Academic standards list

English III — English Language Arts

Introduction

Academic standards define the expectations for knowledge and skills that students are to learn in a subject by a certain age or at the end of a school grade level. This page contains a list of standards for a specific content area, grade level, and/or course. The list of standards may be structured using categories and sub-categories.

Language

 
Standard 1 — Language
 
Language is the systematic means of communicating ideas and feelings through the use of signs, gestures, words, and/or auditory symbols. Language Arts is the name given to the curriculum area that includes four types of language: listening, speaking, reading, and writing. Language Arts teaching constitutes a significant area in education, since listening, speaking, reading, and writing pervade the curriculum. They are vital to learning and the display of learning in all areas- math, science, and social studies. Teachers must teach students to be proficient in all four areas of language to be successful in their learning across the curriculum.Conceptual StrandStandard American English conventions and vocabulary are essential to ensure effective use of language and promote success in college as well as all types of career opportunities.Guiding QuestionIn what ways do Standard American English conventions and vocabulary promote success in education and in careers?
 
Course Level Expectation
Demonstrate control of Standard English through grammar usage and mechanics (punctuation, capitalization, and spelling).
Employ a variety of strategies and resources to determine the definition, pronunciation, etymology, spelling, and usage of words and phrases.
Understand and use a variety of sentence structures.
Consider language as a reflection of its time and culture.
State Performance Indicator
Demonstrate the correct use of commas and lesser-used punctuation marks (e.g., hyphens, dashes, colons) in complex and sophisticated constructions.
 
From a group of grammatically-correct sentences, choose the clearest, most coherent sentence.
 
Identify the patterns of challenging complex sentences.
 
Use phrases and clauses in a variety of ways to create sophisticated complex sentences.
 
Use previously learned techniques such as recognizing cognates, root words, affixes, foreign phrases, and textual context to identify unfamiliar words, including
 
Select the appropriate word from among frequently confused words (i.e., to/too/two, their/there/theyre, it/its, you/youre, whose/whos, which/that/who,
 
From a given list, choose the word that has entered the English language within the last fifteen years.
 
Choose correctly or incorrectly spelled words.
 
Proofread for errors in capitalization and punctuation.
 
Identify pronoun antecedents in complex sentence constructions and correct ambiguous references.
 
Correctly choose verb forms in terms of tense, voice (i.e., active and passive), and mood for continuity.
 
Identify the language of origin from which a set of words is borrowed.
 
Identify commonly used foreign words and phrases (i.e., RSVP, dj vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps,
 

Communication

 
Standard 2 — Communication
 
Communication is the practice of conveying information from one person to another. The language arts are all essential to the communication process. Listening and speaking are fundamental to oral communication. Reading and writing are vital to written communication; viewing and visually representing are critical to visual communication. Listening, reading, and viewing are ways to receive information. Speaking, writing, and visually representing are ways of sharing information.Conceptual StrandEffective communication through clear and persuasive expression and attentive listening is necessary for success in school, the workplace, and the larger community. Guiding QuestionHow do good listening and speaking skills help to communicate clearly and persuasively in all interactive settings?
 
Course Level Expectation
Demonstrate critical listening skills essential for comprehension, evaluation, problem solving, and task completion.
Summarize, paraphrase, and critique information presented orally by others.
Identify the thesis and main points of a complex speech.
Analyze the style and structure of a complex speech.
Understand strategies for expressing ideas clearly and effectively in a variety of oral contexts.
Deliver effective oral presentations.
Participate in work teams and group discussions.
State Performance Indicator
Identify the thesis and main points of a comple speech.
 
Distinguish between a summary and a paraphrase.
 
Distinguish between a critique and a summary.
 
Discern the structure of a complex speech (e.g., sequential, problem-solution, comparison-contrast, cause-effect).
 
Identify the rhetorical devices used in a complex speech (i.e., rhetorical questions, parallelism and repetition, analogies, hyperbole, metaphors, simile,
 
Select the most appropriate strategies for participating productively in a team (e.g., contributing relevant and appropriate information that moves the team
 

Writing

 
Standard 3 — Writing
 
Writing is a way of sharing language in a visual or tactile form. Throughout the world writing systems have been developed independently using a variety of symbols to represent speech, punctuation, and numbers. All of the writing systems utilize visible representations except the Braille system used for the visually impaired. Writing is one of the most commanding communication tools.Conceptual StrandThe ability to write clearly and coherently to a specific topic is vital to effective communication. Authors write for a variety of purposes and to a variety of audiences.Guiding QuestionIn what ways does good writing contribute to effective communication in a variety of purposes and to a variety of audiences?
 
Course Level Expectation
Write in a variety of modes, with particular emphasis on persuasion, for different purposes and audiences.
Employ various prewriting strategies.
Organize ideas into an essay with a thesis statement in the introduction, well-constructed paragraphs, a conclusion, and transition sentences that connect
Revise documents to develop or support ideas more clearly, address potential objections, ensure effective transitions between paragraphs, and correct errors in
State Performance Indicator
Proofread a passage for correct punctuation, mechanics, and usage.
 
Choose the most effective order of sentences in a paragraph.
 
