Okla. Admin. Code § 210:15-3-28

Current through Vol. 42, No. 8, January 2, 2025

Section 210:15-3-28 - Standard Three: Critical Reading and Writing

(a)Statement of the standard. Students will apply critical thinking skills to reading and writing.

(b)Standard Three objectives for Pre-Kindergarten. The following objectives apply for students in Pre-Kindergarten:

(1)Reading. Students will analyze, interpret, and evaluate increasingly complex literary and informational texts that include a wide range of historical, cultural, ethnic, and global perspectives from a variety of genres.

(A)Objective 1. Students will describe the roles of an author and illustrator with prompting.

(B)Objective 2. Students will ask and answer basic questions (e.g. who, what, where, and when) about texts, photographs, or illustrations during shared reading or other text experiences with prompting.

(C)Objective 3. Students will identify characters in a story with prompting.

(2)Writing. Students will thoughtfully and intentionally write, addressing a range of modes, purposes, and audiences.

(A)Objective 1. Students will use drawing and labeling to tell a story or share information with prompting.

(c)Standard Three objectives for Kindergarten. The following objectives apply for students in Kindergarten:

(A)Objective 1. Students will describe the roles of an author and illustrator in various texts.

(B)Objective 2. Students will ask and answer basic questions (e.g. who, what, where, and when) about texts during shared reading or other text experiences with prompting.

(C)Objective 3. Students will describe characters and setting in a story with prompting.

(2)Writing. Students will thoughtfully and intentionally write, addressing a range of modes, purposes, and audiences.

(A)Objective 1. Students will use drawing, labeling, and writing to tell a story, share information, or express an opinion with prompting.

(d)Standard Three objectives for Grade 1. The following objectives apply for students in Grade 1:

(A)Objective 1. Students will identify the author's purpose (i.e. tell a story, provide information) with prompting.

(B)Objective 2. Students will describe who is telling a story with prompting.

(C)Objective 3. Students will find textual evidence when provided with examples of literary elements:

(i) setting (i.e., time and place).

(ii) main characters and their traits.

(D)Objective 4. Students will ask and answer basic questions (e.g., who, what, where, why, and when) about texts.

(E)Objective 5. Students will begin to use details from a text to draw conclusions and make predictions.

(F)Objective 6. Students will begin to locate facts that are clearly stated in a text.

(2)Writing. Students will thoughtfully and intentionally write, addressing a range of modes, purposes, and audiences.

(A)Objective 1. Students will write narratives incorporating characters, plot (i.e., beginning, middle, end), and a basic setting (i.e., time, place) with with prompting.

(B)Objective 2. Students will begin to write facts about a topic in response to a text read aloud to demonstrate understanding with prompting.

(C)Objective 3. Students will write an opinion about a topic and provide a reason to support the opinion with prompting.

(e)Standard Three objectives for Grade 2. The following objectives apply for students in Grade 2:

(A)Objective 1. Students will determine the author's purpose (i.e., tell a story, provide information).

(B)Objective 2. Students will determine whether a grade-level literary text is narrated in first- or third-person point of view with prompting.

(C)Objective 3. Students will find examples of literary elements:

(i) setting (i.e., time and place).

(ii) plot (i.e., beginning, middle, end.

(iii) characters and their traits.

(D)Objective 4. Students will find examples of literary devices:

(i) simile.

(ii) alliteration.

(iii) onomatopoeia.

(E)Objective 5. Students will use details from the literary or informational text to draw conclusions and make predictions.

(F)Objective 6. Students will locate facts that are clearly stated in an informational text.

(G)Objective 7. Students will describe the structure of an informational text with prompting:

(i) description.

(ii) sequential.

(2)Writing. Students will thoughtfully and intentionally write, addressing a range of modes, purposes, and audiences.

(A)Objective 1. Students will write narratives incorporating characters, plot (i.e., beginning, middle, end), and a basic setting (i.e., time, place).

(B)Objective 2. Students will write facts about a topic and include a main idea with supporting details in a paragraph.

(C)Objective 3. Students will write an opinion about a topic and provide reasons as support in a paragraph.

(f)Standard Three objectives for Grade 3. The following objectives apply for students in Grade 3:

(A)Objective 1. Students will determine if the author's purpose is to entertain, inform, or persuade.

(B)Objective 2. Students will determine whether a grade-level literary text is narrated in first- or third-person point of view.

