INSTRUCTIONAL MATERIALS ADOPTION
PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
GENERIC EVALUATION CRITERIA
GROUP VI – 2007 TO 2013
Reading/Literature K-12
Yes
R-E-S-P-O-N-S-E
No
N/A
CRITERIA
I. INTER-ETHNIC
The instructional material meets the requirements of
inter-ethnic: concepts, content and illustrations, as
set by West Virginia Board of Education Policy
(Adopted December 1970).
II. EQUAL OPPORTUNITY
The instructional material meets the requirements of
equal opportunity: concept, content, illustration,
heritage, roles contributions, experiences and
achievements of males and females in American and
other cultures, as set by West Virginia Board of
Education Policy (Adopted May 1975).
1
NOTES
GROUP VI – 2007 TO 2013
Reading/Literature, K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
In addition to alignment of Content Standards and Objectives (CSOs) materials must also clearly connect to
Learning for the 21st Century which includes opportunities for students to develop
A. Learning Skills
‰ Thinking and Problem-Solving Skills.
‰ Information and Communication Skills.
‰ Interpersonal and Self-Direction Skills and use these
21 Century Tools
B. 21st Century Tools
‰ Problem-solving tools (such as spreadsheets,
decision support, design tools)
‰ Communication, information processing and
research tools (such as word processing,
e-mail, groupware, presentation, Web development,
Internet search tools)
‰ Personal development and productivity tools (such a
e-learning, time management/calendar, collaboration
tools)
2
INSTRUCTIONAL MATERIALS ADOPTION: GENERAL EVALUATION CRITERIA
The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless
otherwise specified. These criteria consist of information critical to the development of reading/literature at all
grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means
“examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the combined
general and specific criteria must be met with I (In-depth) or A (Adequate) in order to be recommended.
GROUP VI – 2007 TO 2013
Reading/Literature, K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
For student mastery of content standards and objectives the instructional materials will
A. MULTIMEDIA
1.
offer appropriate multimedia (e.g., software, audio,
visual, internet access) materials.
2.
provide a website which provides links to relevant
sites as well as lesson plans, student activities and
parent resources.
3.
integrate technology into the curriculum.
B. SCIENTIFICALLY-BASED READING RESEARCH STRATEGIES
C.
1.
provide explicit instructional strategies to present
varied teaching models including but not limited to:
webbing, mapping, Venn diagrams and inverted
pyramids.
2.
promote independent reading skills and study
techniques (e.g., DRTA, SQ3R, ReQuest, Feature
Analysis, QAR).
3.
present varied teaching models.
CRITICAL THINKING
1.
emphasize questioning models to promote higher
order thinking skills in all levels of comprehension
(literal, interpretive, critical/evaluative).
2.
emphasize questioning models to promote higher
order thinking skills based on Bloom’s Taxonomy.
3
N
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
D. LIFE SKILLS
1.
address life skills (e.g., reading road maps, using
reference tools, researching, reading a newspaper,
using want ads, completing an application, applying
the interview process and goal setting).
2.
address habits of mind activities (e.g., literacy skills,
interpersonal communications, problem solving and
self-directional skills).
E. CLASSROOM MANAGEMENT
1.
include opportunities for large group, small group
and independent learning.
2.
provide classroom management suggestions.
F. INSTRUCTIONAL MATERIALS
1.
address varied learning styles and multiple
intelligences of students including models for
insightful decision-making by the instructor.
2.
provide extensive and varied opportunities to
practice skills.
provide intervention, practice and enrichment
materials.
3.
4.
provide exemplars of narrative, descriptive and
expository writing types.
5.
provide exemplars of editing/revision for writing.
6.
provide leveled texts to allow students to read
independently (grades K-4) or include a Handbook
of English Language Arts, which will include an
extensive glossary of literary and grammatical
terminology as well as background on authors
(grades 5-12).
7.
include teacher and student study guides for literary
works.
8.
continue skill or strategy instruction across several
instructional sessions to expand the applicability and
utility of the skill or strategy.
4
I
A
M
N
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
9.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
connect previously taught skills and strategies with
new content and text.
10. cumulatively build a repertoire of multiple strategies
that are introduced, applied and integrated
throughout the course of study.
H. ASSESSMENT
1.
provide assessment formats commensurate with WV
assessment programs (WESTEST, NAEP, State
Writing Assessment, informal assessments, PLAN,
EXPLORE, ACT and SAT).
2.
provide preparation for standardized tests.
3.
provide opportunities for assessment based on
performance-based measures, open-ended
questioning, portfolio evaluation, rubrics and
multimedia simulations.
4.
provide benchmark and ongoing progress
monitoring.
5
I
A
M
N
READING/LITERATURE
SPECIFIC CRITERIA FOR CONTENT AND SKILLS
KINDERGARTEN
Kindergarten instructional materials will provide a comprehensive program targeting scientifically-based
reading research strategies to teach the five components of reading with an emphasis on phonemic awareness and
phonics and also inclusive of vocabulary, fluency, comprehension and written application. Students will learn,
practice and apply strategies focusing on preparing literate, independent and self-motivated readers. Students will
be engaged in activities to master essential reading components. The core reading program will provide ample
opportunities for spiraling and differentiating instruction. The core program will provide opportunities for reading,
writing, listening, speaking and viewing. West Virginia teachers are responsible for analyzing the benefits of
technology for learning and for integrating technology appropriately in the students’ learning environment.
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
For student mastery of content standards and objectives the instructional materials will
A.
B.
PHONEMIC AWARENESS: presenting and explicitly teaching the sound
structure of language following a phonemic awareness hierarchy (easy to
difficult)
1.
provide activities and word lists to segment
phonemes - /c/ /a/ /t/.
2.
include activities to identify syllables in words.
3.
incorporate rhymes and opportunities to identify and
reproduce rhymes.
4.
provide opportunities to manipulate onset and rime.
5.
apply phoneme knowledge to blend a word.
6.
use a strategy to isolate and identify sounds
(beginning, middle, end).
7.
include familiar stories, poems, nursery rhymes,
songs and stories with repeated patterns.
PHONICS: understanding the relationship between sounds and letters
1.
introduce letters (capital and lowercase) and sounds
in a developmentally appropriate, logical sequence.
6
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
C.
D.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
2.
model and explicitly teach beginning consonant
sounds.
3.
provide guided practice in the use of short and long
vowels with one or more short vowels introduced
early in the sequence.
4.
incorporate and review letters and sounds to form
word patterns (CVC).
5.
provide explicit strategies and multiple opportunities
for blending words.
6.
introduce high frequency words, regular and
irregular (e.g. color words, number words, positional
words, high frequency words).
I
A
M
VOCABULARY: using words to communicate effectively
1.
provide direct instruction of specific concepts and
vocabulary.
2.
provide repeated and multiple exposures to critical
and diverse vocabulary.
3.
provide activities to explore story vocabulary (e.g.
webbing, graphic organizers).
4.
integrate words into sentences and ask students to
tell the meaning of the word in the sentence and to
use it in a variety of contexts.
5.
review previously introduced words cumulatively.
COMPREHENSION: listening to stories, answering questions, sequencing
events, learning new vocabulary and retelling information heard
1.
model and provide extensive guided practice through
continual review of critical comprehension strategies
i.e.,
‰
‰
‰
‰
‰
‰
‰
characters
setting
sequence
predicting
retelling
main idea
picture details
7
N
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
2.
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
provide experiences to master concepts about print
i.e.,
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
3.
A=Adequate
80%
letters
words
left to right
top to bottom
one-to-one match
front and back of the book
title
title page
author/illustrator
use of capital letters
guide students to establish a purpose for reading and
to identify the author’s purpose i.e.,
‰ to persuade
‰ for pleasure
E.
4.
include a wide variety of genres.
5.
insert questions at strategic levels to guide
comprehension.
FLUENCY: identifying letters, sounds and words quickly and accurately
1.
provide numerous activities to create automaticity of
letters and sounds.
