nebraska reading/writing standards - pearson school · pdf filenebraska reading/writing...

Prentice Hall Writing and Grammar, Grade 10, 8E © 2008 Correlated to:

Nebraska Reading/Writing Standards, Grade 12 (Grade 10)

NEBRASKA READING/WRITING STANDARDS, GRADE 12

PAGE(S) WHERE TAUGHT (If submission is not a text, cite

appropriate resource(s)) 12.1.1 By the end of the twelfth grade, students will identify the main idea and supporting details in what they have read.

SE/TE: Reading–Writing Connections: identifying main points, 126, identifying supporting points, 278; also see: Reading Skills: methods and tools for, 791–797, in nonfiction, 798–803, in literary writing, 804–807; Reading Comprehension Questions, 849–855

TR: Teaching Resources: Reading Support Practice Book; Vocabulary and Spelling Practice Book; Academic and Workplace Skills Activity Book; Formal Assessment

TECH: Interactive Textbook CD-ROM; Teacher Express CD-ROM, Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web Site

Example indicators:

• Read selections to develop and answer literal, inferential/interpretive, and critical questions.

SE/TE: Using the SQ4R Method, 793–794; Reading Nonfiction Critically, 798–803; Test-Taking Skills, 828–831; Reading Comprehension Questions, 849–855; also see: Responding to Fine Art and Literature, 55, 81, 105, 131, 155, 177, 201, 225, 283, 306; Literature, 276–277, 278–281, 282–285, 286–287, 288–292, 293, 294–297



• Interpret information from graphs, charts, and diagrams, such as maps, blueprints, or schematics.

SE/TE: Interpreting Maps and Graphs, 752–754; Standardized Preparation Workshop: Interpreting Graphic Aids, 764–765; also see: Representing Skills, 759



1 SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology





appropriate resource(s)) • Answer literal, inferential/interpretive

and critical questions. SE/TE: Test-Taking Skills, 828–831; Standardized Test Preparation Workshops: short–story prompts, 98–99, literature–based prompts, 302–¬303, inferences and predictions, 810–811, informational texts, 832–833, reading informational texts, 846–847; Reading Comprehension Questions, 849–855; also see: Writing for Assessment, 304–305, 306–307, 308–309, 310–311, 312, 313–315



• Evaluate information for relevance and accuracy.

SE/TE: Reading Skills: Evaluating Nonfiction, 798, Distinguishing Fact from Opinion, 799, Applying Modes of Reasoning, 800–801, Reading from Varied Sources, 808–809; Reference Skills: Evaluating Web Sites, 826; Standardized Test Preparation Workshop: Constructing Meaning from Informational Texts, 832–833, Reading Informational Texts, 846–847; also see: Internet: finding topics on, 17, printing information from, 203, search engines on, 241, sharing research writing on, 266, art museums on, 757, evaluating material on, 798, catalogs on, 816, finding and evaluating information on, 826–827, learning to use, 845; Internet Research Handbook: researching on, 887–889, terms for, 890–891








appropriate resource(s)) • Skim and scan for specific purposes. SE/TE: Skim and scan, 793

TR: Teaching Resources: Reading Support

Practice Book; Vocabulary and Spelling Practice Book; Academic and Workplace Skills Activity Book; Formal Assessment


12.1.2 By the end of the twelfth grade, students will locate, evaluate, and use primary and secondary resources for research.

SE/TE: Research Paper, Research Writing, 244–245, 246–249, 250–255, 256–258, 259–263, 264–265, 266–269; Reading from Varied Sources, 808–809; Reference Skills, 815–827; Citing Sources, 880–886; also see: Internet: finding topics on, 17, printing information from, 203, search engines on, 241, to research, 252, sharing research writing on, 266, art museums on, 757, evaluating material on, 798, catalogs on, 816, finding and evaluating information on, 826–827, learning to use, 845; Internet Research Handbook: researching on, 887–889, terms for, 890–891; Research: finding unbiased, 134, creating quiz on, 241, investigative, 255, for speeches, 747; References: colons in, 678; Reading Skills: Evaluating Nonfiction, 798, Distinguishing Fact from Opinion, 799, Applying Modes of Reasoning, 800–801








appropriate resource(s)) Example indicators:

• Use print reference materials (gazetteer, atlas, specialized index, handbook, manual, government document, book of quotations, college and career resources, and citation style manual).

