare the elements of art used in personal artwork.
ART.VA.III.3.2 Examine how art expresses cultural traditions.
ART.VA.III.3.3 Highlight social trends that influence our emotional reactions to art.
ART.VA.III.3.4 Select a piece of personal artwork, critique it using art terminology, and make revisions.
ART.VA.III.3.5 Discuss how personal experiences influence the creation of art.

Analyze in Context

ART.VA.IV.3.1 Examine customs or traditions celebrated by different communities.
ART.VA.IV.3.2 Describe the materials and art forms used by particular cultures.
ART.VA.IV.3.3 Recognize how the available materials and processes in a particular time or place can influence the art that is created.

Analyze and Make Connections

ART.VA.V.3.1 Describe how art can be found in various environments.
ART.VA.V.3.2 Investigate and identify careers related to artists who work in specific media.
ART.VA.V.3.3 Investigate collaboration across art disciplines.
ART.VA.V.3.4 Illustrate connections between the visual arts and other curriculum through student artwork.

4th Grade

Perform

ART.VA.I.4.1 Use technologies to communicate ideas and experiences.
ART.VA.I.4.2 Demonstrate control and safe use of technologies with environmental awareness.
ART.VA.I.4.3 Analyze and reflect on the elements of art and design to communicate ideas.
ART.VA.I.4.4 Prepare, present, and collaboratively evaluate personal artwork.

Create

ART.VA.II.4.1 Synthesize the use of a variety of materials, techniques, and processes to problem solve in the creation of art.
ART.VA.II.4.2 Synthesize knowledge of elements of art and principles of design to creatively communicate ideas.
ART.VA.II.4.3 Analyze and collaborate how artists express ideas through the use of visual culture, global perspective, and symbols in works of art.
ART.VA.II.4.4 Analyze and reflect on the uses of subject matter, symbols, and ideas to express and communicate meaning in artwork.
ART.VA.II.4.5 Discuss and debate how artists from various cultures convey ideas differently.
ART.VA.II.4.6 Incorporate the uses of different technologies to show artistic expression through an original artwork.

Analyze

ART.VA.III.4.1 Reflect and discuss the visual structures and functions used in personal artwork.
ART.VA.III.4.2 Recognize that artwork may serve functional purposes, be purely decorative, or serve multiple purposes.
ART.VA.III.4.3 Compare how global and cultural diversity elicits differing responses.
ART.VA.III.4.4 Compare and contrast two pieces of personal work.
ART.VA.III.4.5 Analyze how art can be a reflection of society and a response to real world experiences.

Analyze in Context

ART.VA.IV.4.1 Describe how artwork communicates facts and/or experiences of various cultures.
ART.VA.IV.4.2 Compare and contrast the visual elements contained in the artwork of particular cultures.
ART.VA.IV.4.3 Evaluate the interrelationship between design, trends, events, and the economics of a culture.

Analyze and Make Connections

ART.VA.V.4.1 Analyze various uses of art globally, in media, business, technology, and industry.
ART.VA.V.4.2 Investigate and identify careers related to advertising.
ART.VA.V.4.3 Identify connections between technology and the arts.
ART.VA.V.4.4 Demonstrate cross-curricular connections through a culminating event.

5th Grade

Perform

ART.VA.I.5.1 Use materials, techniques, media, technology, and processes to communicate ideas and experiences.
ART.VA.I.5.2 Use art materials and tools safely and responsibly with environmental awareness.
ART.VA.I.5.3 Incorporate the elements of art and principles of design to communicate ideas.
ART.VA.I.5.4 Participate in the process and delivery of a final product for exhibition or presentation.

Create

ART.VA.II.5.1 Synthesize the knowledge of materials, techniques, and processes to create artwork.
ART.VA.II.5.2 Apply knowledge of how to use visual characteristics and organizational principles to communicate ideas.
ART.VA.II.5.3 Explore and understand prospective subject matter, ideas, and symbols for works of art.
ART.VA.II.5.4 Select and use subject matter, symbols, and ideas to communicate meaning.
ART.VA.II.5.5 Analyze how art conveys ideas to express one’s individuality.
ART.VA.II.5.6 Explore and understand the impact of digital media and technology in the creation of artwork.