Select the most vivid and compelling word to strengthen a description.
 
Select the most precise word from a given list of synonyms.
 
Use a variety of strategies to combine a simple set of sentences into a longer, more complex sentence.
 
Revise to correct a nonparallel construction.
 
Select the thesis statement in a writing sample or passage.
 
Choose the transitional device that appropriately connects sentences or paragraphs within a writing sample.
 
Rearrange the order of supporting paragraphs within a writing sample given a specified organizational pattern (comparison-contrast, chronological).
 
Evaluate the relevance of supporting sentences by deleting an irrelevant sentence in a passage.
 
Determine the writers purpose in a writing sample.
 
Identify a statement that reveals the writers attitude.
 
Identify the targeted audience for a selected passage.
 
Select the proper format to convey a set of work-related information.
 

Research

 
Standard 4 — Research
 
Research is the dynamic, attentive, and systematic process of inquiry to discover, interpret, or rework facts, events, behaviors, or theories. Additionally, it makes practical applications with the help of facts, laws, or theories. The term research is also used to describe the collection of information about a particular subject.Conceptual StrandEffective research is the ability to frame, to analyze, and to investigate solutions to problems, while building on and evaluating the credibility of existing research. Effective research leads to the formulation of questions and ultimately to the exploration of new ideas.Guiding QuestionHow does effective research enhance inquiry about any aspect of life?
 
Course Level Expectation
Define and narrow a problem or research topic.
Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.
Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites.
Write an extended research paper, using primary and secondary sources and technology and graphics, as appropriate.
Use a standard format to arrange text, to cite sources, and to document quotations, paraphrases, and other information.
State Performance Indicator
Select the research topic with the highest degree of focus.
 
Differentiate between primary and secondary sources.
 
Evaluate the reliability and credibility of sources for use in research.
 
Evaluate the validity of Web pages as sources of information.
 
Determine which statement presents an opposing view from those stated on a Web page.
 
Identify information that must be cited or attributed within a writing sample.
 

Logic

 
Standard 5 — Logic
 
From Guide To Inductive & Deductive Reasoning Induction vs. Deduction October, 2008, by The Critical Thinking Co.™ Staff Logic refers to the systematic study and application of the principles of valid inference and correct reasoning. Logic is the skill of correct thinking and conceptual development. It is the thinking through of similarities, comparisons, and differences in order to induce the correct general conclusions. Studying logic and practicing logical thinking prepares students for the development of reasoning. Logic is often divided into two parts: inductive reasoning and deductive reasoning. The first is associated with drawing general conclusions from specific examples; the second involves drawing logical conclusions from definitions and axioms.Conceptual StrandLogic is the ability to reason soundly, to think critically, to argue persuasively, and to infer appropriately in order to function successfully in society. Guiding QuestionHow is the ability to reason soundly, to think critically, to argue persuasively, and to infer appropriately necessary to function successfully in school and the workplace?
 
Course Level Expectation
Use logic to make inferences and draw conclusions in a variety of complex oral and written contexts.
Analyze text for fact and opinion, cause/effect, inferences, evidence, and conclusions.
Evaluate an argument, considering false premises, logical fallacies, and quality of evidence presented.
Analyze the logical features of an argument.
Analyze written and oral communication for persuasive devices.
Analyze deductive and inductive arguments.
State Performance Indicator
Make inferences and draw conclusions based on evidence in text.
 
Choose a logical word to complete an analogy.
 
Evaluate text for fact and opinion.
 
Analyze cause/effect relationships in text.
 
Select the persuasive device used in an ad or speech (i.e., bandwagon, loaded words, testimonials, name-calling, plain folks, misuse of statistics, transfer,
 
Identify the logical fallacy (i.e., appeal to fear, personal attack {ad hominem}, false dilemma, false analogy, slippery slope, non sequitur, false authority,
 
Differentiate between the implied and stated evidence of a given argument.
 
Determine whether a given argument employs deductive or inductive reasoning. (NOTE: NO Check for Understanding)
 
Identify a statement that reveals the writers biases, stereotypes, assumptions, or values within a writing sample.
 
Identify a false premise in text.
 
Identify the main claim, premise(s), evidence, or conclusion of a given argument.
 
Select an additional sentence to add to an argument within a persuasive text.
 
Select a rebuttal statement that best refutes the writers viewpoint.
 
Distinguish the strongest or weakest point of a given argument.
 

Informational Text

 
Standard 6 — Informational Text
 
In the Information Age the importance of being able to read and write informational texts critically and well cannot be overstated. Informational literacy is central to success, and even survival, in schooling, the workplace, and the community. - Nell Duke, Michigan State University Informational text is designed to convey factual information rather than tell or advance a narrative. Informational texts contain ideas, facts, and principles related to the physical, biological, or social world. They may take many different forms: picture books, photo essays, chapter books, articles and essays, letters, diaries and journals, observational notes, factual references (almanacs, books of statistics, books of world records), brochures, manuals, and text books. Informational text may employ techniques such as lists, comparing/contrasting, or demonstrating cause/effect, and may be accompanied by graphs or charts.Conceptual StrandThe world is filled with a variety of informational texts; learners must have a comprehensive set of skills for effective interpretation of this type of text.Guiding QuestionWhy is it important for learners to have a comprehensive set of skills for interpreting a variety of texts?
 