SE/TE: Research Paper: Use Research Clues, 252, Perform Library Research, 253, Take Organized Notes, 254, Do Investigative Research, 255, Preparing a Reference List, 264; References: colons in, 678; Reading from Varied Sources, 808–809; Reference Skills, 815–827; Citing Sources, 880–886; Reading Skills: Evaluating Nonfiction, 798, Distinguishing Fact from Opinion, 799, Applying Modes of Reasoning, 800–801; also see: Using a Dictionary and a Thesaurus, 772



• Use electronic resources (CD-ROM, software, online resources, and multimedia presentation tools).

SE/TE: Reference Skills, Internet: finding topics on, 17, printing information from, 203, search engines on, 241, to research, 252, sharing research writing on, 266, evaluating material on, 798, finding and evaluating information on, 826–827; Internet Research Handbook: researching on, 887–889, terms for, 890–891; also see: Media and Technology Skills: recognizing media information sources, 45, comparing media sources, 193, creating research quizzes, 241, multimedia evaluations, 217, producing documentaries, 273








appropriate resource(s)) • Use library resources (card/electronic

catalog, bibliography, periodical, and other informational text).

SE/TE: Libraries: planning research in, 253, resources in, 815–818, 824–825



• Identify and gather resources that provide relevant and reliable information.

SE/TE: Research Paper: Use Research Clues, 252, Perform Library Research, 253, Take Organized Notes, 254, Do Investigative Research, 255, Preparing a Reference List, 264; Reading from Varied Sources, 808–809; Reference Skills, 815–827; Citing Sources, 880–886; also see: Internet: finding topics on, 17, printing information from, 203, search engines on, 241, sharing research writing on, 266, art museums on, 757, evaluating material on, 798, catalogs on, 816, finding and evaluating information on, 826–827, learning to use, 845; Internet Research Handbook: researching on, 887–889, terms for, 890–891; Research: finding unbiased, 134, creating quiz on, 241, investigative, 255, for speeches, 747; References: colons in, 678; Reading Skills: Evaluating Nonfiction, 798, Distinguishing Fact from Opinion, 799, Applying Modes of Reasoning, 800–801








appropriate resource(s)) 12.1.3 By the end of the twelfth grade, students will identify and use characteristics to classify different types of text.

SE/TE: Reading Skills: Reading Methods and Tools, 791–797, Reading Nonfiction Critically, 798–803, Reading Literary Writing, 804–807, Reading from Varied Sources, 808–809; Reference Skills, 815–827; Citing Sources, 880–886; also see: Models From Literature: 50–53, 78–79, 102–103, 126–129, 154, 174–175, 198–199, 222–223, 246–249, 278–281, 306–307; Internet: finding topics on, 17, printing information from, 203, search engines on, 241, sharing research writing on, 266, art museums on, 757, evaluating material on, 798, catalogs on, 816, finding and evaluating information on, 826–827, learning to use, 845; Internet Research Handbook: researching on, 887–889, terms for, 890–891



Example indicators:

• Read and distinguish among common forms of literature such as fiction, nonfiction, poetry, and drama.

SE/TE: Reading Skills: Reading Nonfiction Critically, 798–803, Reading Literary Writing, 804–807; also see: Models From Literature: 50–53, 78–79, 102–103, 126–129, 154, 174–175, 198–199, 222–223, 246–249, 278–281, 306–307



• Identify characteristics of different types of fiction (legend, myth, fantasy, short story, novels, historical fiction).

