•Listen and correctly convey information to a third party

•Relate new material to previously known information

•Accept praise and criticism in an appropriate manner

•Listen to a selection and write or tell the significant events and facts sequentially

•Generalize, analyze and interpret material presented orally

•Listen and take notes

•Infer emotions from speaker’s presentation

•Generalize, analyze and interpret material presented orally

•Listen and take notes

•Infer emotions from speaker’s presentation

•Distinguish fact from inference, information from persuasion, literal from figurative

•Evaluate speeches by examining the bias and purpose of the speaker and the effectiveness of the message

•Distinguish between voices, dialects and accents

•Demonstrate poise

•Present self-generated oral report demonstrating research, organization, sequence, clarity and accuracy

•Use enunciation, inflections, expressions, and pause effectively

•Demonstrate poise

•Give and receive tactful criticism

•Present self-generated oral report demonstrating research, organization, sequence, clarity and accuracy

•Use enunciation, inflections, expressions, and pauses effectively

•Use increasingly precise vocabulary

•Defend opinion

•Conduct interviews

•Participate in formal and informal debates and panel discussions

•Assume different roles in discussions (initiator, clarifier, summarizer, evaluator)

•Present self-generated oral report demonstrating research, organization, sequence, clarity and accuracy

•Use enunciation, inflections, expressions, and pauses effectively

•Use increasingly precise vocabulary

•Defend opinion

•Conduct interview

•Participate in formal and informal debates and panel discussions

•Assume different roles in discussions (initiator, clarifier, summarizer, evaluator)

•Recognize audience’s information needs and make adjustment in content, tone, volume and/or usage when necessary

•Demonstrate sustained independent reading for pleasure and information

•Analyze elements of a story

•Preview reading selections for types of information, organization and structure

•Select a variety of materials appropriate to reading purpose

•Use library and reference skills

•Comprehend at different levels e.g., literal, interpretive, critical

•Demonstrate sustained independent reading for pleasure and information

•Use library and reference skills

•Comprehend at different levels e.g., literal, interpretive, critical

•Read increasingly challenging classic and contemporary literature

•Begin to recognize various literary techniques e.g., flashback, foreshadowing, simile, etc.

•Begin to read critically applying higher order thinking skills e.g., analyze, synthesize, evaluate, apply

•Demonstrate sustained independent reading for pleasure and information

•Comprehend at different levels e.g., literal, interpretive, critical

•Read increasingly challenging classic and contemporary literature

•Recognize various literary techniques e.g., flashback, foreshadowing, simile, etc.

•Read critically applying higher order thinking skills e.g., analyzes, synthesizes, evaluates, applies

•Recognize different perspectives for viewing works of literature

•Analyze elements of a story including theme and conflict

•Use the writing process

•Use planning strategies in writing

•Seek and incorporate feedback from peers and adults

•Edit own and others’ writings for capitals, ending punctuation, commas, apostrophes, quotation marks, spelling, paragraphs

•Have an awareness of a specific audience

•Use increasingly complex vocabulary and sentence structures

•Use topic sentences and concluding sentences for paragraphs that incorporate main ideas and supporting details

•Write with an awareness of a specific audience

•Use transitional or conventional spelling

•Use the writing process

•Use planning strategies in writing

•Seek and incorporate feedback from peers and adults

•Edit own and others’ writings for capitals, ending punctuation, commas, apostrophes, quotation marks, spelling, paragraphs

•Write with an awareness of a specific audience

•Recognize and begin to use different purposes for writing e.g., expository,persuasive, descriptive, narrative, autobiography

•Recognize and begin to use many forms of writing

•Refer to thesaurus and other reference materials to improve writing

•Use conventional spelling

•Identify and begin to use effective leads, endings, titles, dialogue, and specific details

•Write papers that have purpose, details, voice, organization, mechanical and structural correctness

•Use the writing process

•Use planning strategies in writing

•Seek and incorporate feedback from peers and adults

•Edit own and others’ writings for capitals, ending punctuation, commas, apostrophes, quotation marks, spelling paragraphs

•Write with an awareness of a specific audience

•Recognize and use different purposes for writing e.g., expository, persuasive, descriptive, narrative, autobiography

•Recognize and begin to use many forms of writing

•Refer to thesaurus and other reference materials to improve writing

•Use conventional spelling

•Use effective leads, endings, titles, dialogue, and specific details

•Write papers that have purpose, details, voice, organization, mechanical and structural correctness