Alignment of Communication Skills and MN Standards
READING AND LITERATURE
The Student will read and understand grade-appropriate text.
B. Vocabulary Expansion
Standard. The Student will use a variety of strategies to expand reading, listening, and
speaking vocabularies.
Assessment tools and subtests used to evaluate skills necessary to attain benchmark
skills:
CASL
Antonyms/Synonyms
Sentence Completion
Non-literal language
Idiomatic language
CELF-4
Word Definitions
Word Classes
Formulated Sentences
Semantic Relationships
BENCHMARK

Determine the meanings of unknown words using knowledge of common Greek
and Latin roots, suffixes and prefixes to understand content vocabulary and assist
pronunciation (Grades 6-8)

Apply the meanings of unknown words using knowledge of common Greek and
Latin roots, suffixes and prefixes to understand content vocabulary and assist
pronunciation (Grades 9-12)
Objective Focus:
1. Student will define prefixes, suffixes, and root words taken from the content
areas.
2. When given a list of vocabulary words from the content areas, the student will
apply knowledge of prefixes/suffixes/root words to segment and define the word.
3. When given a list of vocabulary words from the content areas, the student will
apply knowledge of prefixes/suffixes/root words to express the word in oral and
written forms.
4. When given a list of vocabulary words from the content areas, the student will
apply knowledge of prefixes & suffixes to change the meaning of root words in
oral and written forms.
1
Alignment of Communication Skills and MN Standards
READING AND LITERATURE
The Student will read and understand grade-appropriate text.
Vocabulary Expansion
Standard. The Student will use a variety of strategies to expand reading, listening, and
speaking vocabularies.
________________________________________________________________________
Assessment tools and subtests used to evaluate skills necessary to attain benchmark
skills:
CASL
Antonyms/Synonyms
Sentence Completion
Non-literal language
Idiomatic language
CELF-4
Word Definitions
Word Classes
Formulated Sentences
Semantic Relationships
BENCHMARK
 Determine pronunciations, meanings, and alternate word choices through the use
of dictionaries, thesauruses and electronic tools. (6-8)
 Determine the meaning of unfamiliar words and metaphors using dictionaries,
context clues and reference books. (9-12)
Objective Focus:
1. After pre-reading a multi-paragraph passage, the student will use context clues to
supply missing content vocabulary words.
2. Student will define unfamiliar terms by using context clues given in a sentence from a
variety of written sources used in the content areas (such as newspaper articles, research
projects, and magazine articles).
3. Student will obtain alternate word choices in the thesauruses to substitute boldfaced
words with synonyms.
2
Alignment of Communication Skills and MN Standards
READING AND LITERATURE
The Student will read and understand grade-appropriate text.
Vocabulary Expansion
Standard. The Student will use a variety of strategies to expand reading, listening, and
speaking vocabularies.
______________________________________________________________________
Assessment tools and subtests used to evaluate skills necessary to attain benchmark
skills:
CASL
Antonyms/Synonyms
Sentence Completion
Non-literal language
Idiomatic language
CELF-4
Word Definitions
Word Classes
Formulated Sentences
Semantic Relationships
BENCHMARK
 Recognize and interpret similes, metaphors, and words with multiple meanings
(grades 6-8)

