English II Competencies and Objectives Survey


To be completed by English II teachers only

Directions:

  1. For each of the competencies/skills listed below, circle "Yes" if the skill was taught in a previous grade
  2. Circle "Yes" if you teach the competency/skill in your classroom.
  3. Circle 1, 2, or 3 to indicate the emphasis you believe the English II assessment should place on each competency/skill.
  4. Return the questionnaire to your principal for mailing.
Was this competency/skill taught in a previous grade?

(Circle if Yes)
Do you teach this competency/skill in your classroom?

(Circle if Yes)

 How much emphasis should the English II assessment place on this competency? (Circle one)

1=Little or no emphasis

2=Moderate emphasis

3=Strong emphasis
Competency #1

Produce writing which reflects increasing proficiency through planning, writing, revising, and editing which is specific to audience and purpose.
1.a. Use a variety of planning techniques, such as brainstorming, outlining, webbing, or Venn diagramming 
Yes
Yes
1 2 3
1.b. Define / Write a clear topic sentence / thesis statement
Yes
Yes
1 2 3
1.c. Define / Use transitional words and phrases to ensure coherence
Yes
Yes
1 2 3
1.d. Provide relevant supporting details to develop topic sentence / thesis statement
Yes
Yes
1 2 3
1.e. Define / Use a logical progression of ideas, such as spatial order, chronological order, or order of importance
Yes
Yes
1 2 3
1.f. Establish a clear sense of beginning, middle, and end in a piece of writing 
Yes
Yes
1 2 3
1.g. Write on the assigned topic
Yes
Yes
1 2 3
1.h. Write using complete sentences
Yes
Yes
1 2 3
1.i. Use varied and appropriate sentence structure
Yes
Yes
1 2 3
1.j. Recognize errors in grammar, usage, and mechanics
Yes
Yes
1 2 3
1.k. Correct errors in grammar, usage, and mechanics
Yes
Yes
1 2 3
1.l. Write for a specific audience
Yes
Yes
1 2 3
1.m. Write for a specific purpose
Yes
Yes
1 2 3
1.n. Know / Use the proper format for business letters, memos, resumes, thank-you notes
Yes
Yes
1 2 3
1.o. Use vocabulary appropriate for piece of writing
Yes
Yes
1 2 3
Competency #2

Communicate ideas for a variety of school and other life situations through listening, speaking, and reading aloud.
2.a. Identify the main idea of given piece of writing 
Yes
Yes
1 2 3
2.b. Select details that support the main idea of a given piece of writing 
Yes
Yes
1 2 3
2.c. Distinguish fact from opinion 
Yes
Yes
1 2 3
2.d. Determine the author’s purpose as an attempt to persuade, to inform, to entertain, to explain, to describe, to summarize, etc. 
Yes
Yes
1 2 3
Competency #3

Read, evaluate, and use print, non-print, and technological sources to research issues and problems, to present information, and to complete projects.
3.a. Distinguish between fact and opinion
Yes
Yes
1 2 3
Previously taught?
Do you teach this?
Emphasis on assessment
3.b. Recognize persuasive devices and techniques, such as loaded language, sarcasm, satire, and propaganda
Yes
Yes
1 2 3
3.c. Recognize a thesis statement
Yes
Yes
1 2 3
3.d. Write / Develop a thesis statement
Yes
Yes
1 2 3
3.e. Define / Identify chronological order, spatial order, and order of importance in a piece of writing
Yes
Yes
1 2 3
3.f. Define / Identify paragraphs as introductory, body, and concluding 
Yes
Yes
1 2 3
3.g. Write introductory, body, and concluding paragraphs
Yes
Yes
1 2 3
3.h. Select appropriate references for locating specific information
Yes
Yes
1 2 3
Competency #4