Analyze

ART.VA.III.5.1 Validate the effects of visual structures and functions, and reflect upon these effects in personal work.
ART.VA.III.5.2 Identify and defend various purposes for creating works of visual art.
ART.VA.III.5.3 Understand and respect that there are different responses to specific art works in a global community.
ART.VA.III.5.4 Analyze the characteristics of personal artwork.
ART.VA.III.5.5 Develop a sensitivity and understanding of how personal experiences can influence the development of artwork.

Analyze in Context

ART.VA.IV.5.1 Defend the history of visual arts and specific relationships to various cultures and times.
ART.VA.IV.5.2 Compare and contrast works of art as belonging to particular cultures, times, and places.
ART.VA.IV.5.3 Demonstrate how history, culture, and the visual arts interrelate in making and studying works of art.

Analyze and Make Connections

ART.VA.V.5.1 Explain how visual arts have inherent relationships to everyday life.
ART.VA.V.5.2 Identify various careers in the visual arts.
ART.VA.V.5.3 Understand and use comparative characteristics of the visual arts and other arts disciplines.
ART.VA.V.5.4 Synthesize connections between the visual arts and other disciplines in the curriculum.

6th Grade

Perform

ART.VA.I.6.1 Understand the varying qualities of materials, techniques, media technology, and processes at a developing level.
ART.VA.I.6.2 Develop the concept of proper use of art materials and using tools safely and responsibly.
ART.VA.I.6.3 Develop a successful visual vocabulary.
ART.VA.I.6.4 Develop reflective thinking skills by observing, analyzing, and critically evaluating works of art for the purpose of improving technical quality.
ART.VA.I.6.5 Produce and exhibit a final product that demonstrates quality craftsmanship and technique at a developing level.

Create

ART.VA.II.6.1 Identify, design, and solve creative problems at a developing level.
ART.VA.II.6.2 Develop and apply critical thinking strategies through the art making process at a developing level.
ART.VA.II.6.3 Collaborate, communicate, and work with others to create new ideas at a developing level.
ART.VA.II.6.4 Initiate new ideas employing inventiveness and innovation at a developing level.
ART.VA.II.6.5 Demonstrate reflective thinking practices at a developing level.
ART.VA.II.6.6 Make knowledgeable choices about materials, techniques, media technology, organizational principles, and processes to articulate ideas and communicate intended meaning at a developing level.
ART.VA.II.6.7 Create preliminaries, possibilities, and drafts at a developing level.

Analyze

ART.VA.III.6.1 Observe, describe, and analyze visual characteristics at a developing level.
ART.VA.III.6.2 Develop the skill of interpreting artwork, searching for embedded meaning, function, and personal connections at a developing level.
ART.VA.III.6.3 Develop the ability to describe how the artist’s choice of materials, techniques, media technology, and processes influence the viewer.
ART.VA.III.6.4 Develop critical thinking strategies, observing, comparing, and contrasting artworks.
ART.VA.III.6.5 Develop and defend informed aesthetic opinions about works of art using artistic vocabulary at a developing level.
ART.VA.III.6.6 Identify personal and community experiences within works of art at a developing level.

Analyze in Context

ART.VA.IV.6.1 Recognize and describe how art contributes to and reflects all societies and cultures.
ART.VA.IV.6.2 Develop an understanding of the historical, social, and cultural contexts of artwork with aesthetic sophistication.
ART.VA.IV.6.3 Decode and interpret artwork to discern between prejudice and tolerance, bias, and fact at a developing level.

Analyze and Make Connections

ART.VA.V.6.1 Recognize and describe personal, family, and community connections with artworks at a developing level.
ART.VA.V.6.2 Recognize the skills used in visual arts careers at a developing level.
ART.VA.V.6.3 Compare the characteristics of work in two or more art forms that are dissimilar in subject matter, historical periods, or cultural context at a developing level.
ART.VA.V.6.4 Demonstrate an understanding of their place in the visual world and develop an appreciation of how they are part of a global society at a developing level.
ART.VA.V.6.5 Describe ways in which the principles and subject matter of other disciplines taught in school are interrelated with the visual arts at a developing level.