Understand the meanings of unknown words using derivations, such as roots and
word origins (Grades 9-12)
Objective Focus:
1. Student will identify and distinguish similes and metaphors given verbally and in
writing
2. Student will compare and contrast similies and metaphors.
3. Student will use similes and metaphors in a writing assignment.
4. Student will state the literal and figurative meanings of similes and metaphors.
5. Student will provide the dual-meaning word that applies to multiple definitions.
6. Student will provide multiple definitions for a given words.
7. Student will recognize and explain humorous statements/jokes which use dualmeaning words.
8. Student will provide two meanings for ambiguous words or phrases
9. Student will demonstrate an understanding of inferences in material that can have two
interpretations.
3
Alignment of Communication Skills and MN Standards
READING AND LITERATURE
The Student will read and understand grade-appropriate text.
Vocabulary Expansion
Standard. The Student will use a variety of strategies to expand reading, listening, and
speaking vocabularies.
______________________________________________________________________
Assessment tools and subtests used to evaluate skills necessary to attain benchmark
skills:
CASL
Antonyms/Synonyms
Sentence Completion
Non-literal language
Idiomatic language
CELF-4
Word Definitions
Word Classes
Formulated Sentences
Semantic Relationships
BENCHMARK
 Identify and explain analogies, similes, and metaphors (Grade 7-12)
Objective Focus:
1. Student will explain the relationship between a given pair of analogous
words/phrases.
2. Student will supply a word/phrase to complete a given analogy when provided
with verbal cues.
3. Student will supply a word/phrase to complete a given analogy when provided
without verbal cues.
4. Student will develop and express novel verbal analogies to compare and contrast
word pairs.
4
Alignment of Communication Skills and MN Standards
READING AND LITERATURE
The Student will read and understand grade-appropriate text.
Vocabulary Expansion
Standard. The Student will use a variety of strategies to expand reading, listening, and
speaking vocabularies.
______________________________________________________________________
Assessment tools and subtests used to evaluate skills necessary to attain benchmark
skills:
CASL
Antonyms/Synonyms
Sentence Completion
Non-literal language
Idiomatic language
CELF-4
Word Definitions
Word Classes
Formulated Sentences
Semantic Relationships
BENCHMARK

The student will determine word meanings by using definition, restatement,
example, comparison or contrast.
Objective Focus:
1. When given a word, the student will define the word by providing the basic definition
components which include category, function, and use.
2. When given a definition, the student will identify the target word.
3. When provided with a target word, the student will provide and antonym.
4. When provided with a target word, the student will provide a synonym.
5
Alignment of Communication Skills and MN Standards
READING AND LITERATURE
The Student will read and understand grade-appropriate text.
C. Comprehension
Standard. The student will understand the meaning of informational, expository or
persuasive texts, using a variety of strategies and will demonstrate literal, interpretive,
inferential, and evaluative comprehension.
Assessment tools and subtests used to evaluate skills necessary to attain benchmark
skills:
CASL
Inferences
Non literal Language
Paragraph Comprehension
Ambiguous Sentences
CELF-4
Understanding Spoken Paragraphs
BENCHMARK
 Student will summarize and paraphrase information read (Grade 6)
 Student will demonstrate comprehension by interpreting and evaluating text by
ask and answering questions (Grade 7)
 Summarize and paraphrase main idea and supporting details (Grade 8-12)
Objective Focus:
1. Student will identify the main idea and supporting details of a passage.
2. Given a passage, student will paraphrase the passage by substituting key words with
synonyms, and restating sentences in their own words.
3. Given a newspaper article, student will provide a multiple sentence summary by
including the main idea and supporting details.
4. When provided with a sentence, passage, or paragraph, the student will rewrite the
passage in his own words, changing as many words as possible but keeping the same
meaning.
6
Alignment of Communication Skills and MN Standards
READING AND LITERATURE
The Student will read and understand grade-appropriate text.
C. Comprehension
Standard. The student will understand the meaning of informational, expository or
persuasive texts, using a variety of strategies and will demonstrate literal, interpretive,
inferential, and evaluative comprehension.
Assessment tools and subtests used to evaluate skills necessary to attain benchmark
skills:
CASL
Inferences
Non literal Language
Paragraph Comprehension
Ambiguous Sentences
CELF-4
Understanding Spoken Paragraphs
BENCHMARK

Recall and use prior leaning and preview text to prepare for reading (graphic
organizers, text comparing strategies) (Grades 6-8)
Objective Focus:
1. The student will complete graphic organizers to assist in vocabulary development
including but not limited to, the following types of visual organizers (as described by
Janet Allen in Words, Words, Words):
 Rich or Lean contexts
 Knowledge chart
 How well do I know these words
 Analysis map
 From new to the known
 Part to whole
 Concept ladders
 Words in context
 Concept attainment
 Thinking Trees
 Making connections
 Sensory Language chart
 Understanding a concept
 Word Jars
2. Student will make an accurate prediction of text based upon illustrations, titles, or
captions.
7
Alignment of Communication Skills and MN Standards
READING AND LITERATURE
The Student will read and understand grade-appropriate text.
C. Comprehension
Standard. The student will understand the meaning of informational, expository or
persuasive texts, using a variety of strategies and will demonstrate literal, interpretive,
inferential, and evaluative comprehension.
Assessment tools and subtests used to evaluate skills necessary to attain benchmark
skills:
CASL
Inferences
Non literal Language
Paragraph Comprehension
Ambiguous Sentences
CELF-4
Understanding Spoken Paragraphs
BENCHMARK