2.
include additional library and reference materials for
independent reading and viewing.
3.
introduce oral activities to develop prosody.
8
N
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
F.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
WRITTEN APPLICATION: responding in written form to information heard
or read
1.
provide activities for letter and sound dictation.
2.
provide activities for labeling.
3.
identify punctuation marks as an aide to
understanding a story.
4.
provide suggestions for student response to stories
through drawing, pictures, graphic organizers, and
journal entries.
5.
provide lessons for modeled writing (e.g., word lists,
story dictation, vocabulary, and retelling).
9
READING/LITERATURE
SPECIFIC CRITERIA FOR CONTENT AND SKILLS
FIRST GRADE
First grade instructional materials will provide a comprehensive program targeting scientifically-based
reading research strategies to teach the five components of reading and written application. The essential
components will be learned through reading a variety of text types and a variety of literature. Students will learn,
practice and apply strategies focusing on preparing literate, independent, and self-motivated readers. Students will
be engaged in activities to master essential reading components. The core program will provide an explicit and
systematic phonics component. The core reading program will provide ample opportunities for spiraling and
differentiated instruction. The core program will provide opportunities for reading, writing, listening, speaking and
viewing. West Virginia teachers are responsible for analyzing the benefits of technology for learning and for
integrating technology appropriately in the students’ learning environment.
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
For student mastery of content standards and objectives the instructional materials will
A.
PHONEMIC AWARENESS: presenting and explicitly teaching the sound
structure of language following a phonemic awareness hierarchy (easy to
difficult)
1.
provide appropriate amount of time daily to blend
and segment phonemes of most one-syllable words.
2.
progress from identifying or distinguishing the
positions of sounds in words to producing the
sounds by adding, deleting and changing selected
sounds (e.g., various games emphasizing the use of
sounds).
3.
provide for the substitution, deletion and
manipulation of phonemes in all positions in words
(e.g., elkonin boxes, picture sorting sounds).
4.
provide the opportunity for the students to develop
rhythm and rhymes of words (e.g., nursery rhymes,
songs, poems, tongue twisters).
5.
provide opportunities to hear and manipulate more
complex phonemic structures (consonant blends) by
using poem and picture sorts.
6.
provide a periodic review of phonemic awareness
skills previously taught.
10
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
B.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
PHONICS: understanding the relationship between sounds and letters
1.
progress systematically from simple word types i.e.,
‰ consonant, vowel, consonant and word lengths
‰ number of phonemes to more complex words
2.
use basic elements of phonetic analysis to decode
unknown words i.e.,
‰
‰
‰
‰
3.
sound relationships
beginning/ending consonants
vowel sounds
blends
use basic elements of structural analysis to decode
unknown words i.e.,
‰
‰
‰
‰
basic prefixes/suffixes
compound words
root words
contractions
4.
begin instruction and provide adequate activities for
students to master word families and word patterns
(word chunking such as at, sat, rat, fat).
5.
provide activities that teach students to process
represented patterns to increase fluency in word
recognition.
6.
provide adequate differentiated instruction and
activities for mastery of phonics skills.
7.
provide a spiraling review of previously taught
phonics skills.
8.
provide modeling instruction at each of the
fundamental stages i.e.,
‰ letter-sound correspondences
‰ blending
‰ reading whole words
11
N
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
9.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
provide teacher-guided practice in controlled word
lists and connected text in which students apply
newly learned skills successfully.
10. use decodable texts based on specific phonic lessons
in the early part of the first grade as an intervening
step between explicit skill acquisition and the
student’s ability to read quality trade books;
decodable texts contain phonics elements and sight
words that students have been taught.
11. provide integrated, proactive instruction and practice
in words that students first read, spell and write.
12. sequence words strategically to incorporate known
letters or letter sound combinations.
C.
VOCABULARY: using words to communicate effectively
1.
provide direct instruction of specific concepts of
vocabulary.
2.
select words of level appropriate sight words and
vocabulary with ample practice for automaticity
(e.g., high frequency words, Dolch list, antonyms,
synonyms, multiple meaning words).
3.
provide repeated and multiple exposures to critical
vocabulary.
4.
control the number of irregular words introduced
and point out irregularities while focusing student
attention on all letters that the word contains.
5.
introduce high frequency words that are confusing to
students first in isolation (e.g., was, saw).
6.
integrate words into sentences and ask students to
use a variety of context clues to determine word
meaning.
7.
provide ample opportunity for students to tell the
meaning of a word in a sentence and to use it in a
variety of contexts.
12
A
M
N
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
8.
provide opportunity for daily listening, speaking,
and language experience.
9.
review previously introduced words cumulatively.
I
A
M
10. provide explicit vocabulary explanations, including
modeling, “think alouds” and guided practice with a
gradual transfer of responsibility to the students
through a wide range of diverse stories and
informational texts.
11. provide instructional materials for the use of
vocabulary work stations including differentiated
activities.
12. provide in-depth and multiple assessments for
vocabulary taught.
D.
COMPREHENSION: listening, reading and understanding texts and tasks
1.
guide students through texts in which teachers think
out loud as they identify the components of story
structure with a gradual transfer of responsibility to
the students.
2.
provide ample opportunities to listen to and respond
to both literal and interpretive comprehension
questions after reading a short story selection that is
developmentally appropriate.
3.
provide explicit strategies for teaching
comprehension i.e.,
‰
‰
‰
‰
‰
main idea
literal
inferential
retell
prediction
4.
provide ample opportunities to listen to and explore
narrative and expository text forms and to engage in
interactive discussion of the messages and meanings
of the texts.
5.
provide opportunity to establish a purpose for
reading.
13
N
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
6.
provide use of reading skills and strategies to
understand a variety of informational resources to
support literacy learning (e.g., environmental print,
written directions, signs).
7.
provide the use of Blooms taxonomy to teach higher
level questions.
8.
provide opportunities to make connections in literary
work and people in their own life and other cultures
(e.g., include specific topics to coincide with various
seasons and holidays).
9.
provide many supplemental activities and materials
to teach comprehension (e.g., whole group activities,
work station activities).
I
A
M
10. provide in depth and multiple assessments for
comprehension included in the weekly stories and
skills taught.
E.
FLUENCY: reading words, phrases and sentences in a given text with speed,
accuracy and expression to understand what is read
1.
provide activities and materials to read lists and
individual words with speed and accuracy.
2.
provide explicit strategies to move from reading
words in lists to reading words in sentences and
passages.
3.
provide passage reading soon after students can read
a sufficient number of words accurately.
4.
provide passages comprised of letter-sound patterns
and word types that have previously been taught.
5.
provide many opportunities to read passages
containing high frequency words that have been
previously taught.
6.
provide initial stories/ passages composed of a high
percentage of regular words (minimum of 75-80%
decodable words).
14
N
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
7.
provide the opportunity for ample practice activities
to read and re-read passages that will help build
toward a 60 word per minute fluency goal by the end
of the grade.(e.g., repeated readings, readers theatre,
phrase reading).
8.
include sufficient independent practice materials of
appropriate difficulty for students to develop
fluency.
9.
provide read aloud opportunities of familiar stories,
poems and passages for the students to demonstrate
fluent reading with expression (e.g., rhythm, flow
meter, tempo, pitch, tone, intonation).
I
A
M
N
10. provide a variety of literary works for student self
selection to increase the amount of independent
reading. (e.g., fiction and non-fiction grade
appropriate).
11. provide a variety of activities to increase fluency
skills.
12. provide audios for lesson stories.
13. include assessments to measure fluency.
F.
WRITTEN APPLICATION: responding in written form to information heard
or read
1.
provide ample opportunities for students to compose
written works using appropriate parts of the writing
process (e.g., initial attention to planning; drafting;
rereading for meaning; some self correcting; class
and individual publishing).
2.
provide activities for developing a story with
appropriate sequence (e.g., beginning; middle; end).