SE/TE: Reading Skills: Reading Literary Writing, 804–807; also see: Models From Literature: Short Story, 78–79






appropriate resource(s)) TR: Teaching Resources: Reading Support



• Identify characteristics of different types of nonfiction (autobiography, biography, informational text, essay, technical, editorial, diaries, journals, news articles, memoirs).

SE/TE: Reading Skills: Reading Nonfiction Critically, 798–803, Reading from Varied Sources, 808–809; Reference Skills, 815–827; also see: Models From Literature: Autobiographical Writing, 50–53, Description, 102–103, Persuasive Essay, 126–129, Comparison-and-Contrast Essay, 174–175, Cause-and-Effect Essay, 198–199, Problem-and-Solution Essay, 222–223, Research Report, 246–249; Internet Research Handbook: researching on, 887–889, terms for, 890–891



• Identify different types of poetry (narrative, haiku, free verse, ballad, limerick, rhyming, couplets, sonnet, epic).

SE/TE: Reading Poetry, 807








appropriate resource(s)) • Analyze and evaluate the works of

Nebraska authors. Opportunities to address this standard can be found on the following pages: SE/TE: ”The Long Tale of Madonna the Iguana,” by Linda Greenhouse, pp. 50–51 ”Maud Martha Spares the Mouse,” by Gwendolyn Brooks, pp. 78–79 From Letters Home from Vietnam, pp. 102–103 Two Views: “The State’s Nose in Family Life” by Ellen Goodman and “The Littlest Defector Deserves Asylum” by George Will, pp. 129–129 ”Two Writing Processes,” by William Zinsser, pp. 174–175 ”Growing Pains in China,” by Cindy Lin, pp. 198–199 From “ Caring for Whales, Dolphins, and Porpoises” by Mark Carwardine, pp. 222–223 From The Fugitive Tradition by Barbara A. Babcock and Guy and Doris Monthan, pp. 246–249 From the “Introduction to the Hunchback of Notre Dame” by Paul Montazzoli, pp. 278–281



12.1.4 By the end of the twelfth grade, students will analyze literature to identify the stated or implied theme.

Opportunities to address this standard can be found on the following pages: SE/TE: Spotlight on the Humanities: comparing themes in different media, 24; Themes, 81, 98









• Identify the ideas the author uses to create the theme.




• Compare works that express a universal theme.




12.1.5 By the end of the twelfth grade, students will demonstrate the ability to analyze fiction through identifying and applying knowledge of elements and literary techniques.

SE/TE: Models From Literature: Short Story, 78–79; Response to Literature, Response to Literature, 276–277, 278–281, 282–285, 286–287, 288–292, 293, 294–297; also see: Narration: Short Story: 76–77, 78–79, 80–83, 84–85, 86–89, 90, 91–93; Responding to Fine Art and Literature (fiction), 81, 225, 283; Reading Skills: in literary writing, 804–807









• Identify and analyze the elements of fiction (e.g. plot, conflict, theme, point of view, setting, tone, mood, characterization).

SE/TE: Characters: profiles for, 57, developing, 82, sketches of, 101; Plot: diagrams, 58, 84; Settings: gathering details for, 83, envisioning, 805; Dialogue: developing story with, 85; Onomatopoeia, 103; Figurative Language: types of, 108, recognizing and using, 154; also see: Responding to Fine Art and Literature (fiction), 81, 225, 283; Standardized Test Preparation Workshops: short–story prompts, 98–99 (characters, setting, theme, plot); Reading Skills: in literary writing, 804–807



• Identify and analyze the techniques of fiction (irony, foreshadowing, symbolism, flashback, metaphor, personification, epiphany, oxymoron, dialect).

Opportunities to address this standard can be found on the following pages: SE/TE: Irony, 803; Reading Skills: in literary writing, 804–807; also see: Responding to Fine Art and Literature (fiction), 81, 225, 283



• Identify and analyze characteristics of literature such as satire, parody, and allegory, which overlap or cut across the lines of basic genre classifications.