Course Level Expectation
Comprehend and summarize the main ideas of complex informational texts and determine the essential elements that elaborate them.
Analyze the organizational structures of complex informational and technical texts.
Read, interpret, and analyze graphics that support complex informational and technical texts.
State Performance Indicator
Discern the stated or implied main idea and supporting details of a complex informational or technical passage.
 
Analyze information presented graphically in a complex informational or technical passage.
 
Analyze the ways in which the organizational structure of a complex informational or technical text supports or confounds its meaning or purpose.
 
Synthesize information across multiple complex informational or technical texts.
 

Media

 
Standard 7 — Media
 
According the National Association for Media Literacy Education: The purpose of media literacy education is to help individuals of all ages develop the habits of inquiry and skills of expression that they need to be critical thinkers, effective communicators and active citizens in todays world. Media (or Cine) literacy is a repertoire of competences that enable people to analyze, evaluate, and create messages in a wide variety of media modes, genres, and forms. Education for media literacy often uses an inquiry-based pedagogic model that encourages people to ask questions about what they watch, hear, and read. Media literacy education provides tools to help people critically analyze messages, offers opportunities for learners to broaden their experience of media, and helps them develop creative skills in making their own media messages.Conceptual StrandAll students must understand, analyze and use multi-media technology in all facets of life to keep pace with society and ensure lifelong learning. Guiding QuestionHow can students understand, analyze and use multi-media technology to keep pace with society and ensure lifelong learning?
 
Course Level Expectation
Evaluate the aural, visual, and written images and other special effects used in television, radio, film, and the Internet for their ability to inform,
Examine the agreements and conflicts between the visual (e.g., media images, painting, film, graphic arts) and the verbal.
Recognize how visual and sound techniques or design (e.g., special effects, camera angles, music) carry or influence messages in various media.
Apply and adapt the principles of written composition to create coherent media productions.
State Performance Indicator
Draw an inference from a non-print medium.
 
Select the type of conflict represented in a non-print medium.
 
Determine the impact of production elements (e.g., font, color, layout, graphics, light, camera angle) on a message.
 
Infer the mood represented in a non-print medium.
 
Discern how the limitations imposed by a particular medium restrict the delivery of a particular message.
 
Consider the treatment of a particular subject or event in two or more media (e.g., newspaper and visual art, narrative and poem, diary and magazine article).
 

Literature

 
Standard 8 — Literature
 
Literature is a term used to describe written or spoken material. Broadly speaking, "literature" is used to describe anything from creative writing to more technical or scientific works, but the term is most commonly used to refer to works of the creative imagination, including works of poetry, drama, fiction, and nonfiction.Conceptual StrandStudents will become educated members of society by gaining knowledge of themselves and others through the study of literature, thus becoming critical readers and lifelong learners. Guiding QuestionHow does the knowledge gained through the study of literature enable students to become critical readers and lifelong learners?
 
Course Level Expectation
Demonstrate knowledge of significant works of American literature from the colonial period to the present and make relevant comparisons.
Understand the characteristics of various literary genres (e.g., poetry, novel, biography, short story, essay, drama).
Recognize the conventions of various literary genres and understand how they articulate the writers vision.
Analyze works of American literature for what is suggested about the historical period in which they were written.
Know and use appropriate literary terms to derive meaning and comprehension from various literary genres.
State Performance Indicator
Identify and analyze examples of idiom, metaphor, simile, personification, hyperbole, or pun in poetry or prose.
 
Differentiate among verbal, situational, and dramatic irony.
 
Analyze the effect of literary point-of-view (first person, third-person objective, third-person limited, third-person omniscient) on characters, theme, and
 
Identify and analyze how the author reveals character (i.e., what the author tells us, what the other characters say about him or her, what the character does,
 
Identify the symbol of a literary passage and determine the theme it supports.
 
Identify and analyze standard literary elements (i.e., archetype, allegory, parable, paradox, parody, satire, foreshadowing, flashback).
 
Analyze the impact of setting on the mood and plot of a literary passage.
 
Analyze sound and metric devices (i.e., rhyme {internal, slant}, rhythm, blank verse, free verse, repetition, alliteration, onomatopoeia).
 
Demonstrate knowledge of the characteristics of lyric poetry, epics, sonnets, dramatic poetry, and ballads.
 
Analyze the development of similar or contrasting themes across two or more literary passages.
 
Identify and analyze the elements of drama (i.e., stage directions, dialogue, soliloquy, monologue, aside).
 
Locate words or phrases within a passage that provide historical or cultural cues.
 
Analyze texts to identify the authors life experiences, attitudes, viewpoints, and beliefs and how these relate to the larger historical, social, and cultural
 
Identify classical, historical, and literary allusions in context.
 
Identify and analyze basic elements of plot (i.e., exposition, rising action, climax, falling action, resolution/denouement).
 
Analyze how form relates to meaning (e.g., compare a poem and a newspaper article on the same theme or topic).
 
 
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