7th Grade

Perform

ART.VA.I.7.1 Understand the varying qualities of materials, techniques, media technology, and processes at an emerging level.
ART.VA.I.7.2 Understand the concept of proper use of art materials and using tools safely and responsibly at an emerging level.
ART.VA.I.7.3 Demonstrate the use of successful visual vocabulary at an emerging level.
ART.VA.I.7.4 Employ reflective thinking skills by observing, analyzing, and critically evaluating works of art for the purpose of improving technical quality at an emerging level.
ART.VA.I.7.5 Produce and exhibit a final product that demonstrates quality craftsmanship and technique at an emerging level.

Create

ART.VA.II.7.1 Identify, design, and solve creative problems at an emerging level.
ART.VA.II.7.2 Develop and apply critical thinking strategies through the art making process at an emerging level.
ART.VA.II.7.3 Collaborate, communicate, and work with others to create new ideas at an emerging level.
ART.VA.II.7.4 Initiate new ideas employing inventiveness and innovation at an emerging level with increasing independence.
ART.VA.II.7.5 Demonstrate reflective thinking practices at an emerging level.
ART.VA.II.7.6 Make knowledgeable choices about materials, techniques, media technology, organizational principles, and processes to articulate ideas and communicate intended meaning at an emerging level.
ART.VA.II.HS.7 Create preliminaries, possibilities, and drafts at an emerging level.

Analyze

ART.VA.III.7.1 Critically observe, describe, and analyze visual characteristics at an emerging level.
ART.VA.III.7.2 Interpret artwork searching for embedded meaning, function, and personal connections at an emerging
ART.VA.III.7.3 Improve descriptions of how the artist’s choice of materials, techniques, media technology, and processes influence the viewer.
ART.VA.III.7.4 Use critical thinking strategies to observe, compare, and contrast artworks at an emerging level.
ART.VA.III.7.5 Develop and defend informed aesthetic opinions about works of art using artistic vocabulary at an emerging level.
ART.VA.III.7.6 Identify personal and community experiences within works of art at an emerging level.

Analyze in Context

ART.VA.IV.7.1 Recognize, describe and analyze, and evaluate how art contributes to and reflects all societies and cultures at an emerging level.
ART.VA.IV.7.2 Articulate an understanding of the historical, social, and cultural contexts of artwork with an emerging level of aesthetic sophistication.
ART.VA.IV.7.3 Decode and interpret artwork to discern between prejudice and tolerance, bias, and fact at an emerging level.

Analyze and Make Connections

ART.VA.V.7.1 Recognize and describe, personal, family, and community connections with artworks at an emerging level.
ART.VA.V.7.2 Recognize and describe the skills used in visual arts careers at an emerging level.
ART.VA.V.7.3 Analyze and compare the characteristics of work in two or more art forms that are dissimilar in subject matter, historical periods, or cultural context at an emerging level.
ART.VA.V.7.4 Demonstrate an understanding of their place in the visual world and develop an appreciation of how they are part of a global society at an emerging level.
ART.VA.V.7.5 Analyze and describe ways in which the principles and subject matter of other disciplines taught in school are interrelated with the visual arts at an emerging level.

8th Grade

Perform

ART.VA.I.8.1 Apply understanding of the varying qualities of materials, techniques, media technology, and processes to the selection of appropriate tools and media to design and solve creative problems and achieve desired artistic effects.
ART.VA.I.8.2 Appropriately apply the concept of proper use of art materials and using tools safely and responsibly.
ART.VA.I.8.3 Select and apply visual characteristics and organizational principles to communicate effectively when designing and solving creative problems.
ART.VA.I.8.4 Effectively use reflective thinking skills to observe, analyze, and critically evaluate works of art for the purpose of improving technical quality.
ART.VA.I.8.5 Effectively produce and exhibit a final product that demonstrates quality craftsmanship and technique.

Create

ART.VA.II.8.1 Effectively identify, design, and solve creative problems.
ART.VA.II.8.2 Effectively develop and apply critical thinking strategies through the art making process.
ART.VA.II.8.3 Effectively collaborate, communicate, and work with others to create new ideas.
ART.VA.II.8.4 Independently initiate new ideas employing inventiveness and innovation.
ART.VA.II.8.5 Consistently demonstrate reflective thinking practices when identifying, designing, and solving creative problems.
ART.VA.II.8.6 Make knowledgeable choices about materials, techniques, media technology, organizational principles, and processes to effectively articulate ideas and communicate intended meaning.
ART.VA.II.8.7 Apply preliminaries, possibilities, and drafts in the creative problem solving process.