Opportunities to address this standard can be found on the following pages: SE/TE: Reading Skills: in literary writing, 804–807; also see: ”Maud Martha Spares the Mouse,” by Gwendolyn Brooks, 78–79; Responding to Fine Art and Literature (fiction), 81, 225, 283






appropriate resource(s)) TR: Teaching Resources: Reading Support



12.1.6 By the end of the twelfth grade, students will identify and apply knowledge of the text structure and organizational elements to analyze non-fiction or informational text.

SE/TE: Reading Nonfiction Critically, 798–803; Reading from Varied Sources, 808–809; Reference Skills: Evaluating Web Sites, 826; Standardized Test Preparation Workshop: Constructing Meaning from Informational Texts, 832–833, Reading Informational Texts, 846–847; also see: Models From Literature: Autobiographical Writing, 50–53, Description, 102–103, Persuasive Essay, 126–129, Comparison-and-Contrast Essay, 174–175, Cause-and-Effect Essay, 198–199, Problem Solution, 222–223, Research Writing, 246–249, Response to Literature, 278–281; Internet: finding topics on, 17, printing information from, 203, search engines on, 241, sharing research writing on, 266, art museums on, 757, evaluating material on, 798, catalogs on, 816, finding and evaluating information on, 826–827, learning to use, 845; Internet Research Handbook: researching on, 887–889, terms for, 890–891









• Analyze the structure of expository text (cause/effect, sequencing, compare/contrast, fact/opinion).

SE/TE: Reading Writing Connection (Models From Literature): Comparison-and-Contrast Essay, 174–175, Cause-and-Effect Essay, 198–199, Problem-and-Solution Essay, 222–223; also see: Reading Skills: Evaluating Nonfiction, 798, Distinguishing Fact from Opinion, 799, Applying Modes of Reasoning, 800–801, Reading from Varied Sources, 808–809; Reference Skills: Evaluating Web Sites, 826



• Analyze who, what, when, where, how, why, what if questions to interpret nonfiction text.

SE/TE: Using the SQ4R Method, 793–794; Reading Nonfiction Critically, 798–803; Test-Taking Skills, 828–831; also see: Writing for Assessment, 304–305, 306–307, 308–309, 310–311, 312, 313–315; Standardized Test Preparation Workshop: Constructing Meaning from Informational Texts, 832–833, Reading Informational Texts, 846–847



• Analyze information from charts, maps, and graphs.

SE/TE: Interpreting Maps and Graphs, 752–754; Standardized Preparation Workshop: Interpreting Graphic Aids, 764–765; also see: Representing Skills, 759







appropriate resource(s)) TECH: Interactive Textbook CD-ROM; Teacher

Express CD-ROM, Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web Site

• Use technical data and procedures found in service manuals, repair manuals, and operators’ manuals.

Opportunities to address this standard can be found on the following pages: SE/TE: Interpreting Maps and Graphs, 752–754; Standardized Preparation Workshop: Interpreting Graphic Aids, 764–765; Reference Skills, 815–827; also see: Language(s), standard and technical, 746, Representing Skills, 759; Internet Research Handbook: researching on, 887–889, terms for, 890–891



12.1.8 By the end of the twelfth grade, students will demonstrate the ability to analyze literary works, nonfiction, films, and media.

SE/TE: Literature, 276–277, 278–281, 282–285, 286–287, 288–292, 293, 294–297; also see: Spotlight on the Humanities, 8, 24, 44, 72, 96, 120, 146, 168, 192, 216, 240, 272, 300, 318, 332; Reading Writing Connection (Models From Literature), 50–53, 78–79, 102–103, 126–129, 154, 174–175, 198–199, 222–223, 246–249, 278–281, 306–307; Responding to Fine Art and Literature, 55, 81, 105, 131, 155, 177, 201, 225, 283, 306; Reading Skills: methods and tools for, 791–797, in nonfiction, 798–803, in literary writing, 804–807









• Analyze philosophical arguments presented in the piece of writing.

