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COMMUNICATION ARTS CURRICULUM

Kindergarten - Grade 12

DRAFT - August 1, 2002

TABLE OF CONTENTS

MCPS COMMUNICATION ARTS COMMITTEE MEMBERS, 2000-2002 .............................3MCCC COMMUNICATION ARTS COMMITTEE MEMBERS, 2000-2002.............................5BACKGROUND......................................................................................................................... 7

Mission of MCPS............................................................................................................. 7MCPS Student Expectations............................................................................................. 7

VISION....................................................................................................................................... 7CURRICULUM PHILOSOPHY.................................................................................................. 8COMMUNICATION ARTS PROGRAM....................................................................................8STANDARDS........................................................................................................................... 11ASSESSMENT.......................................................................................................................... 12MEETING STUDENTS’ DIVERSE NEEDS............................................................................13TEACHING ABOUT CONTROVERSIAL ISSUES.................................................................13MCPS STANDARDS, COMPETENCIES AND GRADE LEVEL PROGRAMS

Pre Kindergarten Literacy Program................................................................................14Primary (K-2) Communication Arts Program.................................................................15Kindergarten .................................................................................................................. 21Grade 1........................................................................................................................... 25Grade 2........................................................................................................................... 28Intermediate (3-5) Communication Arts Program...........................................................31Grade 3........................................................................................................................... 37Grade 4........................................................................................................................... 40Grade 5........................................................................................................................... 43Middle School (6-8) Communication Arts Program.......................................................46Grade 6........................................................................................................................... 51Grade 7........................................................................................................................... 56Grade 8........................................................................................................................... 59High School (9-12) Communication Arts Program.........................................................62Grade 9, English 1.......................................................................................................... 67Grade 10, English 2........................................................................................................ 71Grade 11, English 3........................................................................................................ 75Grade 11, Advanced Placement English Language and Composition.............................79Grade 12, English 4........................................................................................................ 83Grade 12, Advanced Placement English Literature and Composition.............................87Creative Writing 1 (Elective).......................................................................................... 91Creative Writing 2 (Elective).......................................................................................... 93Creative Writing 3 (Elective).......................................................................................... 96Creative Writing 4 (Elective).......................................................................................... 98Journalism 1 (Elective)................................................................................................. 100Journalism 2 - Newspaper (Elective)............................................................................104Journalism 2 - Broadcast (Elective)..............................................................................108Journalism 3 - Yearbook (Elective)..............................................................................112

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APPENDIX I: READING AND WRITING FORMS AND FEATURESPrimary (K - 2)...................................................................................... 116Intermediate (3 - 5)...............................................................................117Middle School (6 - 8)............................................................................118

APPENDIX II: HIGH SCHOOL (9 - 12) SPECIFICSSample Freshman Honors Designation Contract....................................119Writing Instruction 9-12........................................................................120Minimum District Requirements...........................................................121

APPENDIX III: SCOPE AND SEQUENCE OF SKILLS K - 12Reading................................................................................................. 123Writing.................................................................................................. 131Speaking, Listening, Media Literacy.....................................................139

APPENDIX IV: READING COMPREHENSION STRATEGIESPrimary (K - 2)...................................................................................... 143Intermediate (3 - 5)...............................................................................144Middle School (6 - 8)............................................................................145High School (9 - 12)..............................................................................146

APPENDIX V: MEETING STUDENTS’ DIVERSE NEEDS.......................................148APPENDIX VI: TEACHING CONTROVERSIAL SUBJECTS,

BOARD POLICY 8000.........................................................................150APPENDIX VII: References............................................................................................. 151

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COMMUNICATION ARTS COMMITTEE 2000-2001 and 2001-2002

Name Position District/School

Laurie McHugh Teacher, Grade 1 MCPS/Chief Charlo Elementary School

Coleen Contos* Teacher, Grade 3

Tara Lind Teacher, Grade 3

Sharon Yould Teacher, Grade 1 MCPS/Cold Springs Elementary School

David Rott Teacher, Grade 5

Marcia Thompson Teacher, Grade 1 MCPS/Franklin Elementary School

Elaine Scott* Teacher, Grade 1

Angie Palin Teacher, Grade 2

Jane Selvig Teacher, Grade 4

Carol Campbell Teacher, Grade 1 MCPS/Hawthorne Elementary School

Robert Risley Teacher, Special Education

Laurie Gregory Teacher, Title 1

Michele Nokleby Librarian

Cathrine Schuck Teacher, Gifted Education MCPS

Becky Sorenson* Teacher, Grade 1/2 MCPS/Lewis and Clark Elementary School

Karen Allen* Principal

Gail Weber Teacher, Grade 3/4

Mary Jo Swartley* Teacher On Special Assignment MCPS

Linda Burr Teacher, Special Education MCPS/Lowell Elementary School

Susie Archibald-Wilson Teacher, Grade 8 MCPS/Meadow Hill Middle School

Brenda Gillhouse Librarian

Meg Kelly Teacher, Grade K MCPS/Mt. Jumbo Elementary School

Marilyn Faris Teacher, Grade 1

Dave Malouf Teacher, Grade 3

Bobbie Bevington* Teacher, Grade 2 MCPS/Paxson Elementary School

Coreen Faulkner Teacher, Grade 4

Claudia LRance Teacher, Grade K

Sherrie Harris Teacher, Grade K

Name Position District/School

Carole Monlux Librarian

Cindy Christensen Principal MCPS/Prescott Elementary School

Seena Demons* Teacher, Grade 8 MCPS/C.S. Porter Middle School

Sharee Ballinger Teacher, Grade 7

Janice Bishop Teacher, Grade 8 MCPS/Rattlesnake Middle School

Linda Giammona-Eggers*

Teacher, Grade 7

Jack Sturgis Teacher, Grade 6

Carla Luck Teacher, Grade 3 MCPS/Russell Elementary School

Joan Kuchel* Teacher, Grade 5

Alan McAtee Teacher, Grade 6 MCPS/Washington Middle School

Jane Duncan* Teacher, Grade 7

Joyce Brobeck Teacher, Special Education

Bill Taylor* Department Chair/Teacher, English MCPS/Big Sky High School

Janet Hegedus* Department Chair/Teacher, Title 1

Lorilee Evans Teacher, English

Kim Lucostic Teacher, English

Bain Robinson Teacher, English

Pam Courson Teacher, Special Education

Robin Hamilton* Department Chair/Teacher, English MCPS/Hellgate High School

Ken Ballinger* Department Chair/Teacher, English

Marilyn Beers* Department Chair/Teacher, Title 1

Anne Torgrimson* Teacher, English

Carole Wilbur* Teacher, English

David Andrew Teacher, English

Jennifer Copley Teacher, Social Studies

Kim Rott* Department Chair/Teacher, English MCPS/Sentinel High School

Tammy Allison Teacher, English/Drama

Jennifer Keintz Teacher, English/Journalism

Kristine Owen Teacher, Special Education

Name Position District/SchoolNancy Marmount Department Chair/Teacher, Foreign

Language

Vickie Sherouse Librarian

Les Gordon* Department Chair/Teacher, English MCPS/Seeley-Swan High School

Gloria Curdy Central Librarian MCPS

Betsy Williams Teacher, English as a Second Language MCPS

Barbara Nelson Dean MCPS/Big Sky High School

Dr. Rhea Ashmore Professor University of Montana

Dr. Beverly Chin Professor University of Montana

Jan Madison* Parent MCPS/Lewis and Clark Elementary School

Margie Dougherty-Goodburn

Parent MCPS/Hawthorne Elementary School

Lucia Work Parent MCPS/Washington Middle School

Rosalie Cates Parent MCPS/Hellgate High School

Karen Overland Parent MCPS/Hellgate High School

Angela Clark Student MCPS/Sentinel High School

Patrice Harkins Coordinator, Title 1 MCPS

Mary Anne Strothman Teacher Bonner Elementary School District #12

Carole Mather Teacher Clinton Elementary School District #32

Peggy LaTrielle Teacher

Mary Maier Teacher DeSmet Elementary School District #20

Sue Martinsen Teacher Florence Carlton School District #15-6

Charlene Sayler Teacher

Jennifer Walworth Teacher

Mary Brannin Teacher Frenchtown Public Schools District #40

Cindy Babon Teacher

Kathy Gaul Teacher

Lane Long Teacher

Staci Hedrick Teacher

Rory Weishaar Teacher

Dunie Solander Teacher Hellgate Elementary School District #4

Name Position District/SchoolKitty Yuhas Teacher

Pam Diamond Teacher

Fred Arnold Teacher

Sue Rowe Teacher

Carole Shaffner Teacher

Connie O’Conner Teacher

Glenda Matson Teacher

Dave Christensen Teacher Lolo Elementary School District #7

Jennifer Guthals Teacher

Judy Grunow Teacher

John Arvish Teacher Potomac Elementary School District #11

Terri Lynn Klein Teacher

Sarah Schmill Teacher

Gayle Gordon Teacher Seeley Lake Elementary School District #34

Lee Eslick Teacher Swan Valley Elementary School District #33

Shirley Webb Teacher

Tara Barba Teacher Target Range Elementary School District #23

Pam McAtee Teacher

Jill Nyman Teacher

Brigette Hendrix Teacher Woodman Elementary School District #18

Wendy Curriculum Coordinator Frenchtown Public Schools District #40

Ceil Barr* Teacher on Special Assignment MCPS

Susan Arthur* Curriculum Coordinator MCPS

Chris Kuschel, Ed.D.* Consultant Missoula Curriculum Consortium

Robert McKean, Ed.D*.

Assistant Superintendent Curriculum and Instruction

MCPS

* Steering Committee

BACKGROUND

Mission of Missoula County Public Schools

The mission of Missoula County Public Schools (MCPS) is to provide a foundation for each student to become a lifelong learner, to promote development of the whole individual and to prepare each student to become a responsible, productive citizen of our community, state, nation, and world.