3.
provide activities to write in a variety of forms or
genres (e.g., journals, written response to literature,
writing poems).
15
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
4.
provide connections to phonetic skills by spelling
words in written composition (e.g., letter/sound
relationships, high frequency words from
appropriate grade level list, transition from invented
spelling to conventional spelling).
5.
provide the use of a variety of sources to gather
information to share thoughts and ideas (e.g.,
informational books, pictures, charts, indexes,
videos, television programs, graphs).
6.
apply capitalization, punctuation and sentence
structure skills in responding to narrative and
expository texts.
7.
provide activities for writing literacy work station to
include differentiated instruction.
16
I
A
M
N
READING/LITERATURE
SPECIFIC CRITERIA FOR CONTENT AND SKILLS
SECOND GRADE
Second grade instructional materials will provide a comprehensive program targeting scientifically-based
reading research strategies to teach the essential components of reading. Emphasized elements will include phonics,
fluency, vocabulary, comprehension and written application to text read and heard. Second grade materials will
provide instructional support so that students can develop from dependent to independent readers. The materials
will foster moving students to making their own choices for recreational and informational reading. Students will be
able to read with comprehension to write, speak and listen effectively and to develop both literal and critical
thinking skills. West Virginia teachers are responsible for analyzing the benefits of technology for learning and for
integrating technology appropriately in the students’ learning environment.
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
For student mastery of content standards and objectives the instructional materials will
A.
PHONICS: understanding the relationship between sounds and letters
1.
provide instruction in basic elements of phonetic
analysis and structural analysis to decode unknown
words taught first in isolation and then in connected
text.
2.
introduce and apply phonetic rules i.e.,
‰
‰
‰
‰
‰
‰
syllabication
diphthongs
diagraphs
variant vowel-sounds
word patterns
segmenting and blending words
3.
provide teacher guided practice in word lists and
controlled contexts in which students can apply new
skills.
4.
offer repeated opportunities for students to read
words in context and apply new skills.
5.
provide periodic review of previously taught phonics
skills.
6.
teach explicit skills to read multi-syllabic words by
using root words, prefixes, suffixes and known word
parts.
7.
teach the structure of compound words and
contractions.
17
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
8.
provide instruction to separate auditory and visually
similar letter combinations in instructional sequence
and not introducing both sounds of a combination
simultaneously (e.g., ai, au).
9.
review the sounds of individual letters prior to
introducing larger orthographic units.
I
10. incorporate spelling to reinforce word analysis.
11. demonstrate clear connection between decoding
(symbol to sound) and spelling (sound to symbol).
12. use decodable texts based on specific phonic lessons.
B.
VOCABULARY: using words to communicate effectively
1.
identify and use grade level appropriate sight words
and reading vocabulary as part of daily reading
instruction.
2.
recognize and apply vocabulary rules i.e.,
‰
‰
‰
‰
‰
‰
‰
high frequency words
homonyms
homophones
multiple-meaning words
synonyms
antonyms
word meanings based on affixes
3.
provide context clues and build on prior knowledge
to decode unknown words.
4.
sequence instruction in teaching high frequency
words.
5.
provide direct instruction and multiple instruction of
specific concepts and critical vocabulary.
6.
provide diverse vocabulary from stories and
informational text.
18
A
M
N
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
7.
limit the number of vocabulary words introduced at
any given time to a maximum of ten.
8.
provide cumulative review of vocabulary.
9.
provide instructional materials for the use of
differentiated activities.
I
10. provide multiple assessment for vocabulary taught.
11. pre-teach vocabulary prior to reading a selection.
C.
COMPREHENSION: understanding texts and task read
1.
guide students through texts in which teachers think
out loud as they identify the components of story
structure with a gradual transfer of responsibility of
thinking to the student.
2.
read grade appropriate material with accuracy and
understanding.
3.
use clues to aid comprehension and make
predictions about content.
4.
respond to both literal and interpretive
comprehension questions before, during and after
reading of a developmentally appropriate reading
selection.
5.
establish a purpose for reading.
6.
make connections to self, text and the world.
7.
provide opportunity to read and understand a variety
of literature passages and texts (e.g., fairy tales, folk
tales, nonfiction, poems).
8.
teach explicit strategies to interpret information from
graphs, diagrams and charts.
9.
teach conventions of informational text to locate
important information.
10. teach analyzing elements of narrative text.
19
A
M
N
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
11. teach analyzing elements of expository text.
12. cumulatively build a repertoire of skills and
strategies that are introduced, applied and integrated
with appropriate texts and for authentic purposes
over the course of the year.
13. teach comprehension skills to understand a selection
i.e.,
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
story elements
activate prior knowledge
main idea
sequence
cause and effect
predicting
drawing conclusions
fact and opinion
compare and contrast
summarize
14. use graphic organizers to interpret information.
15. continue comprehension skill(s) across several
instructional sessions to illustrate the applicability
and utility of the skill(s).
16. teach skill or strategy explicitly with the aid of
carefully designed examples and practice.
17. use multiple measures to assess comprehension.
D.
FLUENCY: reading words, phrases and sentences in a given text with speed,
accuracy and expression to understand what is read
1.
provide the opportunity for ample practice activities
to read and re-read passages that will help build
toward a 90 word per minute fluency goal by the end
of the year.
2.
provide the opportunity to practice high frequency
and irregular words for speed and accuracy.
20
N
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
E.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
3.
introduce repeated reading after students read words
in passages accurately.
4.
provide sufficient independent practice materials of
appropriate difficulty for students to develop fluency
(e.g., reader’s theater, repeated reading, phrase
reading).
5.
provide audios for lesson stories.
6.
provide a variety of activities to increase fluency
skills.
7.
provide read aloud opportunities of familiar stories,
poems and passages for the students to demonstrate
fluent reading with expression (e.g. rhythm, flow
meter, tempo, pitch, tone, intonation).
8.
provide a variety of literary works for student self
selection to increase the amount of independent
reading.
I
A
M
N
WRITTEN APPLICATION: responding in written form to information and
texts
1.
connect sounds to make words in phonics
instruction.
2.
apply vocabulary in writing to real life situations.
3.
provide practice writing beginning, middle and end
of a story.
4.
develop a story with proper sequence.
5.
apply capitalization, punctuation and sentence
structure skills in responding to narrative and
expository texts.
21
READING/LITERATURE
SPECIFIC CRITERIA FOR CONTENT AND SKILLS
THIRD GRADE
The third grade reading program will provide a comprehensive reading program targeting scientifically-based
reading research (SBRR) with emphasis on vocabulary, fluency, and comprehension. Students will be engaged in
reading and responding to a variety of literature using literal and critical comprehension skills. Students will learn,
practice, and apply strategies focusing on preparing literate, independent, and self-motivated readers in order to
become critical thinkers. Proficiency in written application will allow students to effectively communicate for
various purposes by developing the writing process. West Virginia teachers are responsible for analyzing the
benefits of technology for learning and for integrating technology appropriately in the students’ learning
environment.
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
For student mastery of content standards and objectives the instructional materials will
A.
VOCABULARY: using words to communicate effectively
1.
review and practice grade level appropriate sight
words.
2.
review and practice high frequency irregular words
from list of commonly used words.
3.
introduce, review and practice content vocabulary.
4.
provide explicit instruction in specific concepts and
vocabulary essential to understanding text (e.g.,
synonyms, antonyms, homonyms, compound words,
multi-meaning words).
5.
introduce, review and practice multi-syllabic words
(e.g., base words, prefixes, suffixes).
6.
provide opportunities to read multi-syllabic words
fluently.
7.
apply context clues to gain meaning of unfamiliar
words.
8.
expose students to a broad and diverse vocabulary
through listening, reading and explicit instruction.
9.
connect previously taught skills and strategies with
new content and text.
10. provide on-going, spiral review of skills previously
taught.
