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sufficiency of evidence used to support or oppose an argument. #0;3 3003.5.5 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions. #0;3 3003.5.6 Distinguish between evidence which is directly stated and evidence which is implied within an argument. #0;3 3003.5.7 Identify false premises and explain the role they play in argumentation. #0;3 3003.5.8 Analyze common logical fallacies (e.g., appeal to fear, personal attack {ad hominem

2 0 http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=2 www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=2

English III Page 2 #0;3 3003.1.9 Demonstrate understanding of common foreign words and phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam, carpe diem, tempus fugit, c’est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, ad hoc

3 0 http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=3 www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=3

English III Page 3 SPI 3003.1.13 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam, carpe diem, tempus fugit, c’est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, ad hoc, cause célèbre

13 0 http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=13 www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=13

sufficiency of evidence used to support or oppose an argument. #0;3 3003.5.5 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions. #0;3 3003.5.6 Distinguish between evidence which is directly stated and evidence which is implied within an argument. #0;3 3003.5.7 Identify false premises and explain the role they play in argumentation. #0;3 3003.5.8 Analyze common logical fallacies (e.g., appeal to fear, personal attack {ad hominem

14 0 http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=14 www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=14

in text. SPI 3003.5.2 Choose a logical word to complete an analogy. SPI 3003.5.3 Evaluate text for fact and opinion. SPI 3003.5.4 Analyze cause/effect relationships in text. SPI 3003.5.5 Select the persuasive device used in an ad or speech (i.e., bandwagon, loaded words, testimonials, name-calling, plain folks, misuse of statistics, transfer, card stacking). SPI 3003.5.6 Identify the logical fallacy (i.e., appeal to fear, personal attack {ad hominem}, false dilemma, false analogy

20 0 http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=20 www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=20

parody, satire, parable, paradox, symbol, and foreshadowing. #0;3 3003.8.17 Comprehend and use figurative language (e.g., idioms, metaphors, similes, personification, hyperbole). #0;3 3003.8.18 Use prior knowledge and explicit study to identify the meaning of biblical, classical, cultural, historical, and literary allusions, especially those which may be more obscure or extended (e.g., references to Phaeton and Icarus in Dante’s Inferno). #0;3 3003.8.19 Identify the meaning of metaphors based on

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sufficiency of evidence used to support or oppose an argument. #0;3 3005.5.5 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions. #0;3 3005.5.6 Distinguish between evidence which is directly stated and evidence which is implied within an argument. #0;3 3005.5.7 Identify false premises and explain the role they play in argumentation. #0;3 3005.5.8 Analyze common logical fallacies (e.g., appeal to fear, personal attack {ad hominem

2 0 http://www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=2 www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=2

English IV Page 2 #0;3 3005.1.7 Use the origins, history, and evolution of words and concepts to enhance understanding. #0;3 3005.1.8 Demonstrate understanding of foreign words and phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam, carpe diem, tempus fugit, c’est la vie

11 0 http://www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=11 www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=11

sufficiency of evidence used to support or oppose an argument. #0;3 3005.5.5 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions. #0;3 3005.5.6 Distinguish between evidence which is directly stated and evidence which is implied within an argument. #0;3 3005.5.7 Identify false premises and explain the role they play in argumentation. #0;3 3005.5.8 Analyze common logical fallacies (e.g., appeal to fear, personal attack {ad hominem

16 0 http://www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=16 www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=16

personification, hyperbole). #0;3 3005.8.18 Use prior knowledge and explicit study to identify the meaning of biblical, classical, cultural, historical, and literary allusions, especially those which may be more obscure or extended (e.g., references to Phaeton and Icarus in Dante’s Inferno). #0;3 3005.8.19 Identify the meaning of metaphors based on common literary allusions and conceits (e.g., the dogs of war, a face that launched a thousand ships, flying too close to the sun).