Missoula County Public Schools Strategic Plan

Missoula County Public Schools Student Expectations

By the time MCPS students reach grade 12, it is expected that they will achieve the following skills, perspectives, and behaviors:

. read, write, compute, and communicate effectively

. know how to access, evaluate, and use information

. think creatively and critically

. solve problems cooperatively and individually

. use technology effectively

. recognize and develop their talents

. respect themselves and the rights and property of others

. appreciate world events, history, and cultural diversity

. appreciate and participate in the fine and performing arts

. understand, appreciate, and practice healthy lifestyle

. be committed to active citizenship, and community service

. continue to learn, grow, and adapt to a rapidly changing job market and world.

Missoula County Public Schools Strategic Plan

VISION

All students must become more proficient in communication arts in order to achieve their potential and fully participate in our society. Implementation of the Communication Arts Program will provide the necessary conditions for students to achieve this proficiency.

CURRICULUM PHILOSOPHY

Communication arts provide students with the skills necessary to learn about their world and the essential knowledge necessary to appreciate cultural aspects of their world. All students need to be skillful in communication arts to successfully learn in school, to become productive members of society, and to achieve their full potential through life-long learning.

The Communication Arts Curriculum is an essential part of a the Communication Arts Program. The curriculum is an articulation of what students need to know and be able to do by the time they complete grade 12 (standards and competencies), the assessments that will be used to measure their progress, and the district adopted materials that will be used to deliver the standards and competencies. The Communication Arts Program includes all components–including the curriculum-- necessary for students to be able to achieve their full potential in communication arts.

Missoula County Public SchoolsCommunication Arts Program

Communication arts skills are essential for life-long learning. All students need to be skillful in communication arts to successfully learn in school and to achieve their human potential in the years thereafter. The Missoula County Public Schools Communication Arts Program includes the following components.

1. Pre Kindergarten Literacy Program

The foundation for success in communication arts skills, particularly reading, is formed long before children reach school. Missoula County Public Schools (MCPS) works with parents of young children and preschool organizations, encouraging them to provide the following essential elements for their children.

1. A rich speaking and listening environment2. A strong base of oral language concepts, including phonemic awareness, articulation of sounds, vocabulary development, and the ability to engage in conversations3. An enjoyment of books and reading4. Reading aloud experiences5. Print and letter awareness

2. Reading - Literature Program

Reading is the most fundamental academic skill. Students must read proficiently in order to learn in school and throughout their lives. Every effort must be made to insure that students acquire proficiency in reading. Reading instruction and practices must be differentiated so that the spectrum of needs, from those who require greater assistance to achieve proficiency to those

who are advanced and need enrichment, is addressed. Reading literature that increases in complexity over time is essential for students to understand the connection between written thought and the culture from which it originated. To provide students with strong reading skills, the motivation to read, and cultural literacy, the MCPS reading-literature program includes the following elements.

A. Phonemic awareness taught to students in kindergarten2. Phonics, taught sequentially and in context, balanced with instruction in other decoding skills in kindergarten through grade 23. Comprehension taught at all grade levels (Comprehension is taught in balance with decoding skills in grades K through 2.)4. Vocabulary development at all grade levels5. Fluency taught to all students at all grade levels (Fluency includes accuracy, rate, timing, phrasing, and expression of the reader.)6. A variety of rich, authentic materials: literature and other resources, fiction and non-fiction, for all students at all grade levels7. Cultural literacy and a progressive study of literature of varied genre, themes, and complexity, particularly at the secondary level8. Guided, shared, and independent reading practice for all students at all grade levels1. Frequent and varied opportunities for students to respond to and reflect on their reading at all grade levels

3. Reading Intervention Program

Because reading is the fundamental academic skill upon which all others depend, reading interventions are provided to MCPS students who are not reading at grade level. Most K through 12 interventions are delivered through regular education. Preschool interventions focus on developing a strong base of oral language concepts and phonemic awareness. Kindergarten through grade 3 interventions focus on oral language concepts, phonemic awareness, phonics, and comprehension. Grades 3 through 12 interventions focus on comprehension strategies and fluency. In every case the reading intervention program includes the following common elements.

1. Identification of individual student needs2. More time for students to learn3. More individualized/differentiated instruction focused on specific reading skills and knowledge that individual students need to strengthen4. More diverse strategies designed to help students understand text5. Significant effort to engage parents in assisting their child in the educational process

4. Writing Program

Skillful writing is imperative for effective communication and academic success. Writing

skills are highly correlated to social and professional advancement; they are important in the workplace and to our economy. To provide students with strong writing skills, the MCPS writing program includes the following elements.

1. Basic print concepts and letter recognition and formation taught in grades K-2; handwriting taught in grades 2 and 3, then reinforced in grades 4 and 5

2. Writing process (pre-writing, drafting, revising, editing, publishing)3. Writing for a variety of purposes and audiences

4. Elements of composition (organization, ideas and content, voice, word choice, sentence structure and fluency, and clarity)

5. Conventions (punctuation, spelling, and grammar/usage)6. Other common features including

1. Use of technology in research, writing, and publication2. Daily writing (shared, guided, and/or independent)3. Conferencing with students4. Rubrics for the evaluation of writing5. Six-Trait Analytical Writing as district-adopted model6. Analysis and criticism of writing

5. Speaking/Listening and Media Literacy Program

Speaking and listening skills include verbal and non-verbal communication. While these skills are naturally acquired, students need to develop and refine them to understand what has been communicated and to be effective communicators themselves. Skills and knowledge related to media literacy are critical if students are to understand what has been communicated through media and to use media appropriately. To develop and refine speaking, listening, and media skills, the MCPS speaking, listening, and media literacy program includes the following elements.

1. A variety of structured and unstructured, developmentally appropriate activities, including formal presentations for a variety of purposes and to a variety of audiences, at every grade level in order to practice and refine speaking and listening skills

2. A variety of structured and unstructured, developmentally appropriate activities, at every grade level in order to acquire and develop media literacy skills (Media literacy skills include accessing, analyzing, evaluating, and communicating information using a variety of media--including video, television, Internet, newspapers-- for a variety of purposes with a variety of audiences.)

6. Ongoing, Individual, and Diagnostic Assessment Program

Ongoing, individual, and diagnostic assessment is essential for students, teachers, and parents to understand student progress and to identify areas where instruction and learning need to be focused. A variety of appropriate formal and informal assessments are used by MCPS

teachers for the following purposes.

1. To diagnose difficulties of students performing below grade-level2. To differentiate instruction for students3. To assess individual student and group progress

7. Parent Involvement and Assistance Program

Research is clear that when parents/guardians become active partners with their children’s teachers, student achievement improves. Teachers and administrators at all levels share a responsibility to actively engage parents in a school-home partnership characterized by genuine, open communication. Teachers and administrators must help parents to understand the importance of the responsibility they have in working with their children and the school, especially in the following ways.

1. To provide appropriate practice for their children at home2. To monitor their children’s academic progress3. To assist in setting academic goals for their children

8. Communication Arts Across the Curriculum Program

Communication arts skills are essential for learning in all curricular areas. To achieve their potential students must have opportunities to practice and refine their communication arts skills in all classes and content areas. All teachers share a responsibility to teach subject specific communication arts skills as they pertain to their specific content areas, to reinforce communication arts skills in general, and to take advantage of natural connections between subject areas that allow for integration of instruction. The MCPS Communication Arts Across the Curriculum Program includes the following components.

1. Reading in all content areas2. Writing in all content areas3. Speaking, listening, and media literacy in all content areas4. Researching in all content areas5. Common rubrics for assessment of communication arts skills for all content areas

6. Staff development in teaching subject specific communication arts skills for content area teachers

STANDARDS

The MCPS communication arts standards are a distillation of what students should know and be able to do by the time they complete high school. The standards are consistent with the MCPS Vision and Mission document, the Montana Standards For Reading, the Montana Standards for Writing, the Montana Standards for Speaking and Listening, the Montana Standards for Literacy, and the Montana Standards for Media Literacy. The Communication Arts Curriculum includes competencies for each grade-level or high school class organized according to the Communication Arts Standards which follow.

Reading-Literature Standards

1. Students apply a range of skills and strategies to construct meaning as they read.2. Students set goals, monitor, and evaluate their progress in reading.3. Students select, read, and respond to informational texts from a variety of sources, and communicate their findings in ways appropriate for their purposes and audiences.4. Students use literary texts to enrich personal experience and to connect to the broader world of ideas, concepts, and issues.

Writing Standards

5. Students write clearly and effectively for a variety of purposes and audiences.6. Students apply a range of skills and strategies in the writing process.7. Students evaluate and reflect on their growth as writers.

Speaking, Listening, and Media Literacy Standards

8. Students apply a range of skills and strategies to speaking, listening, and creating media messages for a variety of purposes.

9. Students identify, analyze, and evaluate the impacts of effective speaking, listening, and media.

ASSESSMENT

Student progress in reaching competencies and standards will be assessed in a variety of ways in each classroom. In addition to paper and pencil tests developed by teachers and found in materials used by teachers, students will be assessed on their performance on a variety of activities, demonstrations, and specific performance tasks. Teachers will also observe students over time in order to evaluate levels of proficiency in communication arts skills and concepts. The AP English Tests will be used to assess student achievement in AP English classes. The Iowa Test of Basic Skills and the Iowa Test of Educational Development are standardized achievement tests that will be used at grades 4, 8, and 11 to monitor overall student progress in communication arts. The Missoula Achievement Level Tests will be used at grades 3-8 to monitor student progress and provide teachers with diagnostic information for instruction. Running Records will be used in grades 1 and 2 to determine the level at which students are performing and to provide diagnostic data to be used in further teaching.

MEETING STUDENTS’ DIVERSE NEEDS

Students with diverse needs--those with unique abilities and/or disabilities--will have differentiated opportunities to achieve competencies and standards, and at rates and in manners consistent with their needs. Students who excel will have opportunities to achieve competencies and standards at a faster pace. Some appropriate modifications may be found in Appendix IV.

TEACHING ABOUT CONTROVERSIAL ISSUES

MCPS teachers have a responsibility to address appropriate controversial subjects as part of their instruction. Students must have that opportunity in order to assume their proper roles in our democratic society. Teaching controversial issues is addressed in Board Policy 8000, which may be found in Appendix V.