22
N
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
11. provide adequate practice, intervention and
enrichment for differentiated instruction.
12. provide explicit instructional strategies using
modeling “think-alouds” and guided practice with
the gradual transfer of responsibility to students.
13. provide in-depth and multiple assessment for
vocabulary as it relates to the weekly story and skills
taught.
B.
COMPREHENSION: reading and responding to texts and tasks
1.
apply reading skills and strategies to comprehend a
variety of literary genres.
2.
teach and activate prior knowledge.
3.
apply each of the following comprehension skills to
understand and retell a story i.e.,
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
story elements
sequence
expository works
drawing conclusions
compare/contrast
prediction
cause and effect
summarize
infer
main idea and details
paraphrase
4.
apply figurative language within the text (e.g.,
simile, metaphor, idiom).
5.
apply graphic organizers to interpret meaning (e.g.,
charts, graphs, diagrams, time lines, Venn diagrams,
webs).
6.
explain the purpose for reading i.e.,
‰ for information
‰ for pleasure
‰ for understanding the point of view
23
M
N
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
7.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
define the author’s purpose i.e.,
‰ to explain
‰ to inform
8.
provide connections between text, self and the
world.
9.
provide a variety of informational resources to
support literacy learning (e.g., signs, captions,
written directions, informational books, labels,
environmental print).
10. connect previously taught skills and strategies with
new content and text.
11. provide on-going, spiral review of skills previously
taught.
12. use text in which the comprehension skills are
explicitly stated and follow a logical order.
13. provide adequate practice, remediation and
enrichment for differentiated instruction.
14. provide opportunities for independent reading i.e.,
‰ list of books related to specific stories and units
‰ leveled readers
‰ decodable readers
15. provide explicit instructional strategies using
modeling, “think-alouds”, guided practice, with the
gradual transfer of responsibility to students.
16. provide in-depth and multiple assessment for
comprehension of the weekly story and skills taught.
24
I
A
M
N
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
C.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
FLUENCY: reading words, phrases and sentences in a given text with speed,
accuracy and expression to understand what is read
1.
provide instructional text at appropriate readability
levels designed for 3rd graders to read with accuracy
and comprehension.
2.
provide familiar stories, poems and passages to be
read with fluency and expression (e.g., rhythm, flow,
meter, tempo, pitch, tone, intonation).
3.
provide fluency materials which contain words
comprised of phonetic elements and word types that
have been introduced.
4.
assess fluency regularly.
5.
build automaticity to 120 words per minute by end
of 3rd grade.
6.
include sufficient independent practice materials of
appropriate difficulty for students to develop
fluency.
7.
provide opportunities to read multi-syllabic words
more fluently.
8.
provide explicit explanations including modeling,
“think-alouds”, guided practice with the gradual
transfer of responsibility to students.
9.
provide fluently read audios of each story.
10. provide opportunities to build fluency using sentence
structure and punctuation.
25
N
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
D.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
WRITTEN APPLICATION: responding in written form to information and
texts
1.
provide daily reader response activities which relate
to the text.
2.
provide explicit explanations including modeling,
“think-alouds”, guided practice with the gradual
transfer of responsibility to students.
3.
provide activities which use the five step writing
process (graphic organizers for prewriting activities,
drafting, revision, editing, publishing).
4.
provide a variety of strategies to plan simple
research.
5.
provide a variety of sources to gather information.
6.
provide activities that foster the development of
specific mechanics of grammar (e.g., capitalization,
punctuation and sentence structure in written
composition).
26
READING/LITERATURE
SPECIFIC CRITERIA FOR CONTENT AND SKILLS
FOURTH GRADE
Fourth grade students continue to develop as independent, motivated readers and writers who think
critically and take responsibility for their learning. Students will engage in vocabulary, fluency and comprehension
strategies applied across the content areas. At this level, children will interact with a wide range of literary forms,
building the foundation for lifelong reading and writing. West Virginia teachers are responsible for analyzing the
benefits of technology for learning and for integrating technology appropriately in the students’ learning
environment.
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexiste
nt
Less than
60%
I
A
M
For student mastery of content standards and objectives the instructional materials will
provide opportunities for the student to
A. VOCABULARY: the use of words to comprehend and produce language
1.
provide direct and rich vocabulary instruction.
2.
provide level-appropriate vocabulary strategies i.e.,
‰
‰
‰
‰
‰
‰
multiple meaning words
synonyms
antonyms
homonyms
content area vocabulary
context clues
3.
provide opportunities to apply structural analysis and
context clues to decode and encode words.
4.
use graphic organizers to visualize thinking, make
connections, utilize prior knowledge and explore
unknown content.
5.
use resource materials to determine the meaning of
unknown words or multiple meaning words.
6.
determine the meaning of words from their use in
context to aid comprehension and make predictions
i.e.,
‰
‰
‰
‰
‰
‰
pictures
picture captions
titles
headings
story structure
story topics
27
N
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
B. FLUENCY: the ability to read with accuracy, expression, comprehension and
appropriate rate
1.
read instructional level texts with fluency in order to
support comprehension.
2.
increase reading rate, verbal expression, and
accuracy during oral and silent reading.
3.
use self-correction strategies i.e.,
‰ search for clues
‰ identify miscues
‰ reread
4.
increase amount of independent reading.
C. COMPREHENSION: active process of constructing meaning from text
1.
use comprehension skills to understand literary works
of various genres i.e.,
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
2.
summarize
identify story elements
skim and scan
draw conclusions
make predictions
use context clues
define expository text
compare/contrast
identify imagery
paraphrase
compose personal response
make inferences
distinguish fact and opinion
determine sequence
distinguish cause/effect
answer questions
generate questions
determine a purpose for reading across the curriculum.
28
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
3.
summarize the author’s purpose including but not
limited to persuading, informing and expressing a
specific viewpoint.
4.
recognize the characteristics of a variety of literary
forms and genre i.e.,
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
fairy tales
folk-tales
fiction
non-fiction
myths
poems
fables
fantasies
biographies
autobiographies
chapter books
5.
make connections between self and text with people
and events in ones own culture and other cultures.
6.
use graphic organizers and visualization techniques to
interpret information i.e.,
‰
‰
‰
‰
7.
charts
graphs
diagrams
non-verbal symbols
recognize the ways in which language is used in
literary texts i.e.,
‰
‰
‰
‰
simile
metaphor
idioms
analogies and puns
29
I
A
M
N
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
D. WRITTEN APPLICATION: employing a wide range of writing strategies to
communicate effectively for different purposes what has been read
1.
provide strategies for the five-step writing process
i.e.,
‰
‰
‰
‰
‰
2.
prewriting
drafting
revision
editing
publishing
gather and record information for research topics
i.e.,
‰
‰
‰
‰
‰
‰
‰
‰
‰
notes
maps
charts
graphs
tables
summarize
paraphrase
describe in narrative form
gather direct quotes
3.
use writing prompts for a variety of compositions
and purposes.
4.
practice multiple strategies to improve writing skills
i.e.,
‰
‰
‰
‰
‰
5.
organization
clear focus
sentence structure and variety
clear and effective word choice
language conventions
practice strategies for compiling information into
written reports or summaries i.e.,
‰ incorporate notes into a finished product
‰ incorporate support through facts, details,
explanations, examples
‰ draw conclusions from materials
‰ use appropriate visual aids and media
30
N
READING/LITERATURE
SPECIFIC CRITERIA FOR CONTENT AND SKILLS
FIFTH GRADE
Fifth grade students will develop as readers and writers who are independent, self-motivated and critical
thinkers who take responsibility for their learning by strengthening knowledge and abilities learned in earlier grades.
Students will be engaged in vocabulary, fluency, and comprehension strategies, along with written application, that
will be applied to the content areas. At this level, children are provided with a variety of opportunities to interact
with a wide-range of literary forms, building the foundation for lifelong reading and writing. West Virginia teachers
are responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in
the students’ learning environment.
