Pocatello/Chubbuck School District
English 12A
COMPANION ASSESSMENT GUIDE
The following skills and concepts will be assessed on the District End of Course
Assessment:
Concept
State Standard
Point of view (1st, 2nd, 3rd person)
Literal interpretation (Reading comprehension)
Punctuation (colon, ellipses, dash, hyphen)
Figurative language (personification, apostrophe,
metaphor, simile, hyperbole)
Assumptions/Inferences (Reading comprehension)
Using context clues to determine word meaning (vocab)
Recognize parallel structure and use parallel structure in writing
Identify and summarize the main idea of a passage
Understand rhetorical purpose
Sentence structure (simple, compound, complex, compound-complex)
Transitions/fluency
Symbolism
Speaker/narrator
Author’s purpose (to persuade, to inform, to entertain, etc.)
Tone/mood
Sounds of words (alliteration, assonance, etc.)
Identifying the thesis/writing a thesis statement
Editing symbols
Editing for spelling/grammar/punctuation/capitalization
Comparing tone/mood/theme, etc. in two pieces of literature
Rhetorical devices (repetition, parenthetical expression,
rhetorical questions, etc.)
Types of sentences (declarative, interrogative, imperative, exclamatory)
Using language appropriate to purpose (formal, informal, argumentative,
descriptive, etc.)
Fragments, run-ons (including comma splices)
Sentence combining
Types of exemplification (quotes, statistics, anecdotes, comparisons, etc.)
Paraphrasing
Word parts/roots/prefixes/suffixes
Writing for specific audience/author’s purpose
Distinguishing between important details and irrelevant details
when reading
Thesis statement
Compare/contrast
Poetry (stanza, form, rhythm, meter, imagery, etc.)
2.3.2
2.1.2
5.4.2
2.3.5
2.1.2
1.8.3; 1.8.2
5.4.1
4.2.4
2.2.2
3.3.4
5.3.2; 3.3.3
2.3.5
2.3.2
2.3.1; 2.3.3
2.3.4
2.3.4
3.1.2
3.4.2
3.4.2
2.1.1
1.2.1; 3.3.4
5.3.1
4.2.3
5.4.2
5.4.2
4.2.1
4.2.4
1.81
3.5.2
3.3.2
3.1.2
2.1.1
2.3.5
Revised February 2009
Pocatello/Chubbuck School District
English 12B
COMPANION ASSESSMENT GUIDE
The following skills and concepts will be assessed on the District End of Course
Assessment:
Concept
State Standard
Parallelism
Sentence structures (simple, compound, complex, compound-complex)
Main idea/summary
Rhetorical purpose
Organizational strategies (chronological, problem/solution,
Compare/contrast, cause/effect)
Transitional phrases/words
Targeting a specific audience when writing
Revising for punctuation, capitalization, etc.
(plurals, possessives (apostrophe), dash, ellipsis, colon
semi-colon, writing numbers, hyphen
Passive/active voice
Literal interpretation (reading comprehension)
Punctuation of dialog/direct quotes
Verb agreement (tense, number)
Pronoun/Antecedent agreement
Identifying a writer’s purpose
Tone/mood
In-text parenthetical citation (MLA format)
Headers (with page #) MLA format
Works Cited (correct MLA format for a book)
Writing/identifying the thesis statement
Italics (proper use of)
Proper research techniques (finding valid sources)
Paraphrase/direct quote, summary
Speaker/narrator
Diction
Figurative language (metaphor, symbol, paradox, allusion, etc.)
Sound of words (alliteration, assonance, onomatopoeia)
Imagery
Satire, irony, juxtaposition, analogy
5.4.1
3.3.4
4.2.4
2.2.2
3.1.3
3.3.3
2.2.2; 4.2.3
5.4.2; 3.4.2
5.3.2
3.2.2
5.4.1
5.4.1
5.4.1
3.1.4
2.3.4
4.2.2
4.2.2
4.2.2
4.2.2
5.4.2
4.2.2
4.2.2
2.3.1
2.3.1
2.3.5
2.3.4
2.3.5
2.3.4
Revised February 2009