Opportunities to address this standard can be found on the following pages: SE/TE: Reading Skills: Distinguishing Fact From Opinion, 799; Applying Modes of Reasoning, 800–801; also see: Models From Literature: Persuasive Essay, 126–129



• Analyze the author’s political ideology. Opportunities to address this standard can be found on the following pages: SE/TE: Political Parties, Names of, 637; also see: Models From Literature: Persuasive Essay, 126–129; Reading Skills: Distinguishing Fact From Opinion, 799; Applying Modes of Reasoning, 800–801



• Analyze the impact of the reader’s experiences on their interpretations.

Opportunities to address this standard can be found on the following pages: SE/TE: Considering Audience, 16, 56, 82, 106, 133, 156, 178, 202, 226, 252, 284, 307

TE: Activate prior knowledge, 49, 77, 103, 125, 153, 173, 197, 221, 245, 277, 305









12.2.1 By the end of the twelfth grade, students will write using standard English (conventions) for sentence structure, usage, punctuation, capitalization, and spelling.

SE/TE: Editing and Proofreading & Grammar in Your Writing, 64, 66, 88, 90, 111, 114, 139, 142, 161, 163, 185, 187, 209, 211, 233, 235, 262, 265, 291, 293, 312; also see: Standardized Test Preparation Workshops: analyzing writing errors, 320–321, applying usage rules, 334–335, adjectives and adverbs, 388–389 , revising and editing, 406–407 , recognizing appropriate sen-tence construction, 438–439, 482–483, revising and editing sentences, 514–515, using verbs, 540–541, pronoun usage, 562–563 , subject–verb agreement, 586–587, modifiers, 604–605, standard English usage, 626–627, proofreading, 646–647, revising, editing, and proofreading, 726–727

TR: Teaching Resources: Grammar Exercise Workbook; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; Formal Assessment


Example indicators:

• Use correct capitalization, spelling and paragraph indentation.

SE/TE: Writing Effective Paragraphs, 33–38; Paragraphs in Essays and Other Compositions, 39–41; Capitalization, 630–647; Improving Your Spelling, 778–787; also see: Revising Paragraphs: steps, stacks, chains, and balances, 20, forming functional, 61, using contractions, 86, color–coding for unity, 109, creating parallelism, 138, circling important details, 159, using TRI/PS/QA, 183, color–coding related details, 207, questioning choices in, 231, coding to identify structure, 260, checklists, 289, locating and ranking main ideas, 310









• Use correct punctuation in sentences with embedded parts (appositives, restrictive and non-restrictive clauses, interruptions, explanatory notes, and examples).

SE/TE: Appositive Phrases, 446–448; Conjunctions and Interjections, 397–402; Clauses, 464–479; Avoiding Sentence Problems, 500–511; also see: Revising Sentences, Strategies for: bracketing sentence openers, 20, color–coding for variety, 62, color–coding passive sentences, 87, adding modifiers, 110, color–coding clues, 140, color–coding end marks, 160, extending ideas, 161, using conjunctions, 184, clarifying relationships, 208, naming verb tenses, 232, color–coding subject–verb patterns, 261, color–coding subjects, 290, checking beginnings, 311; Standardized Test Preparation Workshops: recognizing appropriate sentence construction, 438–439, 482–483, revising and editing sentences, 514–515



• Use all parts of speech correctly. SE/TE: Nouns, Pronouns, and Verbs, 338–366; Adjectives and Adverbs, 368–387; Prepositions, Conjunctions, and Interjections, 390–405; Parts of Speech: Cumulative Review on, 408–409; also see: Standardized Test Preparation Workshops: revising and editing, 406–407 , using verbs, 540–541, pronoun usage, 562–563








appropriate resource(s)) • Use a variety of sentence structures. SE/TE: Sentence Combining, 29–32; Revising