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexiste
nt
Less than
60%
I
A
M
For student mastery of content standards and objectives the instructional materials will
provide opportunities for the student to
A. VOCABULARY: the use of words to comprehend and produce language
1.
use direct and rich vocabulary instruction.
2.
identify level appropriate vocabulary i.e.,
‰
‰
‰
‰
‰
‰
multiple-meaning words
synonyms
antonyms
homonyms
content area vocabulary
context clues
3.
use denotation to understand word meaning.
4.
use graphic organizers to make connections to prior
knowledge and unknown content.
5.
use resource materials i.e.,
‰ dictionary
‰ glossary to determine the meaning of unknown
words or multiple meaning words
6.
identify figurative language in text i.e.,
‰ hyperbole
‰ alliteration
31
N
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
B. FLUENCY: the ability to read with accuracy, expression, comprehension and
appropriate rate
1.
read instructional level texts with fluency in order to
support comprehension.
2.
increase reading rate, verbal expression, and
accuracy during oral and silent reading.
3.
use self-correction strategies i.e.,
‰ search for clues
‰ identify miscues
‰ reread
4.
increase amount of independent reading
C. COMPREHENSION: active process of constructing meaning from text
1.
use comprehension skills to understand literary works of
various genres i.e.,
‰
‰
‰
‰
‰
‰
‰
‰
‰
summarize
draw conclusions
story structure
predict
use context clues
infer
clarify
question answering
question generation
2.
determine main idea and locate supporting details in a
literary passage.
3.
summarize the author’s purpose including but not
limited to persuading, informing and expressing a
specific viewpoint.
4.
identify literary techniques used to interpret literature
including but not limited to compare/contrast and
cause/effect.
5.
analyze text to determine time and sequence.
32
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
6.
make text connections to self, to other text and to the
world.
7.
use graphic organizers and visualization techniques to
interpret information i.e.,
‰
‰
‰
‰
charts
graphs
diagrams
non-verbal symbols
8.
determine the elements of literature including but not
limited to setting, characterization, conflict, and plot to
construct meaning and recognize author’s and/or
reader’s purpose.
9.
interpret text to determine a character’s feelings,
motives, traits and causal relation with the ability to
describe characters based on their thoughts and actions.
10. read types of poetry that use inversion, rhyme and
rhythm i.e.,
‰
‰
‰
‰
‰
‰
‰
‰
diamante
shape
haiku
limerick
name poems
bio poems
cinquain
quatrain
33
I
A
M
N
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
D. WRITTEN APPLICATION: employing a wide range of writing strategies to
communicate effectively for different purposes what has been read
1.
use the five-step writing process i.e.,
‰
‰
‰
‰
‰
2.
prewriting
drafting
revision
editing
publishing
write for a specific purpose i.e.,
‰
‰
‰
‰
creative
narrative
informative
persuasive
3.
develop a 3-5 paragraph composition.
4.
use a writing prompt to develop a composition that is
well organized, has clear focus, uses varied sentence
structure and word choice, and demonstrates effective
use of mechanics.
5.
apply capitalization rules, punctuation rules, a variety
of sentence types, correct pronoun case and
pronoun/antecedent agreement, correct verb tense and
subject/verb agreement in all composition writing.
34
N
READING/LITERATURE
SPECIFIC CRITERIA FOR CONTENT AND SKILLS
SIXTH GRADE
Sixth grade students continue to develop as independent, motivated readers and writers who think critically
and take responsibility for their learning. Students will engage in vocabulary, fluency and comprehension strategies
applied across the content areas. At this level, children will interact with a wide range of literary forms, building the
foundation for lifelong reading and writing. West Virginia teachers are responsible for analyzing the benefits of
technology for learning and for integrating technology appropriately in the students’ learning environment.
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexiste
nt
Less than
60%
I
A
M
For student mastery of content standards and objectives the instructional materials will
provide opportunities for the student to
A. VOCABULARY: the use of words to comprehend and produce language
1.
provide direct and rich vocabulary.
2.
determine the meaning of words from their use in
context.
3.
determine the definition of multiple-meaning words
used in context.
4.
determine the synonym for words in text to improve
quality (e.g. precise verbs, descriptive modifiers,
sensory details).
5.
recognize and use root origins as structural cues in
determining word meaning.
6.
recognize root words, prefixes and suffixes as cues
in determining word meaning.
7.
use resource materials (e.g. dictionary; glossary;
thesaurus) to determine the meaning of unknown
words or multiple meaning words.
8.
use connotation and denotation to understand
meaning.
9.
analyze text to determine transitional words.
10. use graphic organizers during vocabulary instruction
to make connections between prior knowledge of
words/vocabulary to unfamiliar or new content.
35
N
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
B. FLUENCY: Explore vocabulary words through multiple exposure
1.
read with accuracy and comprehension instructional
level texts designed for the sixth grade and use selfcorrection strategies.
2.
read familiar stories, poems and passages with
fluency.
3.
read orally with expression literary texts across the
curriculum.
4.
increase amount of independent reading.
C. COMPREHENSION: active process of constructing meaning from text
1.
read literary works by national and international
authors to include but not limited to the following:
short stories, science fiction, contemporary fiction,
historical fiction, biographies, narratives, and poetry.
2.
read literary works by West Virginia authors.
3.
determine the main idea of a passage whether stated
or inferred.
4.
determine the author’s purpose by analyzing
information on tone, style, and technique of writing.
5.
determine the appropriate reading strategy (e.g.,
rereading) to acquire specific information.
6.
locate specific details in a literary selection to
promote initial understanding including but not
limited to vocabulary, cause-effect, classifying,
compare and contrast, sequence, etc.
7.
determine plot, style, mood, characterization, and
time/sequence order words to construct initial
meaning and genre (e.g., science fiction, folktales,
etc.).
8.
practice the skill of developing graphic organizers.
36
N
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
9.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
use graphic organizers to construct meaning of a
literary selection showing main ideas, supporting
details, and the relationship among those ideas.
10. interpret text to determine a character’s feelings,
motives and traits from the text.
11. draw a conclusion to describe characters based on
their thoughts and actions.
12. justify conclusions or opinions reached from
textbook information.
13. identify and apply comprehension strategies through
the critical thinking of summarizing and interpreting.
14. justify conclusions drawn by the student, based on
textbook information.
15. use context clues to determine the meaning of a word
or phrase.
16. determine the sequence of events in a text to
determine and enhance understanding.
17. use setting, plot, characterization and style to
determine a text’s genre (e.g., science fiction,
folktale).
18. locate specific details in both functional (e.g.,
advertisements) and recreational materials to
promote understanding .
19. distinguish between fact and opinion.
20. determine the meaning of persuasive language and
propaganda in functional text (e.g., advertisements,
magazine articles, pamphlets, etc.).
21. locate specific details in ads and other functional
material to verify initial understanding.
37
I
A
M
N
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
D. WRITTEN APPLICATION: employing a wide range of writing strategies to
communicate effectively for different purposes what has been read
1.
use writing strategies to compose various types of
compositions i.e.,
‰
‰
‰
‰
‰
‰
‰
‰
informative
descriptive
narrative
expository
persuasive
chronologically ordered
explanatory
compare/contrast cause/effect
2.
use a writing prompt to develop a composition that
contains specific, relevant details and transitions.
3.
provide opportunities to use the five-step writing
process i.e.,
‰
‰
‰
‰
‰
‰
4.
prewriting
drafting
revising
editing
publication
throughout the text
make use of functional types of writing i.e.,
‰
‰
‰
‰
book reports
friendly letter
essay questions
outlining
38
N
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
5.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
use writing strategies to address specific writing
purposes i.e.,
‰
‰
‰
‰
‰
‰
‰
‰
creative
journalistic
essay
descriptive
narrative
informative
persuasive
expository
and address various audiences (e.g., peers, teacher;
employers).
6.
identify and use correct note taking process.