Make inferences on explicit and implied information from text (Grades 7-12)
Objective Focus:
1. Student will make inferences based upon visual stimuli, including what a story is
about based on the book’s title or art work.
2. Student will make inferences and predictions based on auditory information.
3. Student will make inferences upon situations that are read.
4. Student will identify why an inference about someone or something may not be
correct.
8
Alignment of Communication Skills and MN Standards
READING AND LITERATURE
The Student will read and understand grade-appropriate text.
C. Comprehension
Standard. The student will understand the meaning of informational, expository or
persuasive texts, using a variety of strategies and will demonstrate literal, interpretive,
inferential, and evaluative comprehension.
Assessment tools and subtests used to evaluate skills necessary to attain benchmark
skills:
CASL
Inferences
Non literal Language
Paragraph Comprehension
Ambiguous Sentences
CELF-4
Understanding Spoken Paragraphs
BENCHMARK

Distinguish fact from opinion and give examples in text (Grade 6-8)
Objective Focus:
1. Student will identify key words used in determining factual information from opinion.
2. Student will identify verbal or written information as “factual” or opinion provided by
other speakers.
2. Student will identify personal statements as “factual” or opinion.
3. Given advertisements or editorial news articles, student will identify up to 2 facts and
opinions.
9
Alignment of Communication Skills and MN Standards
READING AND LITERATURE
The Student will read and understand grade-appropriate text.
C. Comprehension
Standard. The student will understand the meaning of informational, expository or
persuasive texts, using a variety of strategies and will demonstrate literal, interpretive,
inferential, and evaluative comprehension.
Assessment tools and subtests used to evaluate skills necessary to attain benchmark
skills:
CASL
Inferences
Non literal Language
Paragraph Comprehension
Ambiguous Sentences
CELF-4
Understanding Spoken Paragraphs
BENCHMARK

Follow written directions in technical reading (Grade 7 and 8)
Objective Focus:
1. Student will complete a given set of directions listed in a recipe or product
manual to successfully complete an activity when provided with written
directions, visual supports and verbal supports.
2. Student will complete a given set of directions listed in a recipe or product
manual to successfully complete an activity when provided with written and
visual supports.
3. Student will complete a given set of directions listed in a recipe or product
manual to successfully complete an activity when provided with written
directions.
10
Alignment of Communication Skills and MN Standards
READING AND LITERATURE
The Student will read and understand grade-appropriate text.
C. Comprehension
Standard. The student will understand the meaning of informational, expository or
persuasive texts, using a variety of strategies and will demonstrate literal, interpretive,
inferential, and evaluative comprehension.
Assessment tools and subtests used to evaluate skills necessary to attain benchmark
skills:
CASL
Inferences
Non literal Language
Paragraph Comprehension
Ambiguous Sentences
CELF-4
Understanding Spoken Paragraphs
BENCHMARK

