Academic Standards for Reading, Writing, Speaking and Listening

eanings and origins of these words.
B. Identify differences in formal and
informal speech (e.g., dialect, slang,
jargon).
C. Identify word meanings that have
changed over time (e.g., cool, mouse).
A. Describe the origins and meanings of
common, learned and foreign words
used frequently in English language
(e.g., carte blanche, faux pas).
B. Analyze the role and place of standard
American English in speech, writing
and literature.
C. Identify new words that have been
added to the English language over
time.
A. Describe the influence of historical
events on the English language.
B. Analyze when differences in language
are a source of negative or positive
stereotypes among groups.
C. Explain and evaluate the role and
influence of the English language
within and across countries.
Academic Standards for Reading, Writing, Speaking and Listening
16
1.8. Research
1.8.3. GRADE 3 1.8.5. GRADE 5 1.8.8. GRADE 8 1.8.11. GRADE 11
Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the
knowledge and skills needed to:
A. Select a topic for research.
B. Locate information using appropriate
sources and strategies.
· Locate resources for a particular
task (e.g., newspapers,
dictionary).
· Select sources (e.g., dictionaries,
encyclopedias, interviews to write
a family history, observations,
electronic media).
· Use tables of contents, key words
and guide words.
· Use traditional and electronic
search tools.
C. Organize and present the main ideas
from research.
· Take notes from sources using a
structured format.
· Summarize, orally or in writing,
the main ideas.
A. Select and refine a topic for research.
B. Locate information using appropriate
sources and strategies.
· Evaluate the usefulness and
qualities of the sources.
· Select appropriate sources (e.g.,
dictionaries, encyclopedias, other
reference materials, interviews,
observations, computer
databases).
· Use tables of contents, indices,
key words, cross-references and
appendices.
· Use traditional and electronic
search tools.
C. Organize and present the main ideas
from research.
· Take notes from sources using a
structured format.
· Present the topic using relevant
information.
A. Select and refine a topic for research.
B. Locate information using appropriate
sources and strategies.
· Determine valid resources for
researching the topic, including
primary and secondary sources.
· Evaluate the importance and
quality of the sources.
· Select essential sources (e.g.,
dictionaries, encyclopedias, other
reference materials, interviews,
observations, computer
databases).
· Use tables of contents, indices,
key words, cross-references and
appendices.
· Use traditional and electronic
search tools.
C. Organize, summarize and present the
main ideas from research.
· Identify the steps necessary to
carry out a research project.
· Take relevant notes from sources.
· Develop a thesis statement based
on research.
A. Select and refine a topic for research.
B. Locate information using appropriate
sources and strategies.
· Determine valid resources for
researching the topic, including
primary and secondary sources.
· Evaluate the importance and
quality of the sources.
· Select sources appropriate to the
breadth and depth of the research
(e.g., dictionaries, thesauruses,
other reference materials,
interviews, observations,
computer databases).
· Use tables of contents, indices,
key words, cross-references and
appendices.
· Use traditional and electronic
search tools.
C. Organize, summarize and present the
main ideas from research.
· Take notes relevant to the
research topic.
· Develop a thesis statement based
on research.
Academic Standards for Reading, Writing, Speaking and Listening
17
· Credit sources using a structured
format (e.g., author, title).
· Give precise, formal credit for
others’ ideas, images or
information using a standard
method of documentation.
· Use formatting techniques to
create an understandable
presentation for a designated
audience.
· Anticipate readers’ problems or
misunderstandings.
· Give precise, formal credit for
others’ ideas, images or
information using a standard
method of documentation.
· Use formatting techniques (e.g.,
headings, graphics) to aid reader
understanding.
Academic Standards for Reading, Writing, Speaking and Listening
18
III. GLOSSARY
Alliteration: The repetition of initial consonant sounds in neighboring words.
Allusion: An implied or indirect reference in literature to a familiar person, place or event.
Analysis: The process or result of identifying the parts of a whole and their relationships to one another.
Antonym: A word that is the opposite of another word.