Pre Kindergarten Literacy Program

The foundations for success in communication arts skills, particularly reading, are formed long before children reach the first grade. A language and literature-rich environment helps children to value and take pleasure in books and reading. Children beginning to learn to read benefit from reading, hearing and discussing favorite stories and informational selections again and again. Telling and retelling stories; listening to, reciting, or singing nursery rhymes or songs; pretend reading; picture reading; shared reading; and group and individual story writing are all valuable experiences for pre kindergarten children. Missoula County Public Schools (MCPS) works with parents of young children and preschool organizations, encouraging them to provide the following essential elements for their children.

Skill Areas

Young children must become proficient in

7. Developing and refining oral language skills including phonemic awareness, articulation of sounds, and the ability to engage in conversations8. Developing and refining listening skills9. Developing vocabulary10. Developing and refining comprehension11. Developing an awareness of print concepts, including letter awareness

Practices and Strategies

Parents/guardians and other care providers must

1. Read aloud to children2. Promote a love of books and reading3. Provide children with a variety of rich experiences that builds upon their background knowledge4. Develop language concepts by giving children opportunities to engage in conversations about the things they know and with which they are familiar5. Introduce children to a variety of high-interest literary and informational texts6. Introduce children to public libraries for story time and book borrowing

Primary (Grades K-2) Communication Arts Program

1. Reading-Literature

Reading is the most fundamental academic skill. Students must read proficiently in order to learn in school and throughout their lives. Every effort must be made to insure that students acquire proficiency in reading. Approaches to teaching beginning reading must be balanced, combining language and literature-rich activities and the explicit teaching of the skills needed to decode words. Reading instruction and practices must be differentiated so that the spectrum of needs, from those who require greater assistance to achieve proficiency to those who are advanced and need enrichment, is addressed. Using a wide variety of authentic materials is essential for students to understand the purposes for reading and to develop the motivation to read. Reading literature that increases in complexity over time is essential for students to understand the connection between written thought and the culture from which it originated. Students need to read frequently, broadly, and thoughtfully. To provide students with strong reading skills, the motivation to read, and cultural literacy, the MCPS primary reading-literature program includes the following skill areas and practices and strategies.

Skill Areas

Students must develop proficiency in

1. Phonemic awareness (understanding that spoken words are made up of a series of discrete sounds )1. Hearing rhymes and alliteration2. Practicing auditory discrimination3. Orally segmenting words4. Clapping syllables in words5. Distinguishing between a word and a sound6. Isolating beginning, middle, and ending sounds in words

2. Phonics and other decoding strategies (use of meanings, structure, word parts, and sight words)

C. Comprehension strategies 1. Activating background knowledge (schema) to make connections 2. Asking questions of themselves, authors and the texts 3. Drawing inferences from text4. Determining the important ideas and themes5. Creating visual and other sensory images to deepen understanding6. Synthesizing information to create new thinking7. Monitoring their comprehension and using “fix up” strategies when meaning breaks down

4. Vocabulary development5. Reading fluency (accuracy, rate, timing, phrasing, and expression)


Teachers will

1. Use a balanced approach to reading instruction1. Phonemic awareness instruction2. Phonics and other decoding strategies instruction1. taught in the context of other literacy activities (i.e. phonetic spelling, big book choral reading, etc.)2. taught directly to all students as they are developmentally ready in a systematic progression and taught in conjunction with ongoing assessment of phonetic needs

3. Comprehension strategies instruction2. Provide vocabulary instruction

C. Expose students to a variety of authors, rich literature, and genre (i.e., library, video, readers’ theater)4. Use a variety of instructional reading approaches

1. Reading aloud to students2. Shared reading

1. With whole class or small group2. Wherein all eyes follow along with text3. Many reading levels can participate

3. Guided reading1. With small group at same reading level2. Wherein teaching objective meets needs of group3. Text is at instructional level

4. Independent readinga. Characterized by student choice of reading materialb. Text read without teacher supportc. Opportunity to practice skills covered in reading lessons5. Differentiated instruction based upon student need and ongoing assessment

5. Engage in ongoing individual and diagnostic assessment to guide instruction

1. Formal means (i.e., Running Records, DRA, etc.)2. Informal means (i.e., teacher observation)

6. Work to develop continual parent involvement to provide student practice at home

2. Reading Intervention

Research indicates that the most effective time to intervene with struggling readers is in the early grades before difficulties young students encounter compound. Because effective reading intervention requires more time and individualization, primary class sizes of no greater than 20-to-1 are strongly recommended. The primary teacher’s ability to provide effective reading intervention diminishes significantly if individual class size exceeds 22-to-1.

Teachers must be able to deliver highly-skilled reading intervention instruction. A variety of reading interventions for those needing assistance is provided to students reading below grade level. Most interventions delivered to students in grades K-2 are provided within the regular education classroom. For students needing additional support, interventions may be delivered through a variety of means determined by student needs. In each delivery model the reading intervention program includes the following components.

1. Identification of student needs based upon frequent assessments used to monitor student progress2. Additional instructional and student-learning time3. More individualized/differentiated instruction focused on specific skills the individual student needs to develop4. Materials carefully selected for student interest and reading level5. Diverse strategies designed to help the student understand text6. Development of a student reading plan designed to coordinate a cooperative effort by the teacher, parent, and student to improve the student’s reading competency

3. Writing

Skillful writing is imperative for good communications and academic success. Writing skills are highly correlated to social and professional advancement; they are important in the workplace and to our economy. Reading and writing are complementary skills. Students must engage in writing to learn to read; students must engage in reading to learn to write. Skill areas and practices and strategies for writing at grades K-2 follow.

Skill Areas


1. Recognizing and forming letters

2. Understanding basic print concepts (directionality, spacing)3. Following the writing process (prewriting, drafting, revising, editing, publication)4. Using appropriate conventions (complete sentences, capitalization, punctuation, grammar/usage)5. Spelling (phonetic and formal)6. Recognizing the initial concepts and vocabulary of the Six-Trait Analytical Writing Model


Teachers will

1. Model (demonstrate) the writing process2. Use shared writing which includes

1. Language experience stories2. Small or whole group writing experiences

3. Facilitate guided writing which includes1. Writing to meet an instructional objective 2. Some teacher support as necessary to complete writing4. Require independent writing (free writing by the student)5. Provide students opportunities to take dictation from the teacher6. Conference with individual and small group of students7. Differentiate instruction based upon student need and ongoing assessment8. Provide students opportunities to share creative writing with audiences9. Teach phonetic and formal spelling (as is developmentally appropriate)10. Engage in direct and indirect instruction to teach conventions

4. Speaking/Listening and Media Literacy

Speaking and listening skills include verbal and non-verbal communication. While these skills are naturally acquired, students need to develop and refine them to understand what has been communicated and to be effective communicators themselves. Skills and knowledge related to media literacy are critical if students are to understand what has been communicated through media and to use media appropriately. To develop and refine speaking, listening, and media skills, the primary speaking, listening, and media literacy skill areas and practices and strategies are articulated as follows.

Skill Areas


1. Speaking1. Distinguishing between asking a question and telling a story2. Using complete sentences when speaking

2. Interpreting a question and answering appropriately3. Demonstrating appropriate delivery skills

1. Voice and volume2. Confidence3. Vocal expression4. Eye contact5. Body language

6. Clarity

5. Planning and organizing thoughts6. Relating thoughts in sequential order

2. Listening1. Using listening manners2. Responding appropriately (for example, expressing an opinion without criticizing others’ opinions)3. Distinguishing between fact and opinion, fantasy and reality4. Listening critically and for enjoyment


Teachers will

1. Model listening and speaking skills2. Provide students opportunities to practice speaking, listening, and media skills in a variety of different ways

1. Conversation2. Explanation3. Oral Reading4. Dramatic Acting/Role Playing5. Storytelling6. Sharing creative writings

7. Retelling8. Listening to and/or creating audio or video tape presentations

3. Engage students in discussion

5. Ongoing, Individual and Diagnostic Assessment

Ongoing, individual, and diagnostic assessment is essential for students, teachers, and parents to understand student progress and to identify the focus of appropriate teaching and learning. Both formal and informal assessments are used for the following purposes.

1. To diagnose difficulties of students performing below grade-level2. To differentiate instruction for students3. To assess individual students and group progress

Specific assessments used at the primary level include those that follow.

1. Kindergarten checklist2. Running Records for all students in grades 1 and 23. DRA4. Monitoring notes5. District and teacher-designed rubrics for presentations, activities, and projects6. Work samples7. Teacher observation

6. Parent Involvement and Assistance

Research is clear that when parents/guardians become active partners with their children’s teachers, student achievement improves. Teachers and administrators at all levels share a responsibility to actively engage parents in a school-home partnership. Teachers and administrators must help parents to understand their importance in working with their children and the school.

Parents/guardians must

1. Provide appropriate practice for children at home2. Monitor their children’s academic progress3. Assist in setting academic goals for their children

7. Communication Arts Across the Curriculum

Communication arts skills are essential for learning in all curricular areas. To achieve their potential, students must have opportunities to practice and refine their communication arts skills in all classes and content areas. All teachers share a responsibility to reinforce communication arts skills in general, to teach subject specific communication arts skills as they pertain to their specific content areas, and to take advantage of natural connections between

subject areas that allow for integration of instruction. In grades K-2 the MCPS Communication Arts Across the Curriculum Program includes the following components.

1. Reading in all content areas2. Writing in all content areas3. Speaking, listening, and media literacy in all content areas4. Common rubrics for assessment of communication arts skills for all content areas

Grade K Communication Arts Course Overview:

The Communication Arts Program at the kindergarten level is arranged around the nine MCPS Communication Arts Standards. These standards encompass reading and literature, writing, and speaking, listening and media literacy.

In kindergarten students engage in many activities that help them develop foundational reading and writing skills. Delivered through a developmentally-appropriate, balanced approach, these skills focus on oral language development, phonemic awareness, print awareness and letter recognition, daily writing, vocabulary development, and reading comprehension.