7.
organize information into an outline by categorizing
information into topic, subtopic and detail.
8.
respond in writing to recreational and functional text
using a variety of strategies and styles including but
not limited to newspaper article, essay, journal,
friendly letter, business letter, research and poetry.
9.
demonstrate the use of personal writing for
pleasure and enjoyment including but not limited to
journals and friendly letters.
10. use traditional organizers to create, read, interpret
and organize information in the form of tables,
graphs, diagrams and charts.
39
I
A
M
N
READING/LITERATURE
SPECIFIC CRITERIA FOR CONTENT AND SKILLS
SEVENTH GRADE
Seventh grade students continue to develop as independent, motivated readers and writers who think
critically and take responsibility for their learning. Students will engage in vocabulary, fluency and comprehension
strategies applied across the content areas. At this level, children will interact with a wide range of literary forms,
building the foundation for lifelong reading and writing. West Virginia teachers are responsible for analyzing the
benefits of technology for learning and for integrating technology appropriately in the students’ learning
environment.
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexiste
nt
Less than
60%
I
A
M
For student mastery of content standards and objectives the instructional materials will
provide opportunities for the student to
A.
VOCABULARY: the use of words to enhance and improve reading
comprehension and fluency
1.
use root words, prefixes, and suffixes to spell and
comprehend word meanings.
2.
understand and use resource materials (e.g.,
thesaurus, dictionaries).
3.
recognize and understand the use of abbreviated
words.
4.
understand connotation and denotation associated
with words, sentences and passages.
5.
use graphic organizers to increase comprehension of
words, their definitions and usage.
6.
determine the meaning of words from their use in
context, including multiple meaning words.
7.
determine synonyms for words in texts (e.g., precise
verbs, descriptive modifiers, sensory details,
transitional cues).
40
N
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
B. FLUENCY: the ability to read orally and silently with accuracy, expression,
comprehension and appropriate rate
1.
recognize and exhibit oral communication skills by
monitoring tone, rate and volume.
2.
read a variety of stories, poems and passages with
fluency.
3.
perform dramatizations to increase fluency.
4.
increase amount of independent/individual reading.
5.
use reading partners to refine/perfect reading
fluency.
C. COMPREHENSION: active processing of constructing meaning in a variety of
literary works
1.
apply reading skills while reading literary work
by national and international authors to include
but not limited to the following: short stories,
science fiction, contemporary fiction, historical
fiction, biographies, narratives, poetry.
2.
read literary works by West Virginia authors.
3.
determine the main idea of a passage whether stated
or inferred.
4.
determine the elements of literature i.e.,
‰
‰
‰
‰
‰
plot
style
mood
characterization
time/sequence order words
to construct initial meaning and identify genre (e.g.,
science fiction, folktales, etc.).
5.
use the elements of literature to recognize author’s
and/or reader’s purpose.
41
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
6.
recognize common themes through a variety of
literary works and genres.
7.
make inferences from functional materials to analyze
information.
8.
use comprehension strategies to generalize, evaluate,
infer, and paraphrase.
9.
recognize and evaluate the effects of figurative
language in literary works/passages i.e.,
‰
‰
‰
‰
‰
‰
‰
similes
metaphors
jargon
idioms
personification
imagery
alliteration
10. relate personal and real world experiences to text
materials.
11. use previewing and scanning to make predictions
about text.
12. use skimming to retrieve information.
13. define and apply literary terms in order to analyze
and interpret literature.
14. read a variety of poetic forms to recognize the
use of inversion, rhyme, and rhythm in narrative
poems, ballads, and lyrics.
15. use graphic organizers to construct meaning of
textbook passage showing main ideas, supporting
details, and the relationship among those ideas.
42
I
A
M
N
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
16. analyze text to make character generalizations and
descriptions i.e.,
‰
‰
‰
‰
‰
feelings
motives
traits
thoughts
actions
17. justify and support conclusions or opinions reached
from textbook information.
18. identify and apply comprehension skills through
summarizing, interpreting, critical thinking through
projects (e.g., debates, written responses, posters,
tableaux, etc.).
D. WRITTEN APPLICATION: employing a wide range of writing strategies to
communicate effectively for different purposes as it applies to literature
1.
use a prompt to develop a focused composition that
addresses a specific literary passage.
2.
respond in writing to recreational and functional
texts using a variety of strategies and styles (e.g.,
newspaper article, essay, journal, friendly letter,
business letter, research, and poetry).
3.
use prewriting and drafting strategies to address
specific writing purposes.
4.
develop a composition that is focused, coherent, and
has a clear and logical progression of ideas and
smooth transitions.
5.
use writing strategies to write for different
audiences.
6.
develop a composition with a beginning, middle,
and ending, using relevant details and complete and
varied sentences.
7.
use graphic organizers to outline a written response.
8.
use critical thinking to develop constructed
responses to literary passages.
43
N
READING/LITERATURE
SPECIFIC CRITERIA FOR CONTENT AND SKILLS
EIGHTH GRADE
Eighth grade students continue to develop as independent, motivated readers and writers who think
critically and take responsibility for their learning. Students will engage in vocabulary, fluency and comprehension
strategies applied across the content areas. At this level, children will interact with a wide range of literary forms,
building the foundation for lifelong reading and writing. West Virginia teachers are responsible for analyzing the
benefits of technology for learning and for integrating technology appropriately in the students’ learning
environment.
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexiste
nt
Less than
60%
I
A
M
For student mastery of content standards and objectives the instructional materials will
provide opportunities for the student to
A. VOCABULARY: the use of words to enhance and improve reading
comprehension and fluency
1.
determine the meaning of words from their use in
context, including multiple-meaning words.
2.
develop vocabulary by following explicit
instructional strategies.
3.
use root words, prefixes, and suffixes to spell and
comprehend word meanings.
4.
determine synonyms for words in texts (e.g., precise
verbs, descriptive modifiers, sensory details,
transitional cues).
5.
use graphic organizers to increase comprehension of
words, their definitions and usage.
6.
understand and use resource materials (e.g.,
thesaurus, dictionaries).
7.
recognize and understand acronyms.
44
N
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
B. FLUENCY: the ability to read orally and silently with accuracy, expression,
comprehension and appropriate rate
1.
recognize and exhibit oral communication skills by
monitoring tone, rate and volume.
2.
read a variety of stories, poems and passages with
fluency.
3.
perform dramatizations to increase fluency.
4.
increase amount of independent/individual reading.
5.
use reading partners in to refine/perfect reading
fluency.
C. COMPREHENSION: the active processing of constructing meaning in a variety
of literary works
1.
apply reading skills while reading literary work by
national and international authors to include but not
limited to the following: short stories, science
fiction, contemporary fiction, historical fiction,
biographies, narratives, poetry.
2.
read literary works by West Virginia authors.
3.
determine the main idea of a passage whether stated
or inferred.
4.
determine the elements of literature i.e.,
‰
‰
‰
‰
‰
plot
style
mood
characterization
time/sequence order words
to construct initial meaning and identify genre (e.g.,
science fiction, folktales, etc.).
5.
recognize common themes through a variety of
literary works and genres.
45
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
6.
make inferences from functional materials to analyze
information.
7.
provide direct instruction of comprehension
strategies i.e.,
‰
‰
‰
‰
‰
‰
‰
‰
8.
generalize
evaluate
infer
paraphrase
make judgments
hypothesize
critique
analyze
recognize and evaluate the effects of figurative
language in literary works/passages i.e.,
‰ onomatopoeia
‰ pun
9.
make text connections to self, to other texts and to
the real world.
10. read a variety of poetic forms to recognize the use of
inversion, rhyme and rhythm in narrative poems,
ballads, lyrics and epic.
11. use graphic organizers to construct meaning of a
textbook passage showing main ideas, supporting
details and the relationship among those ideas.
12. analyze text to make character generalizations and
develop descriptions i.e.,
‰
‰
‰
‰
‰
feelings
motives
traits
thoughts
actions
13. justify and support conclusions or opinions reached
from textbook information.