Work individually and as a member of a team to analyze and interpret information, to make decisions, to solve problems, and to reflect, using increasingly complex and abstract thinking.
4.a. Define / Identify / Use point of view
Yes
Yes
1 2 3
4.b. Determine author’s purpose
Yes
Yes
1 2 3
4.c. Write for a specific purpose
Yes
Yes
1 2 3
4.d. Distinguish between fact and opinion
Yes
Yes
1 2 3
4.e. Predict outcomes based on details from a given a piece of writing
Yes
Yes
1 2 3
4.f. Define / Identify types of conflicts 
Yes
Yes
1 2 3
4.g. Define / Identify resolutions
Yes
Yes
1 2 3
4.h. Determine cause and effect by examining details of a piece of writing
Yes
Yes
1 2 3
4.i. Compare things by recognizing likenesses
Yes
Yes
1 2 3
4.j. Contrast things by recognizing differences
Yes
Yes
1 2 3
4.k. Make inferences based on information presented in a piece of writing
Yes
Yes
1 2 3
4.l. Read and interpret charts and graphs for a specific purpose
Yes
Yes
1 2 3
4.m. Define / Identify figurative language, such as metaphors, similes, personification, imagery, hyperbole, irony, symbolism, oxymorons, etc.
Yes
Yes
1 2 3
4.n. Define / Identify setting (both time and place)
Yes
Yes
1 2 3
4.o. Recognize use of setting
Yes
Yes
1 2 3
4.p. Define the terminology / Identify characters as major or minor, as flat or round, as static or dynamic, as protagonist or antagonist
Yes
Yes
1 2 3
4.q. Define / Identify characterization as direct or indirect
Yes
Yes
1 2 3
4.r. Define / Distinguish between stated and implied theme
Yes
Yes
1 2 3
4.s. Define / Determine tone from analysis of word choice (diction), setting, characterization, etc.
Yes
Yes
1 2 3
4.t. Follow directions 
Yes
Yes
1 2 3
Previously taught?
Do you teach this?
Emphasis on assessment
Competency #5

Complete oral and written presentations which exhibit interaction and consensus within a group.
5.a. Identify the purpose of a project
Yes
Yes
1 2 3
5.b. Identify the appropriate audience for a piece of writing
Yes
Yes
1 2 3
5.c. Distinguish between fact and opinion
Yes
Yes
1 2 3
5.d. Define / Use first person and third person point of view in a piece of writing
Yes
Yes
1 2 3
5.e. Write in complete sentences
Yes
Yes
1 2 3
5.f. Use varied sentence structure, mostly compound and complex sentences
Yes
Yes
1 2 3
5.g. Write a coherent paragraph, letter, or essay, including an introduction, topic sentences, supporting details, and conclusion
Yes
Yes
1 2 3
5.h. Use correct spelling 
Yes
Yes
1 2 3
5.i. Use appropriate vocabulary
Yes
Yes
1 2 3
5.j. Use the following correctly: subject-verb agreement, verb tenses, appropriate sentence structure, possessives, pronoun-antecedent agreement, pronoun case, plurals, punctuation, capitalization, parallel structure, and modifiers 
Yes

Yes

 
1 2 3

 
Competency #6

Explore cultural contributions to the history of the English language and its literature.
6.a. Define / Identify root words 
Yes
Yes
1 2 3
6.b. Use root words to create new words
Yes
Yes
1 2 3
6.c. Define / Identify prefixes
Yes
Yes
1 2 3
6.d. Use prefixes to create new words
Yes
Yes
1 2 3
6.e. Define / Identify suffixes
Yes
Yes
1 2 3
6.f. Use suffixes to create new words
Yes
Yes
1 2 3
6.g. Identify cognates from other languages
Yes
Yes
1 2 3
6.h. Identify the social situation of a character by analysis of the character’s use of language
Yes
Yes
1 2 3
6.i. Define / Characterize / Recognize the use of stereotypes
Yes
Yes
1 2 3
6.j. Identify cultural vocabulary
Yes
Yes
1 2 3
6.k. Use a dictionary to determine word derivation
Yes
Yes
1 2 3
6.l. Use a dictionary to determine appropriate meaning of an unfamiliar word by using context clues in a piece of writing
Yes
Yes
1 2 3
Competency #7

Discover the power and effect of language by reading and listening to selections from various literary genres.
7.a. Define / Identify stylistic devices, such as alliteration, rhyme, assonance, onomatopoeia, word order, word choice (diction), etc. 
Yes
Yes
1 2 3
7.b. Create stylistic devices, such as those listed above, within a piece of writing 
Yes
Yes
1 2 3
7.c. Identify specific language used to confuse or inform, repel or persuade, inspire or enrage, etc.
Yes
Yes
1 2 3
Previously taught?
Do you teach this?
Emphasis on assessment
7.d. Recognize the effect achieved by word choice (diction)
Yes
Yes
1 2 3
7.e. Distinguish between formal and informal styles of language
Yes
Yes
1 2 3
7.f. Determine an author’s purpose through analysis of a piece of writing
Yes
Yes
1 2 3
7.g. Define / Distinguish between denotation and connotation
Yes
Yes
1 2 3
Competency #8