In the Kindergarten classroom appropriate language activities include reading and discussing a variety of authentic materials with children; having students tell and retell stories; listening to, reciting, or singing rhymes or songs; pretend reading, picture reading, and shared reading; engaging word meaning activities; and group and individual story writing.

Used in developmentally-appropriate ways and integrated with the curriculum, technology supports, extends, and expands literacy-based learning opportunities for children. Students use technology applications to explore, create, and communicate.

A variety of formal and informal assessment tools is used to evaluate student progress and to plan for instruction and learning.

(For further details please see the K-2 Reading-Writing Matrix; K-2 Reading Comprehension Strategies; K-5 Reading Scope and Sequence of Skills; K-5 Writing Scope and Sequence of Skills; and K-5 Listening, Speaking, and Media Literacy Scope and Sequence of Skills included in the Appendices to this document.)

Content Competencies for Reading-Literature

Standard #1: Students apply a range of skills and strategies to construct meaning as they read.

1. Demonstrate understanding of concepts about print.(directionality, one-to-one matching, parts of the book, environmental

print). 2. Develop phonemic awareness skills:

Say rhyming words in response.Clap syllables in words. Segment words into sounds.Blend sounds to make words.Identify beginning sounds.

3. Identify letters.

4. Match sounds to letters.5. Develop vocabulary through meaningful/concrete experiences.

6. Apply Reading Comprehension Strategies before, during and after reading.

Standard #2: Students set goals, monitor, and evaluate their progress in reading.

1. Participate in a home/school program to promote value and enjoy books and reading.

2. Maintain a record of books read at home. Standard #3: Students select, read, and respond to informational texts from a variety of

sources, and communicate their findings in ways appropriate for their purposes and audiences.

1. Share what they know, what they want to know, and what they have learned (KWL).2. Observe and assist in modeled use of resources (encyclopedia, dictionary, map, globe).3. Utilize and share informational texts from leveled library, school library, and other sources.

Standard #4: Students use literary texts to enrich personal experience and to connect to the broader world of ideas, concepts, and issues.

2. Make meaning of text forms/genre from shared reading.2. Discuss story elements in a Read-a-loud story.

3. Distinguish fantasy from reality.

Content Competencies for Writing

Standard #5: Students write clearly and effectively for a variety of purposes and audiences.

1. Observe modeled writing.6. Write for a variety of purposes and audiences.3. Engage in shared writing.4. Prewrite, draft, revise, edit and publish selected works.5. Organize and summarize shared experiences/investigations to record ideas and learning in a variety of ways.

Standard #6: Students apply a range of skills and strategies in the writing process.

1. Gain control of pencil grip, paper position, strokes, posture, directionality.2. Write each letter of alphabet, capital and lower case.

3. Write own name.4. Generate ideas and develop plans for their draft writing.5. Use phonological knowledge to match sounds to letters to write messages.

Standard #7: Students evaluate and reflect on their growth as writers.

1. Use published pieces as models.2. Confer with the teacher to identify strengths and weaknesses in their writing.

Content Competencies for Speaking, Listening, and Media Literacy

Standard #8: Students apply a range of skills and strategies to speaking, listening, and creating media messages for a variety of purposes.

1. Develop listening manners and engage in active listening.2. Understand, follow, and give directions.3. Share information and ideas, speaking in complete, coherent sentences.4. Engage in conversations and discussions.

Standard #9: Students identify, analyze, and evaluate the impacts of effective speaking, listening, and media.

1. Distinguish between asking a question and telling a story.2. Interpret a question and answer appropriately.

3. Recognize the influence of media on daily life.Resources

(A list of resources used in the course will be finalized after the materials selection process is complete.)

Assessments

Reading/Writing Continuum Kindergarten Checklist Draw-a-Person

Meeting Diverse Student Needs

Students with diverse needs--those with unique abilities and/or disabilities--will have differentiated opportunities to achieve competencies and standards, and at rates and in manners consistent with their needs.

Grade 1 Communication Arts Course Overview:

The Communication Arts Program at the first grade level is arranged around the nine MCPS Communication Arts Standards. These standards encompass reading and literature, writing, and speaking, listening and media literacy.

In first grade students engage in many activities that help them develop foundational reading and writing skills. Delivered through a developmentally-appropriate, balanced approach, these skills focus on oral and written language development, phonemic awareness, spelling development, structural analysis of words, vocabulary development, and reading comprehension..Used in developmentally-appropriate ways and integrated with the curriculum, technology supports, extends, and expands literacy-based learning opportunities for children. Students use technology applications to explore, create, and communicate.





1. Utilize decoding strategies as they read.2. Apply appropriate Reading Comprehension Strategies to interpret the text before, during and after reading.3. Develop knowledge of word structure and discover new word meanings to create understanding of the text.4. Read accurately at appropriate level using phrasing and expression to achieve fluency.


1. Consider options and set realistic goals.2. Develop plans and time lines for achieving goals.3. Reflect on their progress and formulate ideas for improvement and future applications.

Standard #3: Students select, read, and respond to informational texts from a variety of sources, and communicate their findings in ways appropriate for their purposes and audiences.

2. Use text features to acquire information.3. Make connections and compare information to answer questions and summarize.4. Utilize information to develop presentations in a variety of forms.


1. Identify and describe the plot, setting and character(s) in a story, as well as the story’s beginning, middle, and end.2. Recognize the distinguishing features of other familiar genre, such as poems.



1. Write to learn and to record ideas.3. Choose the appropriate style and format for different purposes and audiences.4. Use questions to direct investigation.5. Summarize and organize ideas and prior knowledge in a variety of ways.


3. Write legibly in manuscript observing the conventions of print.4. Prewrite, draft, revise and edit selected works.5. Use invented spelling and correct spelling of high frequency words.6. Use basic capitalization and punctuation to write complete sentences.


1. Use published pieces as models.2. Use elements of the six traits.3. Confer with the teacher to identify strengths and weaknesses in their writing.



1. Further develop listening manners and engage in active listening.2. Demonstrate appropriate speaking skills in a variety of activities.


1. Discuss how different points of view can influence a message.

Resources


Assessments

DRA




The Communication Arts Program at the second grade level is arranged around the nine MCPS Communication Arts Standards. These standards encompass reading and literature, writing, and speaking, listening and media literacy.

In second grade, students are actively engaged in becoming proficient readers and writers. A balanced approach to teaching reading and writing includes language and literature rich activities, comprehension strategies, as well as skills needed to decode words. Students participate in daily writing experiences using the initial concepts and vocabulary of the Six -Trait Analytical Writing Model. Second graders continue to refine speaking and listening skills to become effective communicators.

A variety of materials is used, including fiction and non-fiction. Topics are correlated to social studies and science curricula in order to facilitate an interdisciplinary approach.

Technology supports, extends, and expands literacy-based learning opportunities for children. Students use technology applications to explore, create, and communicate.





1. Utilize decoding strategies automatically as they read.5. Select appropriate Reading Comprehension Strategies to interpret the text before, during and after reading.6. Apply knowledge of word structure and discover new word meanings to create understanding of the text.7. Read accurately using appropriate speed, phrasing, and expression to achieve fluency.

Standard #2: Students set goals, monitor, and evaluate their progress in reading.4. Participate in conferences to formulate individual goals for improving reading performance.


5. Use text features to acquire information.6. Make connections and compare information to answer questions and summarize.7. Utilize information to develop written, oral or other presentations.


3. Recognize similarities between what they are reading and what they already know.4. Integrate background knowledge with key elements from text to deepen understanding.



1. Summarize and organize ideas and prior knowledge in a variety of ways.6. Compose questions to direct investigation.7. Write to learn and to record ideas8. Choose the appropriate style and format for different purposes and audiences.


7. Write legibly in manuscript observing the conventions of print.8. Prewrite, draft, revise, proofread, edit and publish selected works.9. Apply spelling skills and use appropriate resources for accuracy.10. Use basic capitalization and punctuation in a variety of sentence types.


4. Analyze and use published pieces as models.5. Apply elements of six trait writing to evaluate their own writing.6. Confer with the teacher to identify strengths and weaknesses in their writing.



3. Demonstrate attentive listening behaviors.4. Practice appropriate speaking skills in a variety of activities.


2. Discuss how different points of view can influence a message.

Resources


Assessments



Intermediate (Grades 3-5) Communication Arts Program


Reading is the most fundamental academic skill. Students must read proficiently in order to learn in school and throughout their lives. Every effort must be made to insure that students acquire proficiency in reading. Reading instruction and practices must be differentiated so that the spectrum of needs, from those who require greater assistance to achieve proficiency to those who are advanced and need enrichment, is addressed. Using a wide variety of authentic materials is essential for students to understand the purposes for reading and to develop the motivation to read. Reading literature that increases in complexity over time is essential for students to understand the connection between written thought and the culture from which it originated. To provide students with strong reading skills, the motivation to read, and cultural literacy, the MCPS intermediate reading-literature program includes the following skill areas and practices and strategies.

Skill Areas


A. Comprehension strategies1. Activating background knowledge (schema) to make connections 2. Asking questions of themselves, authors and the texts3. Drawing inferences from text4. Determining the important ideas and themes5. Creating visual and other sensory images to deepen understanding6. Synthesizing information to create new thinking7. Monitoring their comprehension and using “fix up” strategies when meaning breaks down

2. Vocabulary development 3. Reading fluency (accuracy, rate, timing, phrasing, and expression)


Teachers will

1. Provide a rich literary environment that includes a variety of genres and reading levels2. Provide opportunities for silent and oral reading3. Use differentiated instruction4. Use a variety of instructional approaches1. Reading aloud to students2. Shared reading1. With whole class or small group2. Wherein all eyes follow along with text

3. Many reading levels can participate3. Guided reading1. Small group and individual2. Teaching objective meets needs of the group

3. Text at instructional level4. Independent reading

1. Student choice of material at appropriate level2. Practice strategic reading skills3. Conferencing with teacher

5. Provide opportunities for students to respond to reading in a variety of ways (oral and written)6. Model and teach strategic reading skills to students on an on-going basis7. Require students to read for a variety of purposes (information, cultural literacy, recreation, knowledge of diverse cultures)

8. Provide vocabulary instruction1. Understanding words/sentences in context

2. Interpreting multiple meanings3. Recognizing synonyms, antonyms, homonyms4. Recognizing component structure--prefixes, suffixes, and word origins

9. Conduct on-going classroom assessment to guide instruction


Intermediate students who read below grade level need focused reading intervention. Because effective reading intervention requires more time and individualization, intermediate class sizes of 24-to-1 or fewer are strongly recommended. The intermediate teacher’s ability to provide effective reading interventions diminishes significantly as numbers increase beyond this ratio.