(C)Objective 3. Students will find examples of literary elements:

(i) setting.

(ii) plot.

(iii) characters.

(iv) characterization.

(D)Objective 4. Students will find examples of literary devices:

(i) simile.

(ii) alliteration.

(iii) personification.

(iv) onomatopoeia.

(v) hyperbole.

(E)Objective 5. Students will answer inferential questions, using a text to support answers.

(F)Objective 6. Students will distinguish fact from opinion in an informational text. Objective 7. Students will describe the structure of an informational text:

(i) problem/solution.

(ii) description.

(iii) sequential.

(2)Writing. Students will thoughtfully and intentionally write, addressing a range of modes, purposes, and audiences.

(A)Objective 1. Students will write narratives incorporating:

(i) setting.

(ii) plot.

(iii) characters.

(iv) characterization.

(B)Objective 2. Students will write facts about a subject, including a main idea with supporting details, in multiple paragraphs with transitional words and phrases.

(C)Objective 3. Students will write an opinion about a topic and provide relevant evidence as support in multiple paragraphs with transitional words and phrases.

(g)Standard Three objectives for Grade 4. The following objectives apply for students in Grade 4:

(A)Objective 1. Students will determine the author's purpose (i.e., entertain, inform, persuade) by identifying key details.

(B)Objective 2. Students will determine whether a grade-level literary text is narrated in first- or third-person point of view.

(C)Objective 3. Students will find textual evidence of literary elements:

(i) setting.

(ii) plot.

(iii) characters (i.e., protagonist, antagonist).

(iv) characterization.

(v) conflict.

(D)Objective 4. Students will find textual evidence of literary devices:

(i) simile.

(ii) metaphor.

(iii) personification.

(iv) onomatopoeia.

(v) hyperbole.

(vi) alliteration.

(vii) idiom.

(E)Objective 5. Students will answer inferential questions using evidence from one or more texts to support answers.

(F)Objective 6. Students will distinguish fact from opinion in an informational text and explain how reasons and facts support specific points. Objective 7. Students will distinguish the structures of an informational text:

(i) cause/effect.

(ii) problem/solution.

(iii) description.

(iv) sequential.

(2)Writing. Students will thoughtfully and intentionally write, addressing a range of modes, purposes, and audiences.

(A)Objective 1. Students will compose narratives reflecting real or imagined experiences that:

(i) include plots with a climax and resolution.

(ii) include developed characters who overcome conflicts and use dialogue.

(iii) use a consistent point of view.

(iv) unfold in a chronological sequence.

(v) use sensory variety, sensory details, and vivid language to create interest.

(vi) model literary elements and/or literary devices from mentor texts.

(B)Objective 2. Students will compose informative essays that:

(i) introduce and develop a topic.

(ii) incorporate evidence (e.g., specific facts, examples)

(iii) maintain an organized structure with transitional words and phrases.

(iv) use sentence variety and word choice to create interest.

(v) model literary devices from mentor texts.

(C)Objective 3. Students will write opinion essays that:

(i) introduce a topic and state an opinion.

(ii) incorporate relevant, text-based evidence to support the opinion.

(iii) use sentence variety and word choice to create interest.

(iv) maintain an organized structure with transitional words and phrases.

(h)Standard Three objectives for Grade 5. The following objectives apply for students in Grade 5:

(A)Objective 1. Students will determine the author's purpose (i.e., entertain, inform, persuade), and draw conclusions to determine if the author's purpose was achieved.

(B)Objective 2. Students will determine whether a grade-level literary text is narrated in first- or third-person point of view (limited and omniscient) and describe its effect.

(C)Objective 3. Students will determine how literary elements contribute to the meaning of a literary text:

(i) setting.

(ii) plot.

(iii) characters (i.e. protagonist, antagonist).

(iv) characterization.

(v) conflict.

(vi) theme.

(D)Objective 4. Students will determine how literary devices contribute to the meaning of a text:

(i) simile.

(ii) metaphor.

(iii) personification.

(iv) onomatopoeia.

(v) hyperbole.

(vi) imagery.

(vii) idiom.

(viii) alliteration.

(E)Objective 5. Students will analyze ideas in one or more texts, providing textual evidence to support their inferences.

(F)Objective 6. Students will distinguish fact from opinion in an informational text and explain how reasons and facts support specific points.

(F)Objective 7. Students will distinguish the structures of informational texts:

(i) compare/contrast.