Analyze

ART.VA.III.8.1 Critically observe, describe, and analyze visual characteristics within works of art.
ART.VA.III.8.2 Effectively interpret artwork, searching for embedded meaning, function, and personal connections.
ART.VA.III.8.3 Effectively describe how the artist’s choice of materials, techniques, media technology, and processes influence the viewer.
ART.VA.III.8.4 Effectively use critical thinking strategies to observe, compare, and contrast artworks.
ART.VA.III.8.5 Develop and defend informed aesthetic opinions about works of art using effective artistic vocabulary.
ART.VA.III.8.6 Identify personal and community experiences within works of art.

Analyze in Context

ART.VA.IV.8.1 Recognize, describe and analyze, and evaluate how art contributes to and reflects all societies and cultures.
ART.VA.IV.8.2 Articulate an understanding of the historical, social, and cultural contexts of artwork with aesthetic sophistication.
ART.VA.IV.8.3 Effectively decode and interpret artwork to discern between prejudice and tolerance, bias and fact.

Analyze and Make Connections

ART.VA.V.8.1 Effectively recognize and describe personal, family, and community connections with artworks.
ART.VA.V.8.2 Effectively recognize and describe the skills used in visual arts careers.
ART.VA.V.8.3 Effectively analyze and compare the characteristics of work in two or more art forms that are dissimilar in subject matter, historical periods, or cultural context.
ART.VA.V.8.4 Effectively demonstrate an understanding of their place in the visual world and develop an appreciation of how they are part of a global society.
ART.VA.V.8.5 Effectively analyze and describe ways in which the principles and subject matter of other disciplines taught in school are interrelated with the visual arts.

High School

Perform

ART.VA.I.HS.1 Apply acquired knowledge and skills to the creative problem solving process. (21st Century Skills: I.4, II.2)
ART.VA.I.HS.2 Intentionally use art materials and tools when applying techniques and skills to communicate ideas. (21st Century Skills: I.6, III.3, III.6)
ART.VA.I.HS.3 Demonstrate understanding of organizational principles and methods to solve specific visual arts problems. (21st Century Skills: I.4, II.5, III.3)
ART.VA.I.HS.4 Exhibit, present, and publish quality works of art. (21st Century Skills: I.4, I.6, III.3, III.6)
ART.VA.I.HS.5 Responsibly and safely manage materials and tools. (21st Century Skills: III.4, III.6, III.8)

Create

ART.VA.II.HS.1 Identify, define problems, and reflect upon possible visual solutions. (21st Century Skills: I.2, I.3, I.4)
ART.VA.II.HS.2 Create artwork using materials and techniques with skill so that personal intentions are carried out. (21st Century Skills: I.1, 1.2, II.7, III.3)
ART.VA.II.HS.3 Apply organizational principles and methods to create innovative works of art and design products. (21st Century Skills: I.1, I.2, III.3)
ART.VA.II.HS.4 Apply knowledge and skill to symbolize the essence of an idea. (21st Century Skills: I.1, I.6)
ART.VA.II.HS.5 Reflect, articulate, and edit the development of artwork throughout the creative process. (21st Century Skills: I.4, II.7, III.3, III.4)
ART.VA.II.HS.6 Use emergent technologies and materials to create artistic products that demonstrate knowledge of context, values, and aesthetics. (21st Century Skills: I.1, II.1, II.2, II.3, III.2, III.7)
ART.VA.II.HS.7 Create collaboratively to resolve visual problems. (21st Century Skills: I.1, I.4, I.5, III.1)
ART.VA.II.HS.8 Explore social and global issues through the application of the creative process. (21st Century Skills: III.7, III.8, III.9, III.10)

Analyze

ART.VA.III.HS.1 Analyze and describe the formal characteristics of a work of art or design. (21st Century Skills: I.3, II.1, III.1)
ART.VA.III.HS.2 Describe how organizational principles are used to elicit emotional responses. (21st Century Skills: I.3, II.1, III.1)
ART.VA.III.HS.3 Critically observe a work of art to evaluate and respond to the artist’s intent using art vocabulary and terminology. (21st Century Skills: I.2, I.3, I.6, II.1)
ART.VA.III.HS.4 Evaluate the quality and effectiveness of one’s artwork. (21st Century Skills: I.3, II.1, III.4)
ART.VA.III.HS.5 Recognize and understand the relationships between personal experiences and the development of artwork. (21st Century Skills: I.3)