A variety of reading interventions for those needing assistance is provided to students reading below grade level. Skills and strategies that teachers may need to focus on will depend upon the needs of the individual student, but will be the same as those identified in the 3-5 Reading-Literature section of the document but may also include limited instruction in phonics and decoding strategies through the fourth grade level. Most interventions delivered to students in grades 3-5 are provided within the regular education classroom. For students needing additional support, intervention may be delivered through a variety of means determined by student needs. In each delivery model the reading intervention program includes the following components.

1. Identification of student needs based upon frequent assessments used to monitor student progress2. Additional instructional and student-learning time3. More individualized/differentiated instruction focused on specific reading skills the student needs to develop4. Materials carefully selected for student interest and reading level

5. Diverse strategies designed to help the student understand text6. Development of a student reading plan designed to coordinate a cooperative effort by the teacher, parent, and student to improve the student’s reading competency

In addition to the intervention strategies listed above, a student may be recommended for available before-or-after-school programs, summer school, and/or other individualized tutoring.

3. Writing

Skillful writing is imperative for good communications and academic success. Writing skills are highly correlated to social and professional advancement; they are important in the workplace and to our economy. Reading and writing are complementary skills. Students must engage in writing to learn to read; students must engage in reading to learn to write. Skill areas and practices and strategies for writing at grades 3-5 follow.

Skill Areas


1. Producing clear and effective writing (organization, ideas and content, voice, conventions, sentence fluency, word choice)2. Using the writing process (prewriting, drafting, editing, revising, publishing)3. Writing for a variety of purposes and audiences in a variety of forms4. Integrating information from a variety of sources in writing5. Using appropriate conventions (grammar/usage, punctuation, etc.)6. Using formal spelling

Teaching Practices and Strategies

Teachers will

1. Use direct and indirect instruction to teach conventions (grammar, usage, punctuation, etc.)2. Model writing3. Use the Six-Trait Analytical Writing Model (instruction and assessment)4. Teach and require students to apply the writing process5. Conference in the revision process6. Create independent, self-selected writing opportunities7. Evaluate student writing8. Provide opportunities for students to self-evaluate

4. Speaking/Listening, and Media Literacy

Speaking and listening skills include verbal and non-verbal communication. While these skills are naturally acquired, students need to develop and refine them to understand what has

been communicated and to be effective communicators themselves. Skills and knowledge related to media literacy are critical if students are to understand what has been communicated through media and to use media appropriately. To develop and refine speaking, listening, and media skills, the intermediate speaking, listening, and media literacy skill areas and practices and strategies are articulated as follows.

Skill Areas


1. Communicating with a clear purpose, developed organization, and support from a variety of sources2. Selecting appropriate verbal/non-verbal language

3. Demonstrating appropriate questioning strategies4. Demonstrating appropriate delivery skills

E. Identifying and using active listening skills6. Accessing, analyzing, and evaluating information in a variety of media (print and non-print)7. Developing critical thinking skills to make informed decisions as consumers and producers of information


Teachers will

1. Provide direct and indirect instruction of active listening skills2. Model listening and speaking skills3. Provide opportunities for students to make oral presentations4. Use audio and video tape presentations5. Promote oral participation and discussion within the classroom6. Teach media literacy skills7. Teach note taking, summarizing and the use of oral/visual clues8. Use common, district-wide rubrics for presentations

5. Ongoing, Individual, and Diagnostic Assessment

Ongoing, individual, and diagnostic assessment is essential for students, teachers, and parents to understand student progress. Grades 3-5 assessments are used to diagnose difficulties of students performing below grade-level, to differentiate instruction for students and to assess individual student and group progress. Specific assessments follow.

1. MALT (MAPS) 2. ITBS for grade 4 3. Six-Trait Analytical Writing Assessment for grade 54. Six-Trait Analytical Writing Scoring Rubrics5. District and teacher-designed rubrics for presentations, activities, and projects6. Teacher designed quizzes and tests7. Teacher observation




1. Provide appropriate practice for their children at home2. Monitor their children’s academic progress3. Assist in setting academic goals for their children


Communication arts skills are essential for learning in all curricular areas. To achieve their potential students must have opportunities to practice and refine their communication arts skills in all classes or content areas. All teachers share a responsibility to reinforce communication arts skills in general, to teach communication arts skills as they pertain to various content areas, and to take advantage of natural connections between subject areas that allow for integration of instruction. In grades 3-5 the MCPS program for across the curriculum practice and refinement of communication arts skills includes the following components for students in all classes.

1. Reading in all content areas2. Writing in all content areas3. Speaking, listening, and media literacy in all content areas

4. Researching in all content areas5. Common rubrics for assessment of communication arts skills for all content areas


The Communication Arts Program at the third grade level is arranged around the nine MCPS Communication Arts Standards. These standards encompass reading and literature, writing, and speaking, listening and media literacy.

In third grade students are actively engaged in becoming more proficient readers and writers. In classrooms emphasizing a balanced instructional approach to reading and writing, they spend more time independently reading and writing than in any previous grade. Third grade students read grade-level material fluently and with comprehension. Students participate in writing experiences using the initial concepts and vocabulary of the Six -Trait Analytical Writing Model. Third graders continue to refine speaking and listening skills to become effective communicators. Students are exposed to a variety of texts, including fiction and non-fiction. Topics are correlated to social studies and science curricula in order to facilitate an interdisciplinary approach.



(For further details please see the 3-5 Reading-Writing Matrix; 3-5 Reading Comprehension Strategies; K-5 Reading Scope and Sequence of Skills; K-5 Writing Scope and Sequence of Skills; and K-5 Listening, Speaking, and Media Literacy Scope and Sequence of Skills included in the Appendices to this document.)



1. Utilize decoding strategies automatically as they read.2. Select appropriate Reading Comprehension Strategies to interpret the text before, during and after reading.

3. Use knowledge of word structure, context, and printed resources to discover new word meanings that create understanding of the text.

4. Read accurately using appropriate speed, phrasing, and expression to achieve fluency and understanding.


4. Set realistic goals that are measurable and observable to improve reading performance.

2. Develop plans and time lines for achieving goals.3. Reflect on their progress and formulate ideas to improve


1. Read and interpret text features to acquire information, e.g.charts, graphs, tables, directions, diagrams, maps.2. Locate appropriate information to answer questions and summarize .3. Utilize information to develop written, oral or other presentations.


1. Connect background knowledge and events in the text.2. Understand plot, setting, and character development.3. Recognize different genres of literature



1. Organize ideas and notes in a variety of ways (graphic organizers and diagrams).2. Generate questions to direct research and investigations.3. Record, discover, develop, refine ideas and problem solve.

4. Practice using six-trait guide.


1. Write legibly in cursive, using appropriate capital and lower case letters.8. Spell high frequency words and match sounds to letters accurately.9. Use appropriate skills in grammar and punctuation.10. Use the writing process (prewrite, draft, revise, proofread, edit and publish selected works).


7. Analyze and use published pieces as models.2. Apply the six trait rubric to evaluate their own writing.

3. Confer with the teacher to identify strengths and weaknesses in their writing.



1 Develop active listening behaviors.2. Practice appropriate speaking skills in a variety of activities.


1. Recognize how different points of view can influence their thoughts and actions.

Resources

Leveled library (optional)Reference materials

Assessments

MALTUnit assessmentsAnecdotal records




The Communication Arts Program at the fourth grade level is arranged around the nine MCPS Communication Arts Standards. These standards encompass reading and literature, writing, and speaking, listening and media literacy.

In fourth grade students are actively engaged in becoming proficient readers and writers. A balanced approach to teaching reading and writing includes an environment rich with literature activities, comprehension strategies, and strategic reading skills. Students participate in daily writing experiences using the Six -Trait Analytical Writing Model. Fourth graders continue to refine speaking and listening skills to become effective communicators.

A variety of materials is used , including fiction, non-fiction and other media. Topics are correlated to other curricula areas in order to facilitate an interdisciplinary approach.






1. Utilize decoding strategies automatically as they read.8. Apply appropriate Reading Comprehension Strategies to interpret the text before, during and after reading.9. Apply knowledge of word structure, context and printed resource to discover new word meanings that create understanding of the curriculum and world events.10. Read accurately using appropriate speed, phrasing, and expression to achieve fluency and understanding.


1. Consider choices and set realistic, independent reading goals.2. Develop plans and time lines for achieving goals.3. Reflect on their progress and formulate ideas for improvement and future applications.4. Articulate strategies used to self-monitor reading progress and overcome reading difficulties with guidance from the teacher.


5. Use text features to acquire information.6. Locate information to answer questions and summarize.7. Utilize information to develop written, oral, or other presentations.8. Select appropriate comprehension strategies to make meaning from informational texts.


8. Identify and describe the plot, setting, theme, sequencing, and character development in works of fiction.9. Recognize and compare the distinguishing features of other genres of fiction.

10. Integrate background knowledge with key elements from text to deepen understanding of various cultures.

.Content Competencies for Writing


1. Summarize and organize ideas and prior knowledge in a variety of ways.2. Compose questions to direct investigations.

5. Using the six trait writing model as a guide, write to learn and to record ideas.


11. Write legibly in cursive observing the conventions of print.12. Prewrite, draft, revise, proofread, edit, and publish selected works.13. Apply spelling skills and use appropriate resources for accuracy.14. Apply more complex capitalization and punctuation in a wide

variety of sentence types.15. Apply common rules of standard usage.