(ii) cause/effect.

(iii) problem/solution.

(iv) description.

(v) sequential.

(2)Writing. Students will thoughtfully and intentionally write, addressing a range of modes, purposes, and audiences.

(A)Objective 1. Students will compose narratives reflecting real or imagined experiences that:

(i) include plots with a climax and resolution.

(ii) include developed characters who overcome conflicts and use dialogue.

(iii) use a consistent point of view.

(iv) unfold in chronological sequence.

(v) use sentence variety, sensory details, and vivid language to create interest.

(vi) model literary elements and/or literary devices from mentor texts.

(B)Objective 2. Students will compose informative essays that:

(i) introduce and develop a topic.

(ii) incorporate evidence (e.g., specific facts, examples, charts, and graphs).

(iii) maintain an organized structure with transitional words and phrases.

(iv) use sentence variety and word choice to create interest.

(v) model literary devices from mentor texts.

(C)Objective 3. Students will write opinion essays that:

(i) introduce a topic and state a clear opinion.

(ii) incorporate relevant, text-based evidence to support the opinion.

(iii) use sentence variety and word choice to create interest.

(iv) organize writing in a logical sequence with transitional words and phrases.

(i)Standard Three objectives for Grade 6. The following objectives apply for students in Grade 6:

(A)Objective 1. Students will compare and contrast stated or implied purposes of authors writing on the same topic from a variety of historical, cultural, ethnic, and global perspectives.

(B)Objective 2. Students will evaluate how perspective (e.g., historical, cultural, ethnic, and global) affects a variety of literary and informational texts.

(C)Objective 3. Students will analyze how literary elements contribute to the meaning of a literary text:

(i) setting.

(ii) plot.

(iii) characters (i.e. protagonist, antagonist).

(iv) characterization.

(v) point of view (i.e., third person limited and omniscient).

(vi) conflict (i.e. internal and external).

(D)Objective 4. Students will analyze how literary devices contribute to the meaning of a text:

(i) figurative language (i.e., simile, metaphor, personification, hyperbole, imagery, symbolism, idiom).

(ii) sound devices (i.e., onomatopoeia, alliteration).

(E)Objective 5. Students will identify literary elements and devices that impact a text's theme.

(F)Objective 6. Students will categorize facts included in an argument as for or against an issue.

(G)Objective 7. Students will analyze how informational text structures support the author's purpose:

(i) compare/contrast.

(ii) cause/effect.

(iii) problem/solution.

(iv) description.

(v) sequential.

(H)Objective 8. Students will analyze one or more ideas from a text, providing textual evidence to support their inferences.

(2)Writing. Students will thoughtfully and intentionally write, addressing a range of modes, purposes, and audiences.

(A)Objective 1. Students will compose narratives reflecting real or imagined experiences that:

(i) include plots involving characters resolving conflicts.

(ii) unfold in a chronological sequence.

(iii) include a narrator, precise language, sensory details, and dialogue to enhance the narrative.

(iv) use sentence variety to create clarity.

(v) emulate literary elements and/or literary devices from mentor texts.

(B)Objective 2. Students will compose informative essays or reports that:

(i) objectively introduce and develop topics.

(ii) incorporate evidence (e.g., specific facts, details, charts and graphs, data).

(iii) maintain an organized structure.

(iv) use sentence variety and word choice to create clarity.

(v) emulate literary devices from mentor texts.

(C)Objective 3. Students will compose argumentative essays that:

(i) introduce precise claims.

(ii) organize claims and evidence in a logical sequence.

(iii) provide relevant evidence to develop arguments, using credible sources.

(iv) use sentence variety and word choice to create clarity.

(j)Standard Three objectives for Grade 7. The following objectives apply for students in Grade 7:

(A)Objective 1. Students will read works written on the same topic from a variety of historical, cultural, ethnic, and global perspectives and compare the methods the authors use to achieve their purposes.

(B)Objective 2. Students will evaluate how perspective (e.g., historical, cultural, ethnic, and global) affects a variety of literary and informational texts.

(C)Objective 3. Students will analyze literary elements to support an interpretation of a text:

(i) setting.

(ii) plot.

(iii) characters (i.e. protagonist, antagonist).

(iv) characterization.

(v) point of view (i.e., third person limited and omniscient and second person).

(vi) conflict (i.e. internal and external).