Create outlines, logical notes and summaries across content areas (Grade 6-8)
Objective Focus:
1. Student will
2. Student will condense a given reading passage into an outline using various notetaking strategies such as “FIRE” or “HUG” formats.
11
Alignment of Communication Skills and MN Standards
READING AND LITERATURE
The Student will read and understand grade-appropriate text.
C. Comprehension
Standard. The student will understand the meaning of informational, expository or
persuasive texts, using a variety of strategies and will demonstrate literal, interpretive,
inferential, and evaluative comprehension.
Assessment tools and subtests used to evaluate skills necessary to attain benchmark
skills:
CASL
Inferences
Non literal Language
Paragraph Comprehension
Ambiguous Sentences
CELF-4
Understanding Spoken Paragraphs
BENCHMARK
 Analyze and draw conclusions about information contained in warranties,
contracts, job descriptions, technical descriptions, and other informational sources
selected from labels, warnings, manuals, directions, applications, and forms in
order to complete elected tasks. (Grade 9-12)
Objective Focus:
1. Student will answer comprehension questions based upon product information.
2. Student will follow specified directions given on a package information
12
Alignment of Communication Skills and MN Standards
READING AND LITERATURE
The Student will read and understand grade-appropriate text.
C. Comprehension
Standard. The student will understand the meaning of informational, expository or
persuasive texts, using a variety of strategies and will demonstrate literal, interpretive,
inferential, and evaluative comprehension.
Assessment tools and subtests used to evaluate skills necessary to attain benchmark
skills:
CASL
Inferences
Non literal Language
Paragraph Comprehension
Ambiguous Sentences
CELF-4
Understanding Spoken Paragraphs
BENCHMARK
 Compare and contrast information from different sources on the same topic
(Grade 6)
 Identify and use a variety of sources to compare and contrast information (Grade
8)
 Evaluate clarity and accuracy of information, as well as the credibility of sources
(Grades 9-12)
Objective Focus:
1. Student will demonstrate awareness of writer’s point of view.
2. Student will identify the writer’s perspective in a given media source.
3. Given a topic, student will compare and contrast information from various media
sources such as the newspaper, internet, and reference books.
13
Alignment of Communication Skills and MN Standards
SPEAKING, LISTENING, AND VIEWING
The student will speak clearly and effectively for a variety of purposes and
audiences and actively listen to, view, and evaluate oral communication and media.
A. Standard. Students will demonstrate understanding and communicating effectively
through speaking and listening.
Assessment tools and subtests used to evaluate skills necessary to attain benchmark
skills:
CASL
Pragmatic Judgment
CELF-4
Pragmatic profile
BENCHMARK
 Will participate and follow agreed upon rules for conversation, and formal
discussions in large and small groups (Grades 6-8)
Objective Focus:
1. Student will state basic rules for communicating in small and large groups (turntaking, initiating topics, maintaining, topics of conversation, listening and reflecting)
2. Student will increase participation in relevant settings ad activities.
3. Student will listen to classmates and adults demonstrating appropriate listening
skills and pragmatic skills such as:
 not interrupting,
 facing the speaker,
 asking questions providing feedback
 confirming understanding.
14
Alignment of Communication Skills and MN Standards
SPEAKING, LISTENING, AND VIEWING
The student will speak clearly and effectively for a variety of purposes and
audiences and actively listen to, view, and evaluate oral communication and media.
A. Standard. Students will demonstrate understanding and communicating effectively
through speaking and listening
_______________________________________________________________________
Assessment tools and subtests used to evaluate skills necessary to attain benchmark
skills:
CASL
Pragmatic Judgment
CELF-4
Pragmatic profile
BENCHMARK
 Orally communicate information, opinions, and ideas effectively to different
audiences for a variety of purposes. (Grades 6-8)
 Deliver a speech in a logical manner using grammatically correct language,
including vocabulary appropriate to the topic, audience and purpose (Grades 912)
Objective Focus:
1. Student will provide an opinion of a controversial topic
2. Student will defend their opinion of a controversial topic
3. Resouce list?????
15
Alignment of Communication Skills and MN Standards
SPEAKING, LISTENING, AND VIEWING
The student will speak clearly and effectively for a variety of purposes and
audiences and actively listen to, view, and evaluate oral communication and media.
A. Standard. Students will demonstrate understanding and communicating effectively
through speaking and listening
________________________________________________________________________
Assessment tools and subtests used to evaluate skills necessary to attain benchmark
skills:
CASL
Pragmatic Judgment
CELF-4
Pragmatic profile
BENCHMARK

Perform expressive oral readings of prose, poetry and drama (Grades 6 and 7)
Objective Focus:
1. Student will use appropriate voice, fluency, articulation skills while reciting
curricular plays and poems.
2. Student will use appropriate voice, fluency, and articulation skills during oral
presentations in the classroom.
3. Student will use appropriate voice, fluency, and articulation skills when engaged in
extra-curricular activities such as Mock Trial, Debate, and Speech.
16
Alignment of Communication Skills and MN Standards
SPEAKING, LISTENING, AND VIEWING
The student will speak clearly and effectively for a variety of purposes and
audiences and actively listen to, view, and evaluate oral communication and media.
A. Standard. Students will demonstrate understanding and communicating effectively
through speaking and listening
Assessment tools and subtests used to evaluate skills necessary to attain benchmark
skills:
CASL
Pragmatic Judgment
CELF-4
Pragmatic profile
BENCHMARK