8. Analyze and use published pieces as models.9. Apply the six trait rubric to evaluate their own writing.10. Review own written work and /or confer with teacher to identify strengths and weaknesses in their writing.



5. Engage in active listening behaviors.6. Plan and organize thoughts sequentially in order to communicate a clear message.7. Demonstrate effective delivery skills.


3. Recognize and evaluate how different points of view can influence their thoughts and actions. 4. Recognize propaganda techniques in a variety of media.

Resources

(A list of resources used in the course will be finalized after the materials selection process is complete. )

Assessments

(A statement or list indicating the district, school wide, and classroom assessments used goes here.)




The Communication Arts Program at the fifth grade level is arranged around the nine MCPS Communication Arts Standards. These standards encompass reading and literature, writing, and speaking, listening and media literacy.

In fifth grade students refine and master previously learned knowledge and skills in increasingly complex presentations, reading selections, and written compositions. Students are actively engaged in becoming proficient readers and writers. A balanced approach to teaching reading and writing includes language and literature rich activities, comprehension strategies, as well as skills to enrich vocabulary. Students write daily using the strategies and vocabulary of the Six -Trait Analytical Writing Model. Fifth graders continue to refine speaking and listening skills to become effective communicators and evaluators of media.

A variety of materials is used , including fiction and non-fiction. Topics are correlated to social studies and science curricula in order to facilitate an interdisciplinary approach.


A variety of formal, informal, and self assessment tools is used to identify areas for improvement and to plan instruction and learning.




1. Apply appropriate Reading Comprehension Strategies before, during and after reading.11. Apply knowledge of word structure, context and printed resources to discover new word meanings and create understanding of the text.12. Read text with appropriate accuracy, expression, phrasing, speed, and attention to punctuation.


11. Articulate strategies used to self-monitor reading progress and overcome reading difficulties with guidance from the teacher.

6. Reflect on progress and formulate ideas for improvement.7. Consider options, set realistic goals, and develop plans and time lines for achieving goals.


9. Use knowledge of text structure, organization and purpose to find information and support understanding.10. Apply comprehension strategies to describe and connect the essential ideas, arguments, and perspectives of the text.11. Use information to develop written, oral, or other presentations.


16. Make associations between ideas expressed in literary works and personal experiences.17. Identify how culture, ideas, and issues influence literary works.18. Understand how different genre of literature can enrich personal experience and learning.19. Analyze the interaction of literary elements.



1. Identify and select appropriate style and format.8. Demonstrate an awareness of the six traits of writing.9. Use the six trait writing model as a guide to write and revise.


5. Apply conventions of standard written English appropriate for audience and purpose.6. Select and apply a variety strategies for prewriting, drafting, revising, proofreading, editing, and publishing of selected works.7. Make conscious decisions to select and apply the six traits of writing for appropriate purpose.


11. Analyze and evaluate their writing for growth over time.12. Apply the six trait rubric to evaluate their own writing.

13. Analyze writing and confer with the teacher to assess growth.



1. Engage in active listening behaviors.3. Design and create, perform or display media messages in a variety of forms, targeting different audiences and purposes.


1. Identify propaganda techniques, bias, fact, fiction, and opinion in various media messages.

1. Recognize that all media influence individuals and society.Resources


Assessments

(A statement or list indicating the district, school wide, and classroom assessments used goes here.)



Middle School (Grades 6-8) Communication Arts Program


Reading is the most fundamental academic skill. Students must read proficiently in order to learn in school and throughout their lives. Every effort must be made to insure that students acquire proficiency in reading. Reading instruction and practices must be differentiated so that the spectrum of needs, from those who require greater assistance to achieve proficiency to those who are advanced and need enrichment, is addressed. Using a wide variety of authentic materials is essential for students to understand the purposes for reading and to develop the motivation to read. Reading literature that increases in complexity over time is essential for students to understand the connection between written thought and the culture from which it originated. To provide students with strong reading skills, the motivation to read, and cultural literacy, the MCPS middle school reading-literature program includes the following skill areas and practices and strategies.

Skill Areas


A. Comprehension Strategies1. Activating background knowledge (schema) to make connections 2. Asking questions of themselves, authors and the texts3. Drawing inferences from text4. Determining the important ideas and themes5. Creating visual and other sensory images to deepen understanding6. Synthesizing information to create new thinking7. Monitoring their comprehension and using “fix up” strategies when meaning breaks down

2. Vocabulary development3. Reading fluency (accuracy, rate, timing, phrasing, expression)


Teachers will

1. Provide an environment that promotes literacy (diverse materials and resources) 2. Use consistent terminology3. Model and teach strategic reading skills to students on an on-going basis4. Teach literary devices5. Develop student motivation for reading (personal experience, student choice of reading materials, real world applications)6. Provide vocabulary instruction

1. Understanding words/sentences in context1. Interpreting multiple meanings

2. Recognizing synonyms, antonyms, homonyms3. Recognizing component structure--prefixes, suffixes, and word origins

7. Require students to read for a variety of purposes (information, cultural literacy, recreation, knowledge of diverse cultures)8. Conduct on-going classroom assessment to guide instruction9. Provide opportunities for students to respond to reading in a variety of ways (discussion, creative drama, and writing)10. Provide guided, shared, and independent reading that allows student choice when appropriate.11. Promote parent involvement12. Use technology


Middle school students who read below grade level need focused reading interventions. Because effective reading interventions require more time and individualization, middle-school class sizes of 25-to-1 or under are strongly recommended. The middle school teacher’s ability to provide effective reading interventions diminishes significantly as numbers increase beyond this ratio.

Teachers must be able to deliver highly-skilled reading intervention instruction. A variety of reading interventions for those needing assistance is provided to students reading below grade level. Most interventions delivered to students in grades 6-8 are provided within the regular education classroom. For students needing additional support, intervention may be delivered through a variety of means determined by student needs. In each delivery model the reading intervention program includes the following components.

1. Identification of student needs based upon frequent assessments used to monitor student progress2. Additional instructional and student-learning time3. More individualized/differentiated instruction focused on specific reading skills the student needs to develop4. Materials carefully selected for student interest and reading level5. Diverse strategies designed to help the student understand text6. Development of a student reading plan designed to coordinate a cooperative effort by the teacher, parent, and student to improve the student’s reading competency (At the middle school level most student reading plans will be developed by the team of teachers working with the student and parent.)

In addition to the intervention strategies listed above, a student may be recommended for any available reading labs or classes, before-or-after-school programs, summer school, and/or other individualized tutoring.

3. Writing

Skillful writing is imperative for good communications and academic success. Writing

skills are highly correlated to social and professional advancement; they are important in the workplace and to our economy. To provide students with strong writing skills, the middle school writing program includes the following elements.

Skill Areas


1. Producing clear and effective writing (organization, ideas and content, voice, conventions, sentence fluency, word choice)2. Using the writing process (prewriting, drafting, editing, revising, publishing)3. Writing for a variety of purposes and audiences in a variety of forms4. Using information resources for writing5. Conferencing in the revision process (with teacher and/or other students)6. Creating independent, self-selected writing opportunities7. Using appropriate conventions (grammar/usage, punctuation, spelling, etc.)


Teachers will

1. Use the Six-Trait Analytical Writing Model (organization, ideas and content, voice, conventions, sentence fluency, word choice)2. Teach and require students to apply the writing process (prewriting, drafting, editing, revising, publishing)3. Evaluate student writing4. Engage students in peer responses to and self-evaluation of writing5. Model writing6. Use technology, print, and media for instructional purposes7. Use direct and indirect instruction to teach conventions (grammar/usage, punctuation, spelling, etc.)


While speaking and listening skills--which include verbal and non-verbal communication--are naturally acquired, they need to be developed and refined for students to understand what has been communicated and to communicate effectively themselves. Skills and knowledge related to media literacy are critical if students are to understand what has been communicated and to use media appropriately. To develop and refine speaking, listening, and media skills, the MCPS middle school speaking, listening, and media literacy program includes the following elements.

Skill Areas


1. Communicating with a clear purpose, developed organization, and support from a variety of sources2. Selecting appropriate verbal/non-verbal language3. Identifying and using active listening skills4. Accessing, analyzing, and evaluating information in a variety of media (print and non-print)5. Developing critical thinking skills to make informed decisions as consumers and producers6. Communicating and producing information through a variety of media (print and non-print) while using appropriate delivery skills


Teachers will

1. Use direct and indirect instruction to teach active listening skills2. Provide opportunities for students to make speeches and deliver other oral presentations3. Promote oral participation within the classroom4. Teach media literacy skills5. Use common, district-wide rubrics for evaluation6. Provide a wide variety of engaging materials


Ongoing, individual, and diagnostic assessment is essential for students, teachers, and parents to monitor student progress. A variety of assessments is used to determine individual student and group progress, to diagnose difficulties of students performing below grade-level, and to differentiate instruction for students. Specific assessments follow.

1. MALT (MAPS) 2. ITBS for grade 8 3. Six-Trait Analytical Writing Assessment for grade 7 4. Six-Trait Analytical Writing Scoring Rubrics5. District and teacher-designed rubrics for presentations, activities, and projects6. Teacher designed quizzes and tests7. Teacher observation6. Parent Involvement and Assistance

Research is clear that when parents/guardians become active partners with their children’s teachers, student achievement improves. Teachers and administrators at all levels share a responsibility to actively engage parents in a school-home partnership. Teachers and administrators must help parents to understand their importance in working with their children

and the school.


1. Provide appropriate practice for their children at home2. Monitor their children’s academic progress3. Assist in setting academic goals for their children


Communication arts skills are essential for learning in all curricular areas. To achieve their potential, students must have opportunities to practice and refine their communication arts skills in all classes or content areas. All teachers share a responsibility to reinforce communication arts skills in general, to teach subject specific communication arts skills as they pertain to their specific content areas, and to take advantage of natural connections between subject areas that allow for integration of instruction. The MCPS program for across the curriculum practice and refinement of communication arts skills includes the following components for students in all middle school classes.