Sentences, Strategies for: bracketing sentence openers, 20, color–coding for variety, 62, color–coding passive sentences, 87, adding modifiers, 110, color–coding clues, 140, color–coding end marks, 160, extending ideas, 161, using conjunctions, 184, clarifying relationships, 208, naming verb tenses, 232, color–coding subject–verb patterns, 261, color–coding subjects, 290, checking beginnings, 311; Avoiding Sentence Problems, 500–511; also see: Standardized Test Preparation Workshops: recognizing appropriate sentence construction, 438–439, 482–483, revising and editing sentences, 514–515



• Use correct punctuation and capitalization when writing footnotes/endnotes.

SE/TE: Footnotes, Endnotes, conventions for writing, 265








appropriate resource(s)) 12.2.2 By the end of the twelfth grade, students will write compositions with focus, related ideas, and supporting details.

SE/TE: Autobiographical Writing, 48–49, 50–53, 54–57, 58–59, 60–65, 66, 67–70; Short Story, 76–77, 78–79, 80–83, 84–85, 86–89, 90, 91–93; Description, 100–101, 102–103, 104–107, 108, 109–113, 114, 115–117; Persuasive Essay, 124–125, 126–129, 130–134, 135–136, 137–141, 142, 143; Persuasion Advertisement, 152–153, 154, 155–157, 158, 159–162, 163, 164–165; Comparison-and Contrast Essay, 172–173, 174–175, 176–179, 180–181, 182–186, 187, 188–190; Cause-and-Effect Essay, 196–197, 198–199, 200–203, 204–205, 206–210, 211, 212–214; Problem and Solution Essay, 220–221, 222–223, 224–227, 228–229, 230–234, 235, 236–238; Research Writing, 244–245, 246–249, 250–255, 256–258, 259–263, 264–265, 266–269; Response to Literature, 276–277, 278–281, 282–285, 286–287, 288–292, 293, 294–297; Writing for Assessment, 304–305, 306–307, 308–309, 310–311, 312, 313–315; Workplace Writing, 322–323, 324–325, 326–327, 328–329

TR: Teaching Resources: Writing Support Transparencies; Extra Grammar and Writing Exercises; Formal Assessment


Example indicators:

• Use a variety of strategies to generate and organize ideas.

SE/TE: Prewriting, 14–17, 54–57, 80–83, 104–107, 130–134, 155–157, 176–179, 200–203, 224–227, 250–255, 282–285, 306








appropriate resource(s)) • Write compositions with an introduction,

body, and conclusion. SE/TE: Introductions: in essays, 39, strengthening, 206, matching conclusions to, 288, 310, in textbooks, 791; Thesis statements, 286; Shaping Your Writing: choosing form for, 18, creating plots for, 58, plot diagrams for, 84, creating mood for, 108, TRI/PS/QA for, 135, ordering details for, 158, point–by–point organization for, 180, choosing logical organization for, 204, problem–solution outline for, 228, outlines for, 256–257, thesis organizational methods for, 308



• Select a topic of appropriate breadth for the particular situation.

SE/TE: Considering Audience & Purpose, 16, 56, 82, 106, 133, 156, 178, 202, 226, 252, 284, 307








appropriate resource(s)) • Write narrative, descriptive, and/or

expository compositions. SE/TE: Autobiographical Writing, 48–49, 50–53, 54–57, 58–59, 60–65, 66, 67–70; Short Story, 76–77, 78–79, 80–83, 84–85, 86–89, 90, 91–93; Description, 100–101, 102–103, 104–107, 108, 109–113, 114, 115–117; Persuasive Essay, 124–125, 126–129, 130–134, 135–136, 137–141, 142, 143; Persuasion Advertisement, 152–153, 154, 155–157, 158, 159–162, 163, 164–165; Comparison-and Contrast Essay, 172–173, 174–175, 176–179, 180–181, 182–186, 187, 188–190; Cause-and-Effect Essay, 196–197, 198–199, 200–203, 204–205, 206–210, 211, 212–214; Problem and Solution Essay, 220–221, 222–223, 224–227, 228–229, 230–234, 235, 236–238; Research Writing, 244–245, 246–249, 250–255, 256–258, 259–263, 264–265, 266–269; Response to Literature, 276–277, 278–281, 282–285, 286–287, 288–292, 293, 294–297; Writing for Assessment, 304–305, 306–307, 308–309, 310–311, 312, 313–315