Understand the relationship between nonverbal, interpersonal, and small group
communication. (Grade 9-12)
Objective Focus:
1. The student will recognize and identify emotions and nonverbal communication
signals in others such as facial expressions, body language and gestures.
2. Student will state the intended meanings of nonverbal communication signals such
as facial expressions, body language, and gestures.
3. The student will respond appropriately to nonverbal communication signals such as
facial expressions, body language and gestures.
4. The student will state implied communication rules of small group interactions
(lowering speaking volume, no need to raise hand to speak, respecting people’s
opinions, etc.)
17
Alignment of Communication Skills and MN Standards
SPEAKING, LISTENING, AND VIEWING
The student will speak clearly and effectively for a variety of purposes and
audiences and actively listen to, view, and evaluate oral communication and media.
A. Standard. Students will demonstrate understanding and communicating effectively
through speaking and listening
_______________________________________________________________________
Assessment tools and subtests used to evaluate skills necessary to attain benchmark
skills:
CASL
Pragmatic Judgment
CELF-4
Pragmatic profile
BENCHMARK
 Distinguish between a speaker’s opinion and verifiable facts and analyze
credibility (Grades 6-12)
Objective Focus:
1. After watching a portion of a talk show or news program, the student will
identify/provide a minimum of 2 opinions and 2 verifiable facts.
2. Student will distinguish facts from opinions.
3. Students will given examples of words use to express opinions.
18
Alignment of Communication Skills and MN Standards
SPEAKING, LISTENING, AND VIEWING
The student will speak clearly and effectively for a variety of purposes and
audiences and actively listen to, view, and evaluate oral communication and media.
A. Standard. Students will demonstrate understanding and communicating effectively
through speaking and listening
______________________________________________________________________
Assessment tools and subtests used to evaluate skills necessary to attain benchmark
skills:
CASL
Pragmatic Judgment
CELF-4
Pragmatic profile
BENCHMARK
 Will identify and understand essential elements, skills, and implications of
persuasion, argumentation and debate as essential skills.
Objective Focus:
1. Given a topic, the student will attempt to persuade their communication partner to
agree with their opinion by providing a minimum of 4 key factors
2. Student will explore how argument, persuasion and debate differ
19
Alignment of Communication Skills and MN Standards
WRITING
The student will write clearly and coherently to effectively communicate for a
variety of audiences and purposes.
C. Standard. Spelling, Grammar, and Usage. The Student will apply standard
English conventions when writing.
_____________________________________________________________________
Assessment tools and subtests used to evaluate skills necessary to attain benchmark
skills:
CASL
Grammaticality Judgment
Grammatical Morphemes
CELF-4
Formulated Sentences
Recalling Sentences
BENCHMARK
 Will compose complete sentences when writing (Grades 6-8)
 Understand the differences between formal and informal language styles and use
each appropriately.
Objective Focus:
1. Student will distinguish between formal and informal writing through written
examples.
2. Student will demonstrate an understanding of formal writing through completing
written assignments that are organized and clearly convey their ideas.
3. Student will demonstrate an understanding of informal writing through the use of
email, letters, and casual conversation.
20
Alignment of Communication Skills and MN Standards
WRITING
The student will write clearly and coherently to effectively communicate for a
variety of audiences and purposes.
D. Spelling, Grammar, and Usage.
Standard. The Student will apply standard English conventions when writing.
_____________________________________________________________________
Assessment tools and subtests used to evaluate skills necessary to attain benchmark
skills:
CASL
Grammaticality Judgment
Grammatical Morphemes
CELF-4
Formulated Sentences
Recalling Sentences
BENCHMARK
 Will apply grammar conventions correctly in writing, including:
Consistent verb tense (6-8)
Subject and verb agreement (6-8)
Nominative, reflexive, objective, and possessive pronouns (6-8)
Active/passive voice (Grade 8)
Adjectives and adverbs (Grade 7 and 8)
Objective Focus:
1. Student will determine whether a written sentence is grammatically correct.
2. Student will be able to formulate grammatically correct written sentences using a
variety of formats including fill in the blank, unscrambling sentences and sentence
completion activities.
3. The student will formulate novel grammatically correct written sentences.
3. Student will apply summarizing and paraphrasing skills to complete a written
assignment.
21