Analyze in Context

ART.VA.IV.HS.1 Observe and describe artwork with respect to history and culture. (21st Century Skills: I.6, II.1, III.1, III.2, III.7, III.8, III.9, III.10)
ART.VA.IV.HS.2 Describe the functions and explore the meaning of specific art objects within varied cultures, times, and places. (21ST Century Skills: I.3, I.6, III.2, III.7)
ART.VA.IV.HS.3 Analyze the correlation between art, history, and culture throughout time. (21st Century Skills: I.6, III.1, III.2, III.7, III.8, III.9, III.10)
ART.VA.IV.HS.4 Use knowledge of art and design history to inform personal artwork. (21st Century Skills: I.1, I.3, II.5, II.7, III.3, III.7)

Analyze and Make Connections

ART.VA.V.HS.1 Design creative solutions that impact everyday life. (21st Century Skills: I.1, I.2, I.4, III.3, III.4, III.6)
ART.VA.V.HS.2 Explore and understand the variety of art and design careers. (21st Century Skills: II.2, II.3, II.5, III.7)
ART.VA.V.HS.3 Explore and understand the application of the creative process throughout career pathways. (21st Century Skills: II.1, II.2, II.3, II.5, III.2, III.7, III.8. III.9, III.10)
ART.VA.V.HS.4 Identify commonalities, differences, and connections between the art disciplines. (21st Century Skills: I.3)
ART.VA.V.HS.5 Recognize the role of art across the academic curriculum. (21st Century Skills: I.3)
ART.VA.V.HS.6 Understand artistic knowledge as an important tool for successful living in the 21st century. (21st Century Skills: II.1, II.5, III.7) ART.VA.V.HS.7 Analyze the impact of visual culture on society. (21st Century Skills: I.3, III.2, III.7)
ART.VA.V.HS.8 Identify the role visual arts play in enhancing civic responsibility and community. (21st Century Skills: I.3, I.6, III.2, III.4, III.7, III.9)

Common Core Standards

Common Core Standards (General)

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

Language

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

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.

CCSS by Grade

Kindergarten

Speaking and Listening Standards

Comprehension and Collaboration

1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

b. Continue a conversation through multiple exchanges.

2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Presentation of Knowledge and Ideas

4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

6. Speak audibly and express thoughts, feelings, and ideas clearly.

Language Standards

Conventions of Standard English

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

b. Use frequently occurring nouns and verbs.

c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

f. Produce and expand complete sentences in shared language activities.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

5. With guidance and support from adults, explore word relationships and nuances in word meanings.

c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

1st Grade

Speaking and Listening Standards

Comprehension and Collaboration

1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

c. Ask questions to clear up any confusion about the topics and texts under discussion.

2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Presentation of Knowledge and Ideas

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

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

6. Produce complete sentences 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.

b. Use common, proper, and possessive nouns.

c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).

e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

f. Use frequently occurring adjectives.

g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).

h. Use determiners (e.g., articles, demonstratives).

i. Use frequently occurring prepositions (e.g., during, beyond, toward).

j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

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

b. Use frequently occurring affixes as a clue to the meaning of a word.

c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

2nd Grade

Speaking and Listening Standards

Comprehension and Collaboration

1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

a. 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).

b. Build on others’ talk in conversations by linking their comments to the remarks of others.

c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Presentation of Knowledge and Ideas

4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

6. Produce 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.

a. Use collective nouns (e.g., group).

b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

c. Use reflexive pronouns (e.g., myself, ourselves).

d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

e. Use adjectives and adverbs, and choose between them depending on what is to be modified. f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

Knowledge of Language

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

a. Compare formal and informal uses of English.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array 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 prefix is added to a known word (e.g., happy/unhappy, tell/retell).

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

d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

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

a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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 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, 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

Language Standards

Conventions of Standard English

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

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).

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

a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

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

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.

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).

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

a. Interpret figures of speech (e.g. verbal irony, puns) in context.

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

5. Make 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.

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. 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).

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

a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

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 (one on-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.

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).

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

a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

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

Page updated

Report abuse