What you were supposed to learn

Intended Learning Outcomes (ILOs)
The overarching intent of language arts instruction in grades 7-12 is for students to value, appreciate, and demonstrate literacy through expressive and receptive language skills, and to understand and investigate the self, others, the culture, and the environment. The Intended Learning Outcomes (ILOs) describe the goals for language arts skills and attitudes. They are an integral part of the Core, and should be included as part of instruction. Process skills in language arts domains are critical to the development of high levels of literacy and lead to understanding and internalizing ILOs.

  1. Demonstrate a Positive Attitude Toward Language Arts Skills and Processes
    1. Develop confidence in the ability to access text.
    2. Enjoy the processes and outcomes of reading and writing.
    3. Develop confidence in the ability to express ideas, emotions, and experiences.

  1. Demonstrate Appreciation for the Role of Language Arts
    1. Recognize that the study of themes and values in texts is preparation for responsible participation in society.
    2. Use language arts skills and strategies to think critically, communicate with others, and understand our culture and common heritage.
    3. Develop thinking and language acquisition together through interactive learning.
    4. Recognize that in studying language arts students will learn the strategies necessary for acquiring academic knowledge, achieving common academic standards, and learning independently.

  1. Demonstrate Understanding of the Nature of Language
    1. Understand that language enhances and identifies human beings as meaning makers.
    2. Understand that language is the vehicle for constructing knowledge, acquiring skills, and developing habits of mind.
    3. Understand that language captures and records human aspirations and imagination.
    4. Understand that language is continuously evolving as a reflection of human evolution.
    5. Understand that language acquisition is not a matter of refining skills, but of increasing confidence, insight, and discernment.
    6. Understand that language conveys the depth of human experience, evoking both emotion and reason.

  1. Understand and Use Receptive and Expressi ve Oral Language Skills to Communicate
    1. Give and seek information in conversations, in group discussions, and in oral presentations.
    2. Use questioning techniques to gain information.
    3. Participate in and report on small group learning activities.
    4. Develop and deliver individual presentations.
    5. Plan, present, and critique the oral delivery of information and persuasive argument.
    6. Plan, present, and critique dramatic readings of literary selections.

  1. Use the Skills, Strategies , and Processes of Reading
    1. Develop an enjoyment for reading as a lifelong way to learn.
    2. Access background knowledge to prepare to read and enjoy texts.
    3. Use meta-cognition strategies during reading to monitor comprehension.
    4. Improve comprehension by using strategies when meaning breaks down.
    5. Retain information from and respond to text after reading.

  1. Use the Skills, Strategies , and Processes of Writing
    1. Develop a distinctive writing voice.
    2. Understand that writing is a process of skills, strategies, and practices for creating, revising, and editing a variety of texts.
    3. Develop reflective abilities and meta-awareness about writing.
    4. Use writing to discover and explore ideas.
    5. Develop collaborative writing skills to prepare for workplace writing.
    6. Understand that writing is a tool for thinking: solving problems, exploring issues, constructing questions, addressing inquiry.
    7. Understand that reading and writing are interrelated: writers approach new reading experiences with enhanced appreciation for the text.
    8. Appreciate the value of personal writing and writing-to-learn in daily applications of knowledge.

Course Description
The developmental needs of students approaching young adulthood are critical to secondary language arts teachers. Teachers attempt to meet the unique needs of these students by using a curriculum that connects academic learning to real-life situations, teaming among teachers, appropriate grouping, and interdisciplinary efforts. At the tenth grade level, the Utah Core focuses on reading and writing experiences that are developmentally appropriate: vocabulary instruction that evaluates connotation in text and compares and identifies word meanings using analogy and antonym context clues. Because human beings are never too old to improve their reading skills, reading instruction focuses on electronic text, using explicit and implicit information to evaluate informational text; on the ways in which character development and connections to politics, history, and culture contribute to great literature; and on more complex figurative language, including simile, metaphor, pun, symbolism and personification. Writing focuses on analysis and interpretation of multiple ideas and perspectives to extend thinking through writing. Persuasive writing is a continued emphasis in preparation for the Utah Basic Skills Test. Skills in analytical evaluation and assessment of writing are further nuanced, and editing skills are specific and clearly delineated. Inquiry skills are focused on synthesizing information in preparation for presenting research results.