(D)Objective 4. Students will analyze literary devices to support an interpretation of a text:

(i) figurative language (i.e., simile, metaphor, personification, hyperbole, imagery, symbolism, idiom).

(ii) sound devices (i.e., onomatopoeia, alliteration).

(iii) verbal irony.*

(E)Objective 5. Students will identify literary elements and devices that impact a text's theme and mood.

(F)Objective 6. Students will distinguish factual claims from opinions.

(F)Objective 7. Students will analyze how informational text structures support the author's purpose:

(i) compare/contrast.

(ii) cause/effect.

(iii) problem/solution.

(iv) description.

(v) sequential.

(G)Objective 8. Students will analyze multiple ideas from a text, providing textual evidence to support their inferences.

(2)Writing. Students will thoughtfully and intentionally write, addressing a range of modes, purposes, and audiences.

(A)Objective 1. Students will compose narratives reflecting real or imagined experiences that:

(i) include plots involving complex characters resolving conflicts.

(ii) unfold in chronological or surprising sequence (e.g., foreshadowing).

(iii) include a narrator, precise language, sensory details, dialogue, and thoughts to enhance the narrative.

(iv) use sentence variety to create clarity.

(v) emulate literary elements and/or literary devices from mentor texts.

(B)Objective 2. Students will compose informative essays or reports that:

(i) objectively introduce and develop topics.

(ii) incorporate evidence (e.g., specific facts, details, charts and graphs, data).

(iii) maintain an organized structure.

(iv) use sentence variety and word choice to create clarity.

(v) establish and maintain a formal style.

(vi) emulate literary devices from mentor texts.

(C)Objective 3. Students will compose argumentative essays that:

(i) introduce precise claims.

(ii) organize claims and evidence in a logical sequence.

(iii) provide relevant evidence to develop arguments, using credible sources.

(iv) use sentence variety and word choice to create clarity.

(v) establish and maintain a formal style.

(k)Standard Three objectives for Grade 8. The following objectives apply for students in Grade 8:

(A)Objective 1. Students will analyze works written on the same topic from a variety of historical, cultural, ethnic, and global perspectives and analyze the methods the authors use to achieve their purposes.

(B)Objective 2. Students will evaluate perspectives (e.g., historical, cultural, ethnic, and global) and describe how they effect various literary and informational texts.

(C)Objective 3. Students will analyze literary elements to support interpretations of a literary text:

(i) setting.

(ii) plot.

(iii) characters (i.e. protagonist, antagonist).

(iv) characterization.

(v) point of view (i.e., third person limited and omniscient, second person, and unreliable narrator).

(vi) conflict (i.e. internal and external).

(D)Objective 4. Students will analyze literary devices to support interpretations of a text:

(i) figurative language (i.e., simile, metaphor, personification, hyperbole, imagery, symbolism, idiom).

(ii) sound devices (i.e., onomatopoeia, alliteration).

(iii) verbal and situational irony.

(E)Objective 5. Students will identify literary elements and devices that impact a text's theme, mood, and tone.

(F)Objective 6. Students will evaluate textual evidence to determine whether a claim is substantiated or unsubstantiated.

(G)Objective 7. Students will analyze how informational text structures support the author's purpose:

(i) compare/contrast.

(ii) cause/effect.

(iii) problem/solution.

(iv) description.

(v) sequential.

(H)Objective 8. Students will compare and contrast two or more texts, providing textual evidence to support their inferences.

(2)Writing. Students will thoughtfully and intentionally write, addressing a range of modes, purposes, and audiences.

(A)Objective 1. Students will compose narratives reflecting real or imagined experiences that:

(i) include plots involving complex characters resolving conflicts.

(ii) unfold in chronological or surprising sequence (e.g., flashback and foreshadowing).

(iii) include a narrator, precise language, sensory details, and dialogue to enhance the narrative.

(iv) use sentence variety to create clarity.

(v) emulate literary elements and/or literary devices from mentor texts.

(B)Objective 2. Students will compose informative essays or reports that:

(i) objectively introduce and develop topics.

(ii) incorporate evidence (e.g., specific facts, details, charts and graphs, data).

(iii) maintain an organized structure.

(iv) use sentence variety and word choice to create clarity.

(v) establish and maintain a formal style.

(vi) emulate literary devices from mentor texts.

(C)Objective 3. Students will compose argumentative essays that:

(i) introduce precise claims.