Read, discuss, analyze, and evaluate literature from various genres and other written material.
8.a. Define / Identify the theme of a given piece of writing
Yes
Yes
1 2 3
8.b. Define / Recognize point of view (omniscient, first person, third person limited, etc.) in a given piece of writing
Yes
Yes
1 2 3
8.c. Define / Recognize tone through analysis of author’s word choice (diction) in a given piece of writing 
Yes
Yes
1 2 3
8.d. Define / Identify setting, determining when and where 
Yes
Yes
1 2 3
8.e. Define / Identify conflict, internal conflict (man vs. himself), and external conflict (man vs. man, man vs. nature, man vs. society, and man vs. fate) 
Yes
Yes
1 2 3
8.f. Define / Identify climax, technical climax, and dramatic climax in a given piece of writing
Yes
Yes
1 2 3
8.g. Know / Recognize the characteristics of various literary genres, such as the short story, novel, poetry, drama, fiction, and nonfiction 
Yes
Yes
1 2 3
8.h. Recognize major and minor characters in a given piece of writing
Yes
Yes
1 2 3
Competency #9

Sustain progress toward fluent control of grammar, mechanics, and usage of standard English in the context of writing and speaking.
9.a. Provide the correct definition of an unfamiliar vocabulary word by analyzing context clues
Yes
Yes
1 2 3
9.b. Create complete sentences
Yes
Yes
1 2 3
9.c. Make subjects and verbs agree
Yes
Yes
1 2 3
9.d. Create the correct plural for a given noun
Yes
Yes
1 2 3
9.e. Identify incorrectly spelled grade-level words
Yes
Yes
1 2 3
9.f. Create correct forms of possessives
Yes
Yes
1 2 3
9.g. Use possessives correctly
Yes
Yes
1 2 3
9.h. Use correct verb forms / tenses
Yes
Yes
1 2 3
9.i. Vary sentence structure
Yes
Yes
1 2 3
9.j. Construct sentences using different patterns
Yes
Yes
1 2 3
9.k. Punctuate sentences correctly using commas in a series, in compound sentences, in complex sentences, with relative clauses, and with introductory phrases and clauses; using quotation marks; using semi-colons; using end marks; and using apostrophes
Yes
Yes

 
1 2 3

 
9.l. Capitalize words correctly
Yes
Yes
1 2 3
9.m. Use pronouns correctly
Yes
Yes
1 2 3
9.n. Use correct pronoun-antecedent agreement
Yes
Yes
1 2 3
Previously taught?
Do you teach this?
Emphasis on assessment
9.o. Use prepositions correctly
Yes
Yes
1 2 3
9.p. Use conjunctions correctly
Yes
Yes
1 2 3
9.q. Use appropriate coordination and subordination
Yes
Yes
1 2 3
9.r. Define / Recognize / Correct errors in parallel structure
Yes
Yes
1 2 3
9.s. Define / Recognize / Correct dangling and misplaced modifiers
Yes
Yes
1 2 3
9.t. Recognize / Correct commonly confused words, for example, homophones
Yes
Yes
1 2 3
9.u. Use adjectives and adverbs correctly (good/well, etc.)
Yes
Yes
1 2 3
9.v. Use comparative and superlative degrees correctly
Yes
Yes
1 2 3
9.w. Demonstrate editing skills for skills 9.a. – 9.v. listed above
Yes
Yes
1 2 3
Competency #10

Use language and critical thinking strategies to serve as tools for learning.
10.a. Interpret sensory imagery in a narrative passage
Yes
Yes
1 2 3
10.b. Choose the most concise wording for a sentence without changing the meaning
Yes
Yes
1 2 3
10.c. Summarize an episode presented in a given piece of writing (by paraphrasing)
Yes
Yes
1 2 3
10.d. Identify specific language that reveals the author’s purpose
Yes
Yes
1 2 3
10.e. Explain how the use of language in a selection affects reader response
Yes
Yes
1 2 3
10.f. Identify universal themes present in a given piece of writing 
Yes
Yes
1 2 3
10.g. Explain how imagery in a given piece of writing reveals an author’s purpose
Yes
Yes
1 2 3
10.h. Explain a personal reaction to a given piece of writing by examining specific passages from the writing
Yes
Yes
1 2 3