• Cite resources. SE/TE: Preparing a Reference List, 264; Citing Sources, 880–886; also see: References: colons in, 678; Research Paper: Use Research Clues, 252, Perform Library Research, 253, Take Organized Notes, 254, Do Investigative Research, 255; Reference Skills, 815–827; Internet Research Handbook: researching on, 887–889, terms for, 890–891








appropriate resource(s)) • Define plagiarism and fair use standards. SE/TE: Write a Reference List, 264; References:

colons in, 678; Citing Sources, 880–886; also see: Reference Skills, 815–827; Internet Research Handbook: researching on, 887–889, terms for, 890–891



12.2.3 By the end of the twelfth grade, students will revise and edit persuasive compositions.

SE/TE: Revising and Editing: Persuasion, 137–141, 142; Persuasion Advertisement, 159–162, 163



Example indicators:

• Revise to improve content, organization, word choice, voice, and sentence fluency.

SE/TE: Revising: Persuasion, 137–141; Persuasion Advertisement, 159–162



• Edit using standard English conventions in their writing across the curriculum.

SE/TE: Editing: Persuasion, 142; Persuasion Advertisement, 163









• Use legible writing and/or a word processor when publishing written work.

SE/TE: Publishing and Presenting: Persuasion, 143; Persuasion Advertisement, 164



• Individually develop, explain, and use criteria for assessing their own compositions across the curriculum.

SE/TE: Reflecting on Your Writing: Persuasion, 143; Persuasion Advertisement, 164



• Use established criteria to evaluate their own writing.

SE/TE: Rubric: Persuasion, 143; Persuasion Advertisement, 164



12.2.4 By the end of the twelfth grade, students will use multiple forms to write for different audiences and purposes.










Example indicators:

• Develop narrative, persuasive, descriptive, technical, and/or expository writing for a designated audience and purpose.




• Write to describe, explain, persuade, inform and/or entertain.

SE/TE: Autobiographical Writing, 48–49, 50–53, 54–57, 58–59, 60–65, 66, 67–70; Short Story, 76–77, 78–79, 80–83, 84–85, 86–89, 90, 91–93; Description, 100–101, 102–103, 104–107, 108, 109–113, 114, 115–117; Persuasive Essay, 124–125, 126–129, 130–134, 135–136, 137–141, 142, 143; Persuasion Advertisement, 152–153, 154, 155–157, 158, 159–162, 163, 164–165; Comparison-and Contrast Essay, 172–173, 174–175, 176–179, 180–181, 182–186, 187, 188–190; Cause-and-Effect Essay, 196–197, 198–199, 200–203, 204–205, 206–210, 211, 212–214; Problem and Solution Essay, 220–221, 222–223, 224–227, 228–229, 230–234, 235, 236–238; Research Writing, 244–245, 246–249, 250–255, 256–258, 259–263, 264–265, 266–269; Response to Literature, 276–277, 278–281, 282–285, 286–287, 288–292, 293, 294–297; Writing for Assessment, 304–305, 306–307, 308–309, 310–311, 312, 313–315; Workplace Writing, 322–323, 324–325, 326–327, 328–329








appropriate resource(s)) 12.2.5 By the end of twelfth grade, students will demonstrate the ability to use self-generated questions, note taking, summarizing, and outlining while learning.

SE/TE: Outlines: for details, 109, problem–solution, 228, drafting from, 229, preparing, 256–257, modified, 814, punctuation in, 652, for reading material, 795; also see: Prewriting, 14–17, 54–57, 80–83, 104–107, 130–134, 155–157, 176–179, 200–203, 224–227, 250–255, 282–285, 306



Example indicators:

• Use their own questions, summaries, notes, and outlines to learn.