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Microsoft Word - 06.029.0004.doc

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(ii) Research multiple sources to deepen understanding and integrate information and ideas across varied sources and content areas by: conducting research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., using print and non-print texts, artifacts, people, libraries, databases, , computer networks), evaluating the usefulness and quality of information and ideas based on purpose, experiences, texts and graphics. (iii

9 0 http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=9 www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=9

(ii) Research multiple sources to deepen understanding and integrate information and ideas across varied sources and content areas by: conducting research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., using print and non-print texts, artifacts, people, libraries, databases, , computer networks), evaluating the usefulness and quality of information and ideas based on purpose, experiences, texts and graphics. (iii

23 0 http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=23 www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=23

proposals. (3) Benchmark 6-C: Evaluate the range and quality of evidence used to support or oppose an argument (including the use of logos, ethos, pathos). (a) Grade 9 performance indicator: Use standard criteria to evaluate the quality and effectiveness of evidence used in oral or written communication. (b) Grade 10 performance indicators: (i) Identify, analyze and

24 0 http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=24 www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=24

personal attack - “argumentum ad hominem,” the appeal to general opinion - “argumentum ad populum,” and the false dilemma - assuming only two options when there are more available). (ii) Create and utilize criteria for critiquing one’s own work and the work of others for unintended fallacies. (5) Benchmark 6-E: Understand the distinction between a deductive argument and an inductive argument in order to evaluate an argument’s effectiveness

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idea or concept. a. Select an appropriate format to demonstrate understanding. b. Gather information from more than one source. c. Report information by paraphrasing, summarizing, and/or quoting from sources. d. Use informal citation to support inquiry. 14 Objective 3 (O...

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Proposed New 19 TAC

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traditional, and classical literature to 20th and 21st century American novels, plays, or films; and (C) relate the main ideas found in a literary work to primary source documents from its historical and cultural setting. (3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the effects of metrics, rhyme schemes (e.g

15 0 http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=15 ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=15

traditional, and classical literature to 20th and 21st century American novels, plays, or films; and (C) relate the main ideas found in a literary work to primary source documents from its historical and cultural setting. (3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the effects of metrics, rhyme schemes (e.g

49 0 http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=49 ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=49

include a ten- to fifteen-minute investigative documentary, ad campaigns, political campaigns, or parodies to engage specific audiences; and (E) create, present, test, and revise a project and analyze a response using data-gathering techniques such as questionnaires, group discussions, and feedback forms. Source: The provisions of this §110.45 adopted to be effective September 1, 1998, 22 TexReg 7549. §110.46. Independent Study in English (One-Half to One Credit). (a) Introduction. (1) Students enrolled in

76 0 http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=76 ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=76

(4) The student demonstrates an understanding of the economics of publishing. The student is expected to: (A) differentiate between advertising appeals and propaganda; (B) demonstrate understanding of the type of advertising such as classified, display, or public service; and (C) understand general salesmanship in selling student-produced publications. Source: The provisions of this §110.62 adopted to be effective September 1, 1998, 22 TexReg 7549. Page 76 September 2008 Update

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DRAFT

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62 of 75 WORD BENCH SUFFIXES Noun Suffixes Adjective Suffixes -acy, acity---having the quality of -able, ible—worthy of or inclined to, able to -ance, ation, ion, ism, dom, ery, mony, ment, tion—quality, state, or condition -aceous, ative, ish, ive, itious—pertaining -ant, ac---one who -al—relating to -archy---government -cle—small -ard, art---one who does something to excess -escent—becoming -aster—inferiority or fraudulence -est—most -ate—state or quality of -ferous—bearing, producing -ation—action or

65 0 http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=65 www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=65

62 of 75 WORD BENCH SUFFIXES Noun Suffixes Adjective Suffixes -acy, acity---having the quality of -able, ible—worthy of or inclined to, able to -ance, ation, ion, ism, dom, ery, mony, ment, tion—quality, state, or condition -aceous, ative, ish, ive, itious—pertaining -ant, ac---one who -al—relating to -archy---government -cle—small -ard, art---one who does something to excess -escent—becoming -aster—inferiority or fraudulence -est—most -ate—state or quality of -ferous—bearing, producing -ation—action or

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Microsoft Word - Content Area Reading Middle School.doc

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78 WORD BENCH SUFFIXES Noun Suffixes -scope—instrument for observing -acy, acity—having the quality of -tion—quality, state, or condition -ance—quality, state, or condition -trix—one who, doer, agent -ant, ac—one who -tude—state or quality of -archy—government -ure—action or process -ard, art—one who does something to excess -aster—inferiority or fraudulence -ate—state or quality of -ation—quality, state, or condition Adjective Suffixes -ation—action or process of

78 0 http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=78 www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...