(ii) acknowledge counterclaims.

(iii) organize claims, counterclaims, and evidence in a logical sequence.

(iv) provide relevant evidence to develop arguments, using credible sources.

(v) use sentence variety and word choice to create clarity.

(vi) establish and maintain a formal style.

(l)Standard Three objectives for Grade 9 - English I. The following objectives apply for students in Grade 9 - English I:

(A)Objective 1. Students will analyze the extent to which historical, cultural, and/or global perspectives affect authors' stylistic choices in grade-level literary and informational texts.

(B)Objective 2. Students will evaluate authors' perspectives and explain how those perspectives contribute to the meaning of texts.

(C)Objective 3. Students will evaluate how literary elements impact theme, mood, and/or tone, using textual evidence:

(i) setting.

(ii) plot structure (e.g., foreshadowing, flashback, in media res).

(iii) characters (e.g., protagonist, antagonist).

(iv) characterization (i.e., direct, indirect).

(v) point of view (e.g., narrator reliability).

(vi) conflict (i.e., internal, external).

(vii) archetypes.

(D)Objective 4. Students will evaluate how literary devices impact theme, mood, and/or tone, using textual evidence:

(i) figurative language (i.e., simile, metaphor, personification, hyperbole, imagery, symbolism).

(ii) sound devices (i.e., onomatopoeia, alliteration, assonance).

(iii) irony (i.e., verbal, situational, dramatic).

(E)Objective 5. Students will evaluate the validity of a speaker's argument:

(i) distinguish the kinds of evidence (e.g., logical, empirical, anecdotal).

(ii) distinguish substantiated from unsubstantiated claims.

(iii) analyze rhetorical appeals (i.e., ethos, logos, pathos).

(iv) identify bias.

(v) identify logical fallacies.

(F)Objective 6. Students will analyze how informational text structures support the author's purpose.

(G)Objective 7. Students will analyze how two or more texts address similar themes or topics, using textual evidence to support their claims and inferences.

(2)Writing. Students will thoughtfully and intentionally write, addressing a range of modes, purposes, and audiences.

(A)Objective 1. Students will compose narratives reflecting real or imagined experiences that:

(i) include engaging plots involving well-developed, complex characters resolving conflicts.

(ii) establish narrator(s) that enhance(s) the narrative.

(iii) are intentionally sequenced in a way to achieve a specific effect (e.g., create suspense, establish mood, reflect theme).

(iv) provide clear descriptions, using precise language, sensory details, and dialogue.

(v) include varied syntax to enhance readability.

(vi) emulate literary elements and/or literary devices from mentor texts.

(B)Objective 2. Students will compose informative essays, reports, or technical writing that:

(i) objectively introduce and develop topics.

(ii) include a defensible thesis.

(iii) incorporate evidence (e.g., specific facts, details, charts and graphs, data).

(iv) maintain an organized structure.

(v) use sentence variety and word choice to create clarity and concision.

(vi) establish and maintain a formal style.

(vii) emulate literary devices from mentor texts.

(C)Objective 3. Students will compose argumentative essays, reviews, or op-eds that:

(i) introduce precise, informed claims.

(ii) include a defensible thesis.

(iii) acknowledge counterclaims or alternate perspectives.

(iv) organize claims, counterclaims, and evidence in a logical sequence.

(v) provide the most relevant evidence to develop balanced arguments, using credible sources.

(vi) use sentence variety and word choice to create clarity and concision.

(vii) use style and tone that suits the audience and purpose.

(D)Objective 4. Students will blend narrative, informative, and argumentative writing to suit their audience and purpose.

(m)Standard Three objectives for Grade 10 - English II. The following objectives apply for students in Grade 10 - English II:

(A)Objective 1. Students will analyze the extent to which historical, cultural, and/or global perspectives affect authors' stylistic choices in grade-level literary and informational texts.

(B)Objective 2. Students will evaluate authors' perspectives and explain how those perpsectives contribute to the meaning of texts.

(C)Objective 3. Students will evaluate how literary elements impact theme, mood, and/or tone, using textual evidence:

(i) setting.

(ii) plot structure (e.g., foreshadowing, flashback, in mediares).

(iii) characters (e.g., protagonist, antagonist).

(iv) characterization (i.e., direct, indirect).

(v) point of view (e.g., narrator reliability).

(vi) conflict (i.e., internal and external).

(vii) archetypes.