1. Reading in all content areas2. Writing in all content areas3. Speaking, listening, and media literacy in all content areas4. Researching in all content areas5. Common rubrics for assessment of communication arts skills for all content areas


The Communication Arts Program at the sixth grade level is arranged around the nine MCPS Communication Arts Standards. These standards encompass reading and literature, writing, and speaking, listening and media literacy.

In sixth grade, students master previously learned skills in increasingly complex presentations, reading selections, and written compositions. Sixth grade students take notes during oral presentations and organize and summarize spoken messages. Students evaluate their own oral presentations. Sixth grade students read widely, classic and contemporary selections and informational texts. Students understand idioms, multi-meaning words, and analogies in text. Students distinguish denotative and connotative meanings of words and use word origins as an aid to understand historical influences on word meanings. Students use study strategies to learn and recall important ideas. Students recognize literary devices such as flashback, foreshadowing, and symbolism. Sixth grade students select and use different forms of writing for specific purposes such as to inform, persuade, or entertain. Students vary sentence structure and use more complex punctuation such as hyphens, semicolons, and possessives. Sixth grade students edit their writing based on their knowledge of grammar and usage, spelling, punctuation, and other conventions of written language. Students produce final, error-free pieces of written composition on a regular basis. Students search out multiple texts to complete research reports and projects. Students assess how language, medium, and presentation contribute to meaning.

A variety of materials is used, including fiction and non-fiction. Topics are correlated to social studies and science curricula in order to facilitate an interdisciplinary approach.

Technology supports, extends, and expands literacy-based learning opportunities for students. Students use technology applications to explore, create, and communicate.

A variety of formal, informal, summative, and self-assessment tools is employed to identify areas of improvement and to plan instruction and learning.

(For further details please see the 6-8 Reading-Writing Matrix; 6-8 Reading Comprehension Strategies; 6-12 Reading Scope and Sequence of Skills; 6-12 Writing Scope and Sequence of Skills; and 6-12 Listening, Speaking, and Media Literacy Scope and Sequence of Skills included in the Appendices to this document.)



1. Apply Reading Comprehension Strategies before, during and after

reading.1. Analyze word structure and context to discover new word meanings.2. Locate the meanings, pronunciations, and derivations of unfamiliar words using printed resources.3. Adjust reading rate, expression, and phrasing based on purpose and increase ease of silent reading over longer periods of time.


1. Apply an awareness of reading competency to consider options and set realistic goals with guidance from the teacher.2. Monitor own progress and formulate ideas for improvement and future applications.3. Determine plans and time lines for achieving obtainable goals.


1. Apply knowledge of text structure, organization and purpose to find information and derive understanding.2. Apply comprehension strategies to describe and connect the essential ideas, arguments, and perspectives of the text.3. Use information to develop written, oral, or other presentations.


1. Connect and articulate personal experiences to ideas expressed in literary works.2. Determine how culture, ideas, and issues influence literary works.

. Enrich personal experience through understanding and interacting with a variety of literary genre.3. Explain the effects of common literary devices, such as foreshadowing and figurative language on a text.



1. Choose style and format that best suits the intended purpose.2. Recognize how the six traits differ dependent on text form.3. Document sources of information used in reports and oral

presentations.


1. Generate ideas or gather information and develop a plan before writing on self-selected and assigned topics.2. Writes, revises, and edits text using conventions of standard written English, using appropriate resources as necessary.3. Writes legibly by selecting cursive, manuscript, or word processing as appropriate.


14. Analyze and use published pieces as models.15. Apply the six trait rubric to evaluate their own and peer writing.16. Analyze own written work to identify strengths and weaknesses and to set goals as a writer.



1. Monitor own understanding of the spoken and written language to gain and share knowledge.2. Design and create, perform or display media messages in a variety of forms, targeting different audiences and purposes.


1. Apply critical thinking skills to make informed decisions as consumers and producers of information.2. Analyze propaganda techniques, bias, fact, fiction, and opinion in various media messages.

Resources


Assessments

MALTTeacher designed quizzes and testsStudent written workStudent oral presentations Summative observations Projects Student and teacher portfolio evaluationConferences




The Communication Arts Program at the seventh grade level is arranged around the nine MCPS Communication Arts Standards. These standards encompass reading and literature, writing, and speaking, listening and media literacy.

In seventh grade students are actively engaged in becoming proficient readers and writers. A balanced approach to teaching reading and writing includes language and literature rich activities, comprehension strategies, as well as skills needed to comprehend contextual meaning. Students participate in writing experiences using the concepts and vocabulary of the Six -Trait Analytical Writing Model. Seventh graders continue to refine speaking and listening skills to become proficient communicators.

A variety of materials is used, including fiction and non-fiction. Themes are correlated to include all of the content curricula in order to facilitate an interdisciplinary approach.






1. Apply Reading Comprehension Strategies to interpret the text before, during and after reading.13. Clarify word meanings through the use of definition, example, restatement, or through the use of contrast stated in the text.14. Identify and understand denotation, connotation, idioms, analogies, metaphors and similes.15. Read increasingly complex independent and instructional-level materials to develop fluency.


1. Consider options and set realistic independent reading goals.2. Develop plans and time lines for achieving goals.3. Reflect on progress and formulate ideas for improvement and future applications.


9. Apply analysis of text structure, organization, and purpose to find information and expand understanding.10. Apply comprehension strategies to describe and connect the essential ideas, arguments, and perspectives of the text.11. Use information to develop written, oral or other presentations.


12. Make associations between ideas expressed in literary works and personal experiences.13. Explain how culture, ideas, and issues influence literary works.14. Understand how literary elements and devices of different genres relate to the author’s purpose15. Recognize and understand more sophisticated literary devices and their contribution to style



1. Demonstrate choice of appropriate style and format.5. Emphasize selected writing traits as appropriate to style and format.6. Select manuscript, cursive, or word-processing as appropriate.


8. Use conventions of standard written English.9. Select and use reference materials, available technology, and resource tools for writing while applying the rules and laws governing the use of such materials.10. Develop understanding of the six traits of writing and apply to the writing process.


17. Analyze and use published pieces as models.18. Confer with the teacher to identify strengths and weaknesses in their writing.19. Apply the six trait rubric and other criteria to determine strengths, weaknesses, and goals.



1. Apply active listening skills to enhance both evaluation and enjoyment.2. Respond appropriately to a variety of media messages.3. Design, perform, or display media messages in a variety of forms targeting different audiences.


12. Begin making informed decisions by recognizing and analyzing specific techniques used to convey and manipulate media meaning13. Determine that all media influence individuals and society.

Resources


Assessments

MALTDistrict Writing AssessmentIndividual teacher observations.Text book chapter quizzes and testsTeacher designed quizzes and testsTeacher designed assignments


The Communication Arts Program at the eighth grade level is arranged around the nine MCPS Communication Arts Standards. These standards encompass reading and literature, writing, and speaking, listening and media literacy.

In eighth grade students refine and master previously learned knowledge and skills in increasingly complex presentations, reading selections, and written compositions .Students are actively engaged in becoming proficient readers and writers. A balanced approach to teaching reading and writing includes language and literature rich activities as well as comprehension strategies. Students write using the strategies and vocabulary of the Six -Trait Analytical Writing Model. Eighth graders refine and expand speaking and listening skills to become effective communicators and evaluators of media.

A variety of materials is used , including fiction and non-fiction. Topics are correlated to social studies and science curricula in order to facilitate an interdisciplinary approach.






1. Apply Reading Comprehension Strategies before, during and after reading.

2. Apply knowledge of word structure, context and printed resources to interpret new word meanings and create understanding of the text.

16. Read text with appropriate accuracy, expression, phrasing, speed and attention to punctuation.

Standard #2: Students set goals, monitor, and evaluate their progress in reading.1. Identify and apply strategies to self-monitor reading progress and

overcome reading difficulties.

2. Assess progress and formulate plan for improvement.3. Examine options, establish realistic goals, and implement plans and time lines for achieving goals.


16. Analyze text structure, organization and purpose to find information and support understanding.

2. Apply comprehension strategies to describe and connect the essential ideas, arguments and perspectives of the text.

3. Use information to develop written, oral or other presentations.


5. Associate ideas expressed in literary works with personal experiences 2. Analyze how culture, ideas and issues influence literary

works.8. Compare literary elements and devices in different genre.



1. Demonstrate writing to record, discover, reflect and question.7. Identify and employ appropriate style and form.3. Use effectively the six traits of writing for a variety of purposes and audiences.


1. Apply conventions of standard written English.4. Use the six traits of writing model to write and revise.5. Select and use reference materials, available technology and resource tools for writing and cite appropriately.


20. Analyze and evaluate their writing for growth over time.21. Apply the six trait rubric to evaluate their own writing.22. Confer with the teacher to identify areas of strength and needs for improvement.



1. Demonstrate the ability to communicate clearly using appropriate delivery skills.2. Engage in active listening behaviors.3. Design and create, perform or display media messages in a variety of forms to target different audiences and purposes.


. 10. Analyze propaganda techniques, bias, fact, fiction and opinion in various media messages.11. Determine how forms of media influence individuals and society.

Resources


Assessments

MALTITBSTeacher-made and text assignments, quizzes and testsTeacher observationTeacher/student conferences



High School Communication Arts Program


Reading is the most fundamental academic skill. Students must read proficiently in order to learn in school and throughout their lives. Every effort must be made to insure that students acquire proficiency in reading. Reading instruction and practices must be differentiated so that the spectrum of needs, from those who require greater assistance to achieve proficiency to those who are advanced and need enrichment, is addressed. Using a wide variety of authentic materials is essential for students to understand the purposes for reading and to develop the motivation to read. Reading literature that increases in complexity over time is essential for students to understand the connection between written thought and the culture from which it originated. To provide students with strong reading skills, the motivation to read, and cultural literacy the MCPS high school reading-literature program includes the following skill areas and practices and strategies.

