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Specifically, the IRA/NCTE Standards for the English
Language Arts (1996).
- Students read a wide range of print and nonprint text to
build an understanding of text, of themselves, and of the cultures of the
United States and the world; to acquire new information; to respond to the
needs and demands of society and the workplace; and for personal fulfillment.
Among these texts are fiction and nonfiction, classic, and contemporary works.
- Students read a wide range of literature from many
periods in many genres to build an understanding of the many dimensions (e.g.,
philosophical, ethical, aesthetic) of human experience.
- Students apply a wide range of strategies to comprehend,
interpret, evaluate, and appreciate texts. They draw on their prior
experience, their interactions with other readers and writers, their knowledge
of word meaning and of other texts, their word identification strategies, and
their understanding of textual features (e.g., sound-letter correspondence,
sentence structure, contest, graphics).
- Students adjust their use of spoken, written, and visual
language (e.g., conventions, style, vocabulary) to communicate effectively
with a variety of audiences and for a variety o f purposes.
- Students employ a wide range of strategies as they write
and use different writing process elements appropriately to communicate with
different audiences for a variety of purposes.
- Students apply knowledge of language structure, language
convention (e.g., spelling and punctuation), media techniques, figurative
language, and genre to create, critique, and discuss print and nonprint texts.
- Students conduct research on issues and interests by
generating ideas and questions, and by posing problems. They gather,
evaluate, and synthesize data from a variety of sources (e.g., print and
nonprint texts, artifacts, people) to communicate their discoveries in ways
that suit their purpose and audience.
- Students use a variety of technological and
informational resources (e.g., libraries, databases, computer networks, video)
to gather and synthesize information and to create and communicate knowledge.
- Students develop an understanding of and respect for
diversity in language use, patterns, and dialects across cultures, ethnic
groups, geographic regions, and social roles.
- Students whose first language is not English make use of
their first language to develop competency in the English language arts and to
develop understanding of content across the curriculum.
- Students participate as knowledgeable, reflective,
creative, and critical members of a variety of literacy communities
- Students use spoken, written, and visual language to
accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and
the exchange of information).
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