(D)Objective 4. Students will evaluate how literary devices impact theme, mood, and/or tone, using textual evidence:

(i) figurative language (i.e., simile, metaphor, personification, hyperbole, imagery, symbolism).

(ii) sound devices (i.e., onomatopoeia, alliteration, assonance).

(iii) irony (i.e., verbal, situational, dramatic).

(E)Objective 5. Students will evaluate the validity of a speaker's argument:

(i) distinguish the kinds of evidence (e.g., logical, empirical, anecdotal).

(ii) distinguish substantiated from unsubstantiated claims.

(iii) analyze rhetorical appeals (i.e., ethos, logos, pathos).

(iv) identify bias.

(v) identify logical fallacies.

(F)Objective 6. Students will analyze how informational text structures support the author's purpose.

(G)Objective 7. Students will analyze how two or more texts address similar themes or topics, using textual evidence to support their claims and inferences.

(2)Writing. Students will thoughtfully and intentionally write, addressing a range of modes, purposes, and audiences.

(A)Objective 1. Students will compose narratives reflecting real or imagined experiences that:

(i) include engaging plots involving well-developed, complex characters resolving conflicts.

(ii) establish narrator(s) that enhance(s) the narrative.

(iii) are intentionally sequenced in a way to achieve a specific effect.

(iv) provide clear descriptions, using precise language, sensory details, and dialogue.

(v) include varied syntax to enhance readability.

(vi) emulate literary elements and/or literary devices from mentor texts.

(B)Objective 2. Students will compose informative essays, reports, or technical writing that:

(i) objectively introduce and develop topics.

(ii) include a defensible thesis.

(iii) incorporate evidence.

(iv) maintain an organized structure.

(v) use sentence variety and word choice to create clarity and concision.

(vi) establish and maintain a formal style.

(vii) emulate literary devices from mentor texts.

(C)Objective 3. Students will compose argumentative essays, reviews, or op-eds that:

(i) introduce precise, informed claims.

(ii) include a defensible thesis.

(iii) acknowledge counterclaims or alternate perspectives.

(iv) organize claims, counterclaims, and evidence in a logical sequence.

(v) provide the most relevant evidence to develop balanced arguments, using credible sources.

(vi) use sentence variety and word choice to create clarity and concision.

(vii) use style and tone that suits the audience and purpose.

(D)Objective 4. Students will blend narrative, informative, and argumentative writing to suit their audience and purpose.

(n)Standard Three objectives for Grade 11 - English III. The following objectives apply for students in Grade 11 - English III:

(A)Objective 1. Students will analyze the extent to which historical, cultural, and/or global perspectives affect authors' stylistic choices in grade-level literary and informational texts.

(B)Objective 2. Students will evaluate authors' perspectives and explain how those perspectives contribute to the meaning of texts.

(C)Objective 3. Students will evaluate how literary elements impact theme, mood, and/or tone, using textual evidence:

(i) setting.

(ii) plot structure (e.g., foreshadowing, flashback, in media res).

(iii) conflict (i.e., internal, external).

(iv) characters (e.g., protagonist, antagonist).

(v) characterization (i.e., direct, indirect).

(vi) point of view (e.g., narrator reliability).

(vii) archetypes.

(D)Objective 4. Students will evaluate how literary devices impact theme, mood, and/or tone, using textual evidence:

(i) figurative language (i.e., simile, metaphor, personification, hyperbole, imagery, symbolism).

(ii) sound devices (i.e., onomatopoeia, alliteration, assonance).

(iii) irony (i.e., verbal, situational, dramatic).

(E)Objective 5. Students will evaluate how authors writing on the same issue reached different conclusions because of differences in assumptions, evidence, reasoning, and viewpoints, including examining rhetorical appeals, bias, and use of logical fallacies.

(F)Objective 6. Students will analyze how informational text structures support the author's purpose.

(G)Objective 7. Students will evaluate how two or more texts address similar themes or topics, using textual evidence to support their claims and inferences.

(2)Writing. Students will thoughtfully and intentionally write, addressing a range of modes, purposes, and audiences.

(A)Objective 1. Students will compose narratives reflecting real or imagined experiences that:

(i) include engaging plots involving well-developed, complex characters resolving conflicts.

(ii) establish narrator(s) that enhance(s) the narrative.

(iii) are intentionally sequenced in a way to achieve a specific effect (e.g., create suspense, establish mood, reflect theme).

