DYO Assessment - Possible Standards addressed

ELA
· locate and use school and public library resources to acquire information.
· recognize that one text may generate multiple interpretations.
· preview informational texts, with guidance, to assess content & organization & select texts useful for the task
· identify the author's point of view, such as first-person narrator & omniscient narrator
· Use indexes to locate information and glossaries to define terms
· Clear concept of the main idea
· Engages the reader by establishing a context and developing reader interest.
· Support ideas with examples, definitions, analogies, and direct references to the text
· include relevant information and exclude irrelevant information.
· use paraphrase and quotation correctly.
· connect, compare, and contrast ideas and information from one or more sources.
· use graphics, such as graphs, charts, and diagrams, to enhance the communication of information.
· cite sources in footnotes and bibliography, using correct form, with assistance.
· Aware of varying writing styles and purposes. Writes in alignment with the genre specific task.
· Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in text to:
· evaluate examples, details, or reasons used to support ideas
· identify propaganda, with assistance
· identify techniques used to persuade, such as emotional and ethical appeals, with assistance
· identify differing points of view in texts and presentations
· identify cultural and ethnic values and their impact on content
· identify multiple levels of meaning
· judge a text by using evaluative criteria from a variety of perspectives, such as literary and personal, with assistance.
· draw conclusions and make inferences on the basis of explicit and implied information
· Revise and improve early drafts by restructuring, correcting errors, and revising for clarity and effect.
· Evaluates and compares his/her own and other’s work with regard to different criteria and recognize the change in evaluations when different criteria are considered to be more important.
· Use standard English skillfully, applying established rules and conventions for presenting information and making use of a wide range of grammatical constructions and vocabulary to achieve an individual style that communicates effectively.


Social Studies

• History of the United States and New York Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
• Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history
• illustrate the connections and interactions of people and events across time and from a variety of perspectives.
• interpret the ideas, values and beliefs contained in the Declaration of Independence and the New York State Constitution and United States Constitution, Bill of Rights, and other important historical documents
• describe the reasons for periodizing history in different ways.Students investigate key turning points in New York State and United States history and explain why these events or developments are significant.