LANGUAGE ARTS CENTER
|
|
Students will read, write, listen, and speak for critical analysis and
evaluation. |
|
|
As
listeners and readers, students will analyze experiences, ideas,
information, and issues presented by others using a variety of established
criteria. As speakers and writers, they will present, in oral and written
language and from a variety of perspectives, their opinions and judgments on
experiences, ideas, information and issues.
Key Idea:
Listening & Reading
to
analyze and evaluate experiences, ideas, information, and issues requires
using evaluative criteria from a variety of perspectives and recognizing the
difference in evaluations based on different sets of criteria.
Performance Indicators--Students: |
|
|
|
|
|
|
|
|
|
ELEMENTARY
|
|
|
INTERMEDIATE |
|
COMMENCEMENT |
|
|
|
• read and form opinions about a variety of
literary and informational texts and presentations, as well as persuasive
texts such as advertisements, commercials, and letters to the editor
|
|
|
• analyze, interpret, and evaluate
information, ideas, organization, and language from academic and nonacademic
texts, such as textbooks, public documents, book and movie reviews, and
editorials |
|
• analyze, interpret, and evaluate ideas,
information, organization, and language of a wide range of general and
technical texts and presentations across subject areas, including technical
manuals, professional journals, political speeches, and literary criticism |
|
|
|
• make decisions about the quality and dependability of
texts and experiences based on some criteria, such as the attractiveness of
the illustrations and appeal of the characters in a picture book, or the
logic and believability of the claims made in an advertisement |
|
|
• assess the quality of texts and presentations, using
criteria related to the genre, the subject area, and purpose (e.g., using
the criteria of accuracy, objectivity, comprehensiveness, and understanding
of the game to evaluate a sports editorial) |
|
• evaluate the quality of the texts and presentations from a
variety of critical perspectives within the field of study (e.g., using both
Poe’s elements of a short story and the elements of “naturalist fiction” to
evaluate
a modern story) |
|
|
|
• recognize that the criteria that one uses to analyze and
evaluate anything depend on one’s point of view and purpose for the analysis
|
|
|
• understand that within any group there are many different
points of view depending on the particular interests and values of the
individual, and recognize those differences in perspective in texts and
presentations (e.g., in considering whether to let a new industry come into
a community, some community members might be enthusiastic about the
additional jobs that will be created while others are concerned about the
air and noise pollution that could result) |
|
• make precise determinations about the perspective of a
particular writer or speaker by recognizing the relative weight he/she
places on particular arguments and criteria (e.g., one critic condemns a
biography as too long and rambling; another praises it for its accuracy and
never mentions its length) |
|
|
|
• evaluate their own strategies for reading and listening
critically (such as recognizing bias or false claims, and understanding the
difference between fact and opinion) and adjust those strategies to
understand the experience more fully |
|
|
• evaluate their own and others’ work based on a variety of
criteria (e.g., logic, clarity, comprehensiveness, conciseness, originality,
conventionality) and recognize the varying effectiveness of different
approaches |
|
• evaluate and compare
their own and others’ work with regard to different criteria and recognize
the change in evaluations when different criteria are considered to be more
important |
|
|
|
| |
|