Characterization: The method an author uses to reveal characters and their various personalities.
Compare: Place together characters, situations or ideas to show common or differing features in literary selections.
Context clues: Information from the reading that identifies a word or group of words.
Conventions of
 language: Mechanics, usage and sentence completeness.
Evaluate: Examine and judge carefully.
Figurative
language: Language that cannot be taken literally since it was written to create a special effect or feeling.
Fluency: The clear, easy, written or spoken expression of ideas. Freedom from word-identification problems which might hinder
comprehension in silent reading or the expression of ideas in oral reading.
Focus: The center of interest or attention.
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Genre: A category used to classify literary works, usually by form, technique or content (e.g., prose, poetry).
Graphic organizer: A diagram or pictorial device that shows relationships.
Homophone: One of two or more words pronounced alike, but different in spelling or meaning (e.g., hair/hare, scale (fish)/scale
(musical)).
Hyperbole: An exaggeration or overstatement (e.g., I was so embarrassed I could have died.).
Idiomatic language: An expression peculiar to itself grammatically or that cannot be understood if taken literally (e.g., Let’s get on the ball.).
Irony: The use of a word or phrase to mean the exact opposite of its literal or usual meaning; incongruity between the actual result
of a sequence of events and the expected result.
Literary conflict: The struggle that grows out of the interplay of the two opposing forces in a plot.
Literary elements: The essential techniques used in literature (e.g., characterization, setting, plot, theme).
Literary devices: Tools used by the author to enliven and provide voice to the writing (e.g., dialogue, alliteration).
Literary structures: The author’s method of organizing text (e.g., foreshadowing, flashbacks).
Metaphor: The comparison of two unlike things in which no words of comparison (like or as) are used (e.g., That new kid in class is
really a squirrel.).
Meter: The repetition of stressed and unstressed syllables in a line of poetry.
Narrative: A story, actual or fictional, expressed orally or in writing.
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Paraphrase: Restate text or passage in other words, often to clarify meaning or show understanding.
Pattern book: A book with a predictable language structure and often written with predictable text; also known as predictable book.
Personification: An object or abstract idea given human qualities or human form (e.g., Flowers danced about the lawn.).
Phonics: The relationship between letters and sounds fundamental in beginning reading.
Point of view: The way in which an author reveals characters, events and ideas in telling a story; the vantage point from which 
the story is told.
Public document: A document that focuses on civic issues or matters of public policy at the community level and beyond.
Reading critically: Reading in which a questioning attitude, logical analysis and inference are used to judge the worth of text; evaluating
relevancy and adequacy of what is read; the judgement of validity or worth of what is read, based on sound criteria.
Reading rate: The speed at which a person reads, usually silently.
Research: A systematic inquiry into a subject or problem in order to discover, verify or revise relevant facts or principles 
having to do with that subject or problem.
Satire: A literary tone used to ridicule or make fun of human vice or weakness.
Self-monitor: Know when what one is reading or writing is not making sense; adjust strategies for comprehension.
Semantics: The study of meaning in language.
Simile: A comparison of two unlike things in which a word of comparison (like or as) is used (e.g., She eats like a bird.).
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Sources:
Primary: Text and/or artifacts that tell or show a first-hand account of an event; original works used when researching.
Secondary: Text and/or artifacts used when researching that are derived from something original.
Subject area: An organized body of knowledge; a discipline; a content area.
Style: How an author writes; an author’s use of language; its effects and appropriateness to the author’s intent and 
theme.
Synonym: One of two or more words in a language that have highly similar meanings (e.g., sorrow, grief, sadness).
Syntax: The pattern or structure of word order in sentences, clauses and phrases.
Theme: A topic of discussion or writing; a major idea broad enough to cover the entire scope of a literary work.
Thesis: The basic argument advanced by a speaker or writer who then attempts to prove it; the subject or major 
argument of a speech or composition.
Tone: The attitude of the author toward the audience and characters (e.g., serious or humorous).
Voice: The fluency, rhythm and liveliness in writing that makes it unique to the writer.