78 WORD BENCH SUFFIXES Noun Suffixes -scope—instrument for observing -acy, acity—having the quality of -tion—quality, state, or condition -ance—quality, state, or condition -trix—one who, doer, agent -ant, ac—one who -tude—state or quality of -archy—government -ure—action or process -ard, art—one who does something to excess -aster—inferiority or fraudulence -ate—state or quality of -ation—quality, state, or condition Adjective Suffixes -ation—action or process of

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English Voluntary State Curriculum

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metrics, rhyme scheme, rhythm, alliteration, repetition, parallelism) on meaning ADP H5, H9 #0;z Analyze the effect of stylistic elements (e.g., allusion, analogy, figurative language, imagery, and symbolism) on meaning ADP B5, H9 #0;z Analyze the effect of multiple speakers or a shifting point of view #0;z Analyze the extent to which a systematic use of dialect creates character and advances theme #0;z Analyze the extent to which an author’s use of irony contributes to character, plot, or theme

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metrics, rhyme scheme, rhythm, alliteration, repetition, parallelism) on meaning ADP H5, H9 #0;z Analyze the effect of stylistic elements (e.g., allusion, analogy, figurative language, imagery, and symbolism) on meaning ADP B5, H9 #0;z Analyze the effect of multiple speakers or a shifting point of view #0;z Analyze the extent to which a systematic use of dialect creates character and advances theme #0;z Analyze the extent to which an author’s use of irony contributes to character, plot, or theme

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deductive and inductive arguments. #0;3 3001.5.5 Identify the roles premises play in developing deductive and inductive arguments. #0;3 3001.5.6 Evaluate the relevance and quality of evidence given to support or oppose an argument. #0;3 3001.5.7 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions. #0;3 3001.5.8 Distinguish between evidence which is directly stated and evidence which is implied. #0;3 3001.5.9 Identify false

3 0 http://www.state.tn.us/education/ci/english/doc/ENG_3001.pdf#page=3 www.state.tn.us/education/ci/english/doc/ENG_3001.pdf#page=3

English I Page 3 SPI 3001.1.15 Use a sample reference source to determine aspects of a given word (e.g., spelling, part of speech, definition, cognates, etymology, synonyms). SPI 3001.1.16 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad

11 0 http://www.state.tn.us/education/ci/english/doc/ENG_3001.pdf#page=11 www.state.tn.us/education/ci/english/doc/ENG_3001.pdf#page=11

English I Page 11 #0;3 3001.4.11 Create an effective organizing structure based on increasingly complex research information, sometimes using multiple organizing structures within the essay. #0;3 3001.4.12 Craft a conclusion in which the research question and topic are re-emphasized, the main findings are summarized, and conclusions are drawn. #0;3 3001.4.13 Acknowledge source material and create a bibliography, following a standard format and with a high degree of accuracy. #0;3 3001.4.14

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deductive and inductive arguments. #0;3 3001.5.5 Identify the roles premises play in developing deductive and inductive arguments. #0;3 3001.5.6 Evaluate the relevance and quality of evidence given to support or oppose an argument. #0;3 3001.5.7 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions. #0;3 3001.5.8 Distinguish between evidence which is directly stated and evidence which is implied. #0;3 3001.5.9 Identify false

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deductive and inductive arguments. #0;3 3002.5.5 Identify the roles premises play in developing deductive and inductive arguments. #0;3 3002.5.6 Evaluate the relevance and quality of evidence given to support or oppose an argument. #0;3 3002.5.7 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions. #0;3 3002.5.8 Distinguish between evidence which is directly stated and evidence which is implied. #0;3 3002.5.9 Identify false

3 0 http://www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=3 www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=3

English II Page 3 SPI 3002.1.14 Use context clues and/or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words. SPI 3002.1.15 Proofread a written passage for errors in punctuation and/or capitalization and/or spelling. SPI 3002.1.16 Use a sample reference source to determine aspects of a given word (e.g., spelling, part of speech, definition, cognates, etymology, synonyms). SPI 3002.1.17 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu

11 0 http://www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=11 www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=11

English II Page 11 #0;3 3002.4.11 Create an effective organizing structure based on increasingly complex research information, sometimes using multiple organizing structures within the essay. #0;3 3002.4.12 Craft a conclusion in which the research question and topic are reemphasized, the main findings are summarized, and conclusions are drawn. #0;3 3002.4.13 Acknowledge source material and create a bibliography, following a standard format and with a high degree of accuracy. #0;3 3002.4.14

12 0 http://www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=12 www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=12

deductive and inductive arguments. #0;3 3002.5.5 Identify the roles premises play in developing deductive and inductive arguments. #0;3 3002.5.6 Evaluate the relevance and quality of evidence given to support or oppose an argument. #0;3 3002.5.7 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions. #0;3 3002.5.8 Distinguish between evidence which is directly stated and evidence which is implied. #0;3 3002.5.9 Identify false

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