14. identify and apply comprehension skills through
summarizing, interpreting and critical thinking.
46
I
A
M
N
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
D. WRITTEN APPLICATION: employing a wide range of writing strategies to
communicate effectively for different purposes as it applies to literature
1.
use a prompt, use the writing process to develop a
focused composition that addresses a specific
literary passage.
2.
respond in writing to recreational and functional
texts using a variety of strategies and styles (e.g.,
newspaper article, essay, journal, friendly letter,
business letter, research and poetry).
3.
use prewriting and drafting strategies to address
specific writing purposes.
4.
develop a composition that is focused, coherent, and
has a clear and logical progression of ideas and
smooth transitions.
5.
use writing strategies to write for different
audiences.
6.
develop a composition with a beginning, middle and
ending, using relevant details and complete and
varied sentences.
7.
use graphic organizers to outline a written response.
8.
use critical thinking to develop constructed
responses to literary passages.
9.
conduct research using parts of a book to gather,
evaluate and synthesize data from a variety of
sources (e.g., print, non-print, people).
10. Follow instruction on the use of the writing process
i.e.,
‰
‰
‰
‰
‰
prewriting
drafting
revision
editing
publication
47
N
READING/LITERATURE
SPECIFIC CRITERIA FOR CONTENT AND SKILLS
NINTH GRADE
Reading and English Language Arts ninth grade students will focus on the effective use of written language
in educational, occupational and interpersonal endeavors. To meet the needs of the 21st Century student, a wide
range of media should enhance instructional delivery. Frequent interaction with a broad array of literature, both
classic and contemporary, will encourage an appreciation for the power of the written and spoken word. West
Virginia teachers are responsible for analyzing the benefits of technology for learning and for integrating technology
appropriately in the students’ learning environment.
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
For student mastery of content standards and objectives the instructional materials will
provide opportunities for the student to
A.
VOCABULARY: use a variety of techniques to enhance vocabulary
development
1.
expand the use of various strategies to establish
word meanings i.e.,
‰ context clues
‰ affixes
‰ multiple meanings
B.
2.
expand vocabulary through various literary works.
3.
identify and apply word etymologies to determine
meaning.
4.
recognize choices of pronunciation and spelling
(dictionary, spell check, thesaurus).
FLUENCY: increase personal reading fluency, both silent and oral, through a
variety of genres to enhance reading development
1.
participate in independent and directed reading with
emphasis on fiction and nonfiction, classic and
contemporary.
48
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
2.
N=Nonexistent
Less than 60%
I
A
M
N
skimming
scanning
note-taking
SQ3R
provide practice in the location of specific
information from various genres i.e.,
‰
‰
‰
‰
C.
M=Minimal
60%
practice using various reading skills for literary
experience, information and/or performing a task
i.e.,
‰
‰
‰
‰
3.
A=Adequate
80%
main and supporting ideas
specific facts
statistics
definition
COMPREHENSION: understand and relate to a variety of genres on literal,
interpretive and critical levels using effective reading strategies
1.
identify historical, cultural and biographical
influences of literary works.
2.
recognize literary styles according to genre.
3.
recognize and explain the purpose of illustration
within a specific text (e.g., pictures, artwork, graphic
organizers such as maps, charts, lists and graphs).
4.
recognize literary devices i.e.,
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
personification
symbolism
imagery
metaphor
simile
humor
rhythm
rhyme
meter
alliteration
assonance
49
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
D.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
5.
identify literary elements within a specific genre
(e.g., point of view, theme, conflict, characterization,
voice).
6.
form supportable predictions, opinions, inferences
and conclusions based upon text.
7.
recognize the elements, structures and tone of
various genres.
8.
perform a task from written directions.
I
A
M
N
Writing: employ a wide range of writing strategies to communicate effectively
for different purposes
1.
address specific writing purposes (e.g., narrative,
expository, persuasive, descriptive).
2.
provide strategies for the five-step writing process
i.e.,
‰
‰
‰
‰
‰
prewriting
drafting
revising
editing
publication
3.
create a well-developed composition from a prompt.
4.
use a clearly worded and correctly placed thesis
statement to develop a composition that addresses
the assigned topic.
5.
use a clear, logical progression of ideas (e.g., spatial
order in descriptive essay, chronological order in
process essay, to develop a composition that is
focused and coherent).
6.
use different transitional devices (e.g., introductory
and transitional phrases and conjunctions) within
and between paragraphs.
7.
use complete and varied sentences to develop a
composition.
50
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
8.
use appropriate and precise word choice to develop a
composition.
9.
access and evaluate a variety of sources i.e.,
‰ Reader’s Guide
‰ card catalog
‰ electronic media
10. extend note-taking skills to process and organize
information.
11. recognize the concept of intellectual property and
plagiarism (e.g., media copyright laws,
public/private domain, primary/secondary sources).
12. differentiate between plagiarism and paraphrasing.
13. develop outlining skills to organize text and
composition information by selecting main points
and supporting details.
14. practice correct use of bibliographic format in
research documentation (e.g., MLA and APA).
15. integrate writing skills and assignments using
literary text and grammar.
16. provide supplemental language materials to support
writing.
17. provide supplemental materials on literary criticism
for the advanced student: literary criticism, graphic
organizers, essential questions and researched based
strategies.
51
I
A
M
N
READING/LITERATURE
SPECIFIC CRITERIA FOR CONTENT AND SKILLS
TENTH GRADE
Reading and English Language Arts tenth grade students will use written language for educational,
occupational and interpersonal endeavors. Preparation will include critiquing oral presentations and using listening,
speaking and viewing while reading and writing. To meet the needs of the 21st Century student, a wide range of
media should enhance instructional delivery. Frequent interaction with a broadened array of literature will encourage
an increased appreciation and understanding of the power of the spoken and written word across the curriculum.
West Virginia teachers are responsible for the benefits of technology for learning and for integrating technology
appropriately in the students’ learning environment
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexiste
nt
Less than
60%
I
A
M
N
For student mastery of content standards and objectives the instructional materials will
provide
opportunities
for
the
student
to
A.
VOCABULARY: use vocabulary skills to read for literacy experience, read to
inform and read to perform a task
1.
expand the use of various strategies to establish
word meaning i.e.,
‰ context clues
‰ affixes
‰ multiple word meanings
B.
2.
expand vocabulary through reading various literary
works.
3.
explain and apply knowledge of word etymologies
to determine word meaning.
4.
develop vocabulary skills through direct instruction.
5.
compare and contrast pronunciation of words and
different spellings.
FLUENCY: increase personal reading fluency, both silent and oral, through a
variety of genres to enhance reading development
1.
participate in independent and directed reading
selections with emphasis on fiction and nonfiction,
classic and contemporary.
2.
use texts for practice in rate, accuracy and prosody
(e.g., Readers Theatre).
52
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
C.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
COMPREHENSION: understand and relate to a variety of genres on literal,
interpretive and critical levels using effective reading strategies
1.
analyze and research historical, cultural and
biographical influences of literary works.
2.
compare and contrast literary styles according to
genre.
3.
recognize characteristics of author’s style, purpose
and tone.
4.
form supportable predictions, opinion, inferences
and conclusions based upon a text and/or implicit
ideas.
5.
recognize and interpret author’s choice of literary
devices (e.g., personification, symbolism, imagery,
metaphor, simile, humor, rhythm, rhyme, meter and
alliteration).
6.
recognize persuasive language and techniques (e.g.,
advertisements, junk mail and news stories).
7.
access and evaluate a variety of sources (e.g.,
Reader’s Guide, card catalog, electronic media and
newspapers).
8.
apply note-taking skills to process and organize
information such as paraphrasing, summarizing and
quoting.
9.
organize text and composition information and
outline by selecting main points and supporting
details.
10. communicate and follow intricate directions.