(iv) provide clear descriptions, using precise language, sensory details, and dialogue.

(v) include varied syntax to enhance readability.

(vi) emulate literary elements and/or literary devices from mentor texts.

(B)Objective 2. Students will compose informative essays, and reports, or technical writing that:

(i) objectively introduce and develop topics.

(ii) include a defensible thesis.

(iii) incorporate evidence (e.g., specific facts, details, charts and graphs, data).

(iv) maintain an organized structure.

(v) use sentence variety and word choice to create clarity and concision.

(vi) establish and maintain a formal style.

(vii) emulate literary devices from mentor texts.

(C)Objective 3. Students will compose argumentative essays, reviews, or op-eds that:

(i) introduce precise, informed claims.

(ii) include a defensible thesis.

(iii) acknowledge counterclaims or alternate perspectives.

(iv) organize claims, counterclaims, and evidence in a logical sequence.

(v) provide the most relevant evidence to develop balanced arguments, using credible sources.

(vi) use sentence variety and word choice to create clarity and concision.

(D)Objective 4. Students will blend narrative, informative, and argumentative writing to suit their audience and purpose.

(o)Standard Three objectives for Grade 12 - English IV. The following objectives apply for students in Grade 12 - English IV:

(A)Objective 1. Students will analyze the extent to which historical, cultural, and/or global perspectives affect authors' stylistic choices in grade-level literary and informational texts.

(B)Objective 2. Students will evaluate authors' perspectives and explain how those perspectives contribute to the meaning of texts.

(C)Objective 3. Students will evaluate how literary elements impact theme, mood, and/or tone, using textual evidence:

(i) setting.

(ii) plot structure (e.g., foreshadowing, flashback, in media res).

(iii) conflict (i.e., internal, external).

(iv) characters (e.g., protagonist, antagonist).

(v) characterization (i.e., direct, indirect).

(vi) point of view (e.g., narrator reliability).

(vii) archetypes.

(D)Objective 4. Students will evaluate how literary devices impact theme, mood, and/or tone, using textual evidence:

(i) figurative language (i.e., simile, metaphor, personification, hyperbole, imagery, symbolism).

(ii) sounds devices (i.e., onomatopoeia, alliteration, assonance).

(iii) irony (i.e., verbal, situational, dramatic).

(F)Objective 6. Students will analyze how informational text structures support the author's purpose.

(G)Objective 7. Students will evaluate how two or more texts address similar themes or topics, using textual evidence to support their claims and inferences.

(2)Writing. Students will thoughtfully and intentionally write, addressing a range of modes, purposes, and audiences.

(A)Objective 1. Students will compose narratives reflecting real or imagined experiences that:

(i) include engaging plots involving well-developed, complex characters resolving conflicts.

(ii) establish narrator(s) that enhance(s) the narrative.

(iii) are intentionally sequenced in a way to achieve a specific effect (e.g., create suspense, establish mood, reflect theme).

(iv) provide clear descriptions, using precise language, sensory details, and dialogue.

(v) include varied syntax to enhance readability.

(vi) emulate literary elements and/or literary devices from mentor texts.

(B)Objective 2. Students will compose informative essays, reports, or technical writing that:

(i) objectively introduce and develop topics.

(ii) include a defensible thesis.

(iii) incorporate evidence (e.g., specific facts, details, charts and graphs, data).

(iv) maintain an organized structure.

(v) use sentence variety and word choice to create clarity and concision.

(vi) establish and maintain a formal style.

(vii) emulate literary devices from mentor texts.

(C)Objective 3. Students will compose argumentative essays, reviews, or op-eds that:

(i) introduce precise, informed claims.

(ii) include a defensible thesis.

(iii) acknowledge counterclaims or alternate perspectives.

(iv) organize claims, counterclaims, and evidence in a logical sequence.

(v) provide the most relevant evidence to develop balanced arguments, using credible sources.

(vi) use sentence variety and word choice to create clarity and concision.

(vii) use style and tone that suits the audience and purpose.

(D)Objective 4. Students will blend narrative, informative, and argumentative writing to suit their audience and purpose.

Okla. Admin. Code § 210:15-3-28

Adopted by Oklahoma Register, Volume 33, Issue 24, September 1, 2016, eff. 9/11/2016

Amended by Oklahoma Register, Volume 38, Issue 24, September 1, 2021, eff. 9/11/2021