Skill Areas


A. Comprehension strategies1. Activating background knowledge (schema) to make connections

2. Asking questions of themselves, authors and the texts3. Drawing inferences from text4. Determining the important ideas and themes5. Creating visual and other sensory images to deepen understanding6. Synthesizing information to create new thinking7. Monitoring their comprehension and using “fix up” strategies when meaning breaks down

2. Vocabulary development3. Reading fluency (accuracy, rate, timing, phrasing, expression)4. Recognizing and using literary devices


Teachers will

1. Use diverse materials to provide a literary rich environment2. Provide guided, shared, and independent reading that allows student choice when appropriate3. Provide direct instruction in literary devices4. Connect reading to real world applications5. Provide direct instruction and reinforcement of strategic reading comprehension skills on an ongoing basis6. Provide opportunities for developing cultural literacy

7. Provide a progressive study of literature of varied genres, themes, and complexity 8. Provide opportunities for students to write about what they read9. Use an interdisciplinary approach to reading and literature instruction10. Provide varied opportunities for students to respond to their reading


High school students who read below grade level need focused reading intervention. Most 9 through 12 interventions are delivered in the regular classroom program through differentiated instruction focused on improving comprehension strategies, vocabulary, and fluency. Minor differences between grade level and reading level are dealt with through these varied instructional strategies in all classes. More significant discrepancies are addressed through individualized reading instruction provided in a separate reading laboratory class, a Title 1 program and/or special education programs. In each delivery model the reading intervention program includes the following components.

1. Identification of student needs based upon frequent assessments used to monitor student progress2. Additional instructional and student-learning time3. More individualized/differentiated instruction focused on specific reading skills the student needs to develop4. Materials carefully selected for student interest and reading level5. Diverse strategies designed to help the student understand text6. In reading laboratory classes, individual student reading plans to articulate specific skills which need to be improved and strategies that the teacher, student, and in some cases, the parent, will engage in to improve the student’s reading competency

In addition to the intervention strategies listed above, a student may be recommended for any available before-or-after-school programs, summer school, and/or other individualized tutoring.

3. Writing

Skillful writing is imperative for effective communication and academic success. Writing skills are highly correlated to social and professional advancement; they are important in the workplace and to our economy. To provide students with strong writing skills, the high school writing program includes the following elements.

Skill Areas


1. Producing clear and effective writing (organization, ideas and content, voice, conventions, sentence fluency, word choice)2. Emphasizing both the writing process and the product (prewriting, drafting, editing, revising, publishing)

C. Writing for a variety of purposes and audiences in a variety of formats (descriptive, narrative, expository, persuasive)

1. Using technology in research, writing process, and publication2. Using common language for analysis of writing process and product3. Applying analytical/critical thinking skills


Teachers will

1. Use models and modeling2. Require frequent writing and revising3. Use district-wide style guide (contains Six-Trait Analytical Writing Scoring Rubric, grammar and style rules)4. Provide specific, timely feedback and evaluation5. Use appropriate technology6. Use structured writing activities (specify objectives, tasks, interaction)7. Use direct and indirect instruction to teach conventions (grammar/usage, punctuation, spelling, etc.)


While speaking and listening skills--which include verbal and non-verbal communication--are naturally acquired, they need to be developed and refined for students to understand what has been communicated and to communicate effectively themselves. Skills and knowledge related to media literacy are critical if students are to understand what has been communicated and to use media appropriately. To develop and refine speaking, listening, and media skills, the MCPS high school speaking, listening, and media literacy program includes the following elements.

Skill Areas


1. Communicating with a clear purpose, developed organization, and support from a variety of sources2. Selecting appropriate verbal and non-verbal language3. Distinguishing information from persuasion and logic from emotion4. Identifying and using active listening skills


Teachers will

1. Require students to deliver a variety of oral presentations2. Use common, district-wide rubrics for evaluation3. Model and provide direct instruction of delivery techniques4. Model process and product5. Require students to respond critically to print and non-print media in a variety of formats


Ongoing, individual, and diagnostic assessment is essential for students, teachers, and parents to understand student progress. In grades 9-12 assessments are used to diagnose difficulties of students performing below grade-level, to differentiate instruction for students and to assess individual student and group progress. Specific assessments follow.

1. MALT (MAPS) for grades 9 and 102. ITED for grade 113. Six-Trait Analytical Writing Assessment for grades 9 and 104. Six-Trait Analytical Writing Scoring Rubrics5. District and teacher-designed rubrics for presentations, activities, and projects6. Teacher designed quizzes and tests7. Teacher observation




1. Assist in setting academic goals for their children (including completion of a four-year course plan)2. Assist in monitoring their children’s academic progress (report card, portfolio, etc.) 3. Attend open houses and conferences4. Engage in ongoing, open communication with teachers


Communication arts skills are essential for learning in all curricular areas. Students must have opportunities to practice and refine their communication arts skills in all classes and

content areas. All teachers must reinforce communication arts skills in general, teach subject specific communication arts skills as they pertain to their specific content areas, and take advantage of natural connections between subject areas that allow for integration of instruction. In grades 9-12 the MCPS Communication Arts Across the Curriculum Program includes the following components.

1. Reading in all content areas 2. Writing in all content areas3. Speaking, listening, and media literacy in all content areas4. Researching in all content areas5. Common rubrics for assessment of communication arts skills for all content areas6. Staff development in teaching subject specific communication arts skills for

content area teachers

Grade 9 Communication Arts (English 1)

Units of Credit: One year

Course Overview:

The Communication Arts Program at the ninth grade level is arranged around the nine MCPS Communication Arts Standards. These standards encompass reading and literature, writing, and speaking, listening and media literacy.

In ninth grade students become increasingly proficient readers and writers, applying previously learned information and skills in oral presentations, reading analysis and written compositions. Students develop a greater understanding and appreciation of literature as they apply the Comprehension Strategies to their reading and as they work to develop their own writing style. Students learn to evaluate their own and other students’ writing using the Six-Trait Analytical Writing Model. Ninth graders also practice increasingly sophisticated speaking and listening skills to enhance their communication and critical thinking skills, particularly in evaluating media.

A variety of materials is used, including fiction and non-fiction. Topics are connected to social studies and science curricula in order to facilitate an interdisciplinary approach.


A variety of formal and informal and assessment tools is employed to identify areas of improvement and to plan for instruction and learning.

An honors designation in English 1 may be earned through a combination of additional reading, writing and participation in cultural or community events. A written contract detailing the specific activities to be completed each semester is signed by the student, a parent or guardian and the teacher.

(For further details please see the 9-12 Minimum District Guidelines Matrix, 9-12 Reading Comprehension Strategies; 6-12 Reading Scope and Sequence of Skills; 6-12 Writing Scope and Sequence of Skills; and 6-12 Listening, Speaking, and Media Literacy Scope and Sequence of Skills, Statement on 9-12 Writing, and Freshman Honors Designation Contract Form included in the Appendices to this document.)



1. Apply Reading Comprehension Strategies to interpret the text before,

during and after reading.17. Distinguish between denotation and connotation, as well as the effectiveness of each in various types of writing.18. Apply structural analysis, as well as context clues, to develop meaning.19. Enhance reading fluency by developing and employing a personal reading style.


1. Establish a purpose for reading, such as discovery, interpretation, and enjoyment.

2. Monitor and assess progress and formulate plans for improvement.


1. Locate appropriate print and non-print information using texts and technical resources.20. Distinguish between primary and secondary information to recognize organization and draw conclusions.9. Develop researched material for expository papers and speeches, citing sources and including visual aids.


17. Read widely, including world literature, to increase knowledge of their own culture, the culture of others, and the common elements across cultures.18. Read to be entertained, to appreciate a writer’s craft, to be informed, to take action, and to discover models to use in their own writing. 19. Connect personal experience to literature.20. Analyze sophisticated literary devices and their contribution to style



1. Adapt subject matter to a variety of styles and formats.

2. Vary selected writing traits as appropriate for most effective communication.

3. Use the six traits of writing to appeal most effectively to a specific audience.


11. Edit writing to conform to the rules of standard written English.12. Employ prewriting, drafting, revision, proofreading and editing strategies for publication.13. Use reference materials and technology to improve writing.14. Utilize the six traits model in the writing process.


23. Evaluate published models of accomplished writing for effectiveness.24. Choose samples of their best writing to include in portfolios that illustrate their developing proficiency.25. Confer with the teacher to identify areas of strength and weakness in their writing.



1. Prepare, organize, and effectively deliver a variety of presentations including an expository speech. 2. Incorporate multi-media and audio/visual aids into effective oral presentations.


6. Compare the methods in which media genres influence individuals and societies7. Evaluate the clarity, coherence, effectiveness, and quality of a media presentation.8. Analyze a speaker’s message and delivery style in order to provide useful verbal and nonverbal feedback.

Resources


Assessments

Six-trait writing assessmentCTBSProjects, daily assignments, quizzes and testsTeacher observationTeacher/student conferencesPortfolio reflection





Course Overview:

The Communication Arts Program at the tenth grade level is arranged around the nine MCPS Communication Arts Standards. These standards encompass reading and literature, writing, and speaking, listening and media literacy.

Students in English 2 continue to increase and refine their communication skills. They plan, draft, and complete written compositions on a regular basis. Students edit their papers for effective use of the six traits of writing and produce final, error-free drafts. An emphasis is placed on organizational patterns (including the five-paragraph essay), logical development of ideas, and the conventions and mechanics of written English.

English 2 students read extensively in multiple genres. Students read to appreciate literature; to refine their comprehension, fluency and vocabulary; and to obtain information.

English 2 students produce and respond to a variety of media, refining their speaking, listening and critical thinking skills. Technology applications expand and support the development of their communication skills.

A variety of formal and informal tools is employed to evaluate student progress and to plan for instruction and learning.

(For further details please see the 9-12 Minimum District Guidelines Matrix, 9-12 Reading Comprehension Strategies; 6-12 Reading Scope and Sequence of Skills; 6-12 Writing Scope and Sequence of Skills; and 6-12 Listening, Speaking, and Media Literