The state of New Mexico has
NEW English standards!
These standards have been paraphrased for convenience.
A. Reading
A1: VOCABULARY: roots, prefixes, word families, suffixes, etymology, connotation/denotation, pronunciation, spelling
A2: MESSAGE/MEANING: author’s purpose, main ideas (topic sentence, thesis), narrative sequence and chronology, cause-effect relationships, recognize/recall who/what/when/ where/etc.
A3: INFER/ANALYZE/SYNTHESIZE: interpret graphs, charts, diagrams; evaluate texts using standards and rubrics
A4: READING STRATEGIES: annotation, questions, Cornell, pair/share, most important word, & others
AA: CONVENTIONS (writing)
AA1: SYNTAX: SV/SVDO patterns, SLVPA/SLVPN patterns, coordination and conjunctions toward parallel structures and compound sentences; avoiding run-ons and fragments
AA2: GRAMMAR/USAGE: prepositional phrases used as adj./adv., appositives, homophones (there, their, they’re), parts of speech, S/V and PN/Ant. agreement
AA3: PUNCTUATION/CAPITALIZATION/SPELLING: legible handwriting, capitalization rules, spelling rules, punctuation of direct quotations, comma rules
B: COMMUNICATION
B1: SPOKEN INSTRUCTIONS: purposes plus audience = method, content, and language
B2: GIVE DIRECTIONS: strategies for giving clear, memorable directions
B3: VOCABULARY & AUDIENCE: use vivid, compelling verbs
B4: FOLLOW VERBAL INSTRUCTIONS: consider purpose, speaker, and language used; identify key points; practice listening skills
B5: SUMMARIZE ORAL PRESENTATIONS: context clues, figurative language, nonverbal cues, main ideas vs. details, transitions and sequence of ideas, prior knowledge (synthesis), determine weak/missing information and do further research, visualize mnemonic devices, determine value/use of information conveyed
C: COMPOSITION (writing)
C1: VARIETY OF COMPOSITIONS: write biography, autobiography, history, personal narrative, anecdote, short story, poetry, drama, monologue, screenplay, song lyrics; engage reader; establish point of view and context; use plot, setting, character, sensory language, figurative language, and conclusion
C2: PLAN WRITING: pre-write with various strategies; select major ideas and develop using logic, examples, and details
C3: DICTION: vivid, descriptive, sensory language; stimulate readers’ emotions through use of language
C4: ORGANIZATION: ARGUMENT – word claim clearly, use supporting reasons and appropriate tone; STRUCTURES – problem-solution, compare/contrast, cause-effect; make connections and generate new insights; organize paragraphs; use logic to reach conclusions; use evidence from multiple sources to support a claim
C5: DRAFTING/REVISION: use rubrics to check paragraph focus, transitions, organizational pattern, and clarity; analyze quality of supporting arguments; analyze use or lack of counter-arguments; delete unrelated material; work toward consistency; evaluate quality of own work
C6: EDIT: edit for spelling, grammar, format, structure; evaluate for audience, purpose, readability; consult manuals (MLA, dictionary) to correct errors
C7: CITE: use MLA or other handbook
C8: PRESENTATION: select production elements appropriate to purpose; incorporate graphs, charts, diagrams, photographs, etc.
C9: WORK-RELATED TEXTS: follow conventions of business writing; exclude extraneous information; include necessary dates, etc.; anticipate needs and possible misconstructions of readers
D: RESEARCH
D1: NARROW A RESEARCH TOPIC: form and refine a question using a topic of personal choice
D2: GATHER INFORMATION: preview and select materials; use multiple resources; use credible news sources
D3: CREDIBILITY: distinguish credible sources and information by considering reliability, consistency, and strengths/limitations of sources
D4: REPORT: identify audience to whom findings would be meaningful; develop oral/written presentations
D5: WRITE: write an extended research essay; use primary and secondary sources; use clear claims and arguments; write 1-5 pages on one topic; paraphrase and summarize ranges of arguments; cite sources; use appropriate organizational patterns
E: LOGIC
E1: FACT, OPINION, INFERENCE, EVIDENCE: identify supporting facts/arguments; identify types of arguments (logical, emotional, authoritative, propaganda); distinguish between evidence and inference
E2: IDENTIFY FALSE PREMISES: identify style and rhetoric used to persuade in oral and written material; examine texts for arguments; develop informed opinions
E3: STRUCTURE: identify structures of multi-faceted arguments; identify multi-faceted arguments in texts; use multi-faceted arguments
E4: ARGUMENTS: develop/use criteria to evaluate range and quality of evidence in oral/written texts; support informed opinions with high quality arguments
E5: LOGICAL FALLACIES: recognize appeal to pity, personal attack, general opinion, and false dilemma; establish and defend a perspective; respond respectfully to others’ views; recognize propaganda as purposeful
E6: LOGICAL ERROR: analyze for logical errors such as loaded terms, false assumptions, and faulty reasoning
E7: DEDUCE/INDUCE: identify deductive arguments and inductive arguments
E8: LOGICAL COMPARISON: use a variety of texts and analyze differences in development of theme, main ideas, supporting ideas (in two texts addressing the same topic); generate different types of questions to clarify and extend comprehension of two texts
E9: CONSTRUCT LOGICAL ARGUMENTS: use logical organization; develop ideas with audience in mind; develop clear and substantive thesis; develop coherent progression of ideas and supporting ideas/examples; identify areas in need of additional support; draw a persuasive conclusion; demonstrate awareness of counter-arguments; recognize personal experience as evidentiary support
F: INFORMATIONAL TEXTS
F1: INSTRUCTIONS/NONFICTION: identify resources used to acquire technical information; evaluate accuracy of instruction sequences
F2: MAIN IDEAS: identify main ideas in informational texts; examine informational texts for ideas and concepts; detect inconsistencies in sources
F3: SUMMARIZE: summarize informational texts using charts, graphs, etc., within texts
F4: SUMMARY vs. CRITIQUE: distinguish between summary and critique for informational texts
F5: NON-ART VISUALS: interpret photographs, captions, maps, tables, timelines, etc., in informational texts
F6: CONCEPTS: recognize cause-effect as a strategy in informational texts; order sequences of events for processes; utilize/recognize transitions in informational texts
F7: SYNTHESIS: gather and synthesize information from primary and secondary nonfiction texts
F8: CONCLUDE: draw conclusions/generalize using details from text
F9: STRUCTURE: analyze table of contents, organization, structure and graphics to determine the most important elements of the structure of an informational text
F10: COMPREHENSION: discern theme, key idea, main ideas, and supporting ideas within complex texts
F11: EVALUATE GRAPHICS: evaluate relevance of graphics to text
G: MEDIA
G1: MEDIA TYPES: recognize traits of radio, film, Internet, magazine, newspaper, t.v.
G1.2: PERSUASION: identify target audience; identify elements of persuasion and propaganda techniques such as hidden messages, bandwagon, testimonial, glittering generality, etc.
G1.3: MEDIA BIAS: identify target audience and examples of bias as they would appeal to the target audience
G2: EVALUATE: evaluate effectiveness of medium as it relates to purpose; recognize perceptions of fact and opinion; recognize how perceptions of fact vs. opinion are affected by fallacies, false dilemmas, propaganda, and emotional appeals; recognize how the medium itself influences the perception of fact vs. opinion
G3: CREATE MEDIA PRODUCTIONS: select appropriate medium/media; use effective graphics, text, and sound; present a distinct point of view on a topic
H: LITERATURE
H1: TRAITS OF LITERATURE: recognize traits of the following: American literature (18th, 19th, 20th centuries), Hispanic literature, Native American literature, cross-cultural literature
H2: HISTORICAL/LITERARY SIGNIFICANCE: analyze texts for historical and literary significance; recognize key American lit. documents and movements; recognize key cultural narratives and forms
H3: ELEMENTS: describe how author manipulates time/sequence (flashback, foreshadowing, stream-of-consciousness) to create effects such as suspense; distinguish between mood vs. tone; identify examples of wit and humor
H4: PROSE: create rubrics to define “classic literature”; explain effect of point of view; assess reliability of narrative/narrator
H4.2: PROSE GENRES: identify examples and traits of the following genres: myth, legend, folk tale, fairy tale, beast tale, fable, tall tale, epic
H4.3: PROSE CHARACTERIZATION: identify examples of the following: antagonist, protagonist, hero, tragic hero, archetype, stock character, flat/round, static/dynamic, foil
H5: POETRY: identify examples of diction, stressed and unstressed syllables, end rhyme/rhyme scheme, stanza, haiku, narrative poem, lyric poem
H5.2: POETIC DEVICES: identify examples of hyperbole, simile, metaphor, personification; identify speaker, situation, and purpose of poem
H6: DRAMA: identify examples of extended monologue, one-act, three-act, five-act plays, tragedy/tragic form, colloquial language, theme as derived from plot and stage direction
H7: CULTURE: identify cultural/historical perspectives in literary works (including Native American/Hispanic cultures)