11. employ appropriate classroom communications
skills such as asking and answering questions to
foster comprehension and communication in the
appropriate tone, and at the appropriate time.
12. practice various reading skills for literary
experience, information and/or performing a task
(e.g., skimming, scanning, note-taking, SQ3R).
53
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
13. practice locating specific information from various
genres (e.g., main and supporting ideas, specific
facts, statistics, definition).
D.
WRITTEN APPLICATION: use writing application and the writing process to
enhance understanding of a wide variety of literature
1.
employ writing strategies to address specific
audiences.
2.
use prewriting strategies to generate topics and plan
approaches to writing.
3.
use various points of view to create a well-developed
composition from a writing prompt.
4.
develop worded and correctly placed thesis
statement that is supported by relevant details to
develop a composition that addresses the assigned
topic.
5.
develop writing that is focused and coherent and has
a clear, logical progression of ideas.
6.
use different transitional devices within and between
paragraphs.
7.
develop a composition with vivid, precise and
economical word choice.
8.
explain and identify the concept of intellectual
property and plagiarism in all media.
9.
differentiate between plagiarism and paraphrasing.
10. integrate writing skills and assignments using
literary text and grammar.
11. use supplemental language materials to support
writing.
12. use supplemental materials to develop literary
criticism for different student developmental levels
(e.g., graphic organizers, essential questions, and
research-based strategies).
54
READING/LITERATURE
SPECIFIC CRITERIA FOR CONTENT AND SKILLS
ELEVENTH GRADE
Reading and English Language Arts eleventh grade students will refine and enhance foundational literary
and communication skills through academic rigor and depth. Career formalization, including college entrance exam
preparation and workplace readiness skills, will become a primary focus. Challenging research and writing skills
will be emphasized across the curriculum. Instruction across the curriculum will integrate technology appropriately
in the students’ learning environment. To meet the needs of the 21st Century student, will enhance instructional
delivery through a wide range of media.
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
For mastery of Content Standards and Objectives, the instructional materials will provide
opportunities for students to
A.
B.
VOCABULARY: use a variety of reading skills that includes appropriate
reading strategies and more independent reading
1.
expand vocabulary through reading literary works
and applying word etymologies to determine
meaning.
2.
understand and apply knowledge of literary devices.
3.
analyze text, using proper terminology, according to
content, structure and tone.
4.
understand the terminology used in literary criticism.
5.
use persuasive language.
6.
use vivid and precise vocabulary.
FLUENCY: increase personal reading fluency, both silent and oral, through a
variety of genres to enhance reading development
1.
use appropriate reading strategies for various
purposes.
2.
participate in independent and directed reading with
emphasis on classic literature.
3.
practice to increase reading rate, accuracy, prosody
and comprehension.
55
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
C.
D.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
COMPREHENSION: understand and relate to a variety of genres on literal,
interpretive and critical levels using effective reading strategies
1.
research, analyze and evaluate historical, cultural
and biographical influences of literary works.
2.
analyze literary styles by genre.
3.
increase the amount of independent reading.
4.
select and use appropriate reading strategies.
5.
analyze characteristics of author’s style.
6.
draw conclusions, make inferences and
generalizations, and interpret character traits.
7.
analyze a variety of texts according to content,
structure and tone.
8.
evaluate persuasive language and techniques.
9.
perform a task from written directions.
WRITING: employ a wide range of writing strategies to communicate
effectively for different purposes including developing the writing process,
gathering and using information for research purposes, and applying
mechanical and grammatical properties
1.
employ writing strategies to address specific
purposes and audiences.
2.
generate topics and plan approaches to writing using
prewriting strategies.
3.
employ drafting strategies for interdisciplinary
writing tasks.
4.
develop a clearly worded and correctly placed thesis
statement.
5.
develop a focused and coherent composition.
6.
identify and use subtle forms of transition in a
composition.
56
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
7.
identify rhetorical devices.
8.
produce functional writing for job application letters,
scholarship letters, essays and personal letters.
9.
develop a personal style and voice in writing.
10. use information necessary to aid research and
compile an essay or project following an accepted
format, using printed and electronic sources.
11. use revision and editing strategies to correct errors in
organization, content, usage, mechanics and spelling
in functional and research writing.
12. use note-taking skills with specific attention to
purpose, main ideas/key facts and overall themes in
order to synthesize information into a welldeveloped essay.
13. explain the concept of intellectual property and
plagiarism in all media.
14. differentiate between plagiarism and paraphrasing.
15. produce a suitable outline for use in a researched
essay or project.
16. integrate writing skills and assignments using
literary text.
17. provide supplemental language materials to support
writing.
18. Use supplemental materials on literary criticism for
the advanced student: literary criticism, graphic
organizers, essential questions and researched based
strategies.
57
I
A
M
N
READING/LITERATURE
SPECIFIC CRITERIA FOR CONTENT AND SKILLS
TWELFTH GRADE
Reading and English Language Arts twelfth grade students will focus and polish personal skills and goals.
Experiences such as a senior project or a sophisticated persuasive research paper will culminate the graduation
experience. Readiness for the work place or post secondary education is the final educational reality check during
the twelfth grade year. The expansion and appreciation of language and literature in spoken and written for is a
primary focus. West Virginia teachers are responsible for analyzing the benefits of technology for learning and for
integrating technology appropriately in the students’ learning environment. To meet the needs of the 21st Century
student, instructional delivery should be enhanced through a wide range of media.
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexiste
nt
Less than
60%
I
A
M
N
For student mastery of content standards and objectives the instructional materials will
provide opportunities for the student to
A.
B.
C.
VOCABULARY: use a variety of techniques to enhance vocabulary
development
1.
expand vocabulary by reading various literary works
and applying word etymologies to determine
meaning.
2.
recognize vocabulary that is vivid, precise and
economical.
FLUENCY: increase personal reading fluency, both silent and oral, through a
variety of genres to enhance reading development
1.
provide independent reading.
2.
increase reading rate, accuracy, prosody and
comprehension.
COMPREHENSION: use comprehension skills to read for literacy experience,
read to inform, and read to perform a task
1.
research, analyze and evaluate historical, cultural
and biographical influences to determine the impact
on literary works.
2.
analyze and evaluate author’s choice of genre.
58
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
D.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
3.
analyze and evaluate characteristic of author’s style,
purpose and techniques from a variety of selections
by the same author such as critical review and
literary character analysis.
4.
construct supportable conclusions, make inferences
and generalizations, and interpret character traits.
5.
analyze and evaluate persuasive language and
techniques (e.g., advertisements, junk mail, web
sites and news stories).
6.
analyze and evaluate types of text according to
content, structure and tone.
7.
read and evaluate literary criticism applicable to the
genre being studied.
8.
perform a task from written directions.
I
A
M
WRITING: employ a wide variety of writing strategies to communicate
effectively for different purposes
1.
employ writing strategies to address specific
purposes: narrative, expository, persuasive, research
and creative.
2.
employ drafting strategies for writing tasks
involving literature.
3.
develop a focused composition that has a clear and
logical progression of ideas supported by relevant
details.
4.
use subtle forms of transition in a composition (e.g.,
sentence links, repetition of key words and
sentences).
5.
apply rhetorical devices (e.g., parallel structure,
antithesis and narrative pace).
6.
produce functional writing related to life skills (e.g.,
letter of job application, scholarship application,
essay and personal letter).
59
N
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
7.
explain the concept of intellectual property and
plagiarism(e.g., media copyright laws and
private/public domain).
8.
differentiate between plagiarism and paraphrasing.
9.
correct errors in sentence structure and usage (e.g.,
parallelism, redundancy, misplaced modifiers and
subordination).
10. integrate writing skills and assignments using
literary text.
11. use supplemental language materials to support
writing.
12. provide supplemental materials on literary criticism
for the advanced student (e.g., literary criticism,
graphic organizers, essential questions and
researched based strategies).
60
I
A
M
N