SE/TE: Using the SQ4R Method, 793–794; Graphic organizers, 796–797; also see: Prewriting, 14–17, 54–57, 80–83, 104–107, 130–134, 155–157, 176–179, 200–203, 224–227, 250–255, 282–285, 306; Outlines: for details, 109, problem–solution, 228, drafting from, 229, preparing, 256–257, modified, 814, punctuation in, 652, for reading material, 795



• Use their own summaries, notes, and outlines in writing research papers.

SE/TE: Research Paper: Use Research Clues, 252, Perform Library Research, 253, Take Organized Notes, 254, Do Investigative Research, 255, Preparing a Reference List, 264; References: colons in, 678; References: colons in, 678; also see: Reading from Varied Sources, 808–809; Reference Skills, 815–827; Citing Sources, 880–886









12.3.1 By the end of the twelfth grade, students will participate in student directed discussions by eliciting questions and responses.

Speaking and Listening Skills: using critical listening, 745–751; Workplace Skills: working with people, 835–836, learning teamwork, 837–838; also see: Peer review, 21, 89, 113, 141, 162, 186, 210, 234, 263

TR: Teaching Resources: Scoring Rubrics on Transparency; Topic Bank for Heterogeneous Classes; Academic and Workplace Skills Activity Book; Formal Assessment


Example indicators:

• Participate in and lead group discussions. Speaking and Listening Skills: speaking in a group discussion, 745; using critical listening, 745–751; Workplace Skills: working with people, 835–836, learning teamwork, 837–838; also see: Peer review, 21, 89, 113, 141, 162, 186, 210, 234, 263



• Evaluate and monitor self and peer participation in group discussion.

Listening Skills: using critical listening, 745–751; Workplace Skills: working with people, 835–836, learning teamwork, 837–838; also see: Peer review, 21, 89, 113, 141, 162, 186, 210, 234, 263









12.3.2 By the end of the twelfth grade, students will make oral presentations that demonstrate consideration of audience, purpose, and information.

SE/TE: Speaking Skills: speaking in public, 746, preparing and presenting a speech, 747, evaluating, 748; Representing Skills: Multimedia Presentation, 761, Performing or Interpreting, 763



Example indicators:

• Deliver formal oral presentations using clear enunciation, gestures, tone, vocabulary, and organization appropriate for a particular audience.

SE/TE: Performing or Interpreting, 763; also see: Speaking Skills: rhetorical strategies, 747, evaluating, 748; Representing Skills: Multimedia Presentation, 761



• Use multimedia to deliver formal presentations.

SE/TE: Multimedia Presentation, 761; also see: Connected Assignment: Documentary, 222; Media and Technology Skills: creating video journals, 73, video adaptation of short story, 97, producing documentaries, 273









• Prepare and deliver oral presentations based on inquiry or research.

SE/TE: Multimedia Presentation, 761; also see: Connected Assignment: Documentary, 222; Media and Technology Skills: creating video journals, 73, video adaptation of short story, 97, producing documentaries, 273; Speaking Skills: speaking in public, 746, preparing and presenting a speech, 747, evaluating, 748



• Cite resources. Opportunities to address this standard can be found on the following pages: SE/TE: Research Paper: Preparing a Reference List, 264; References: colons in, 678; Citing Sources, 880–886; also see: ; Reference Skills, 815–827; Internet Research Handbook: researching on, 887–889, terms for, 890–891



• Follow required time limits and deadlines for preparation and delivery.

SE/TE: Speaking Skills: speaking in public, 746, preparing and presenting a speech, 747, evaluating, 748; Representing Skills: Multimedia Presentation, 761, Performing or Interpreting, 763



nebraska reading/writing standards - pearson school · pdf filenebraska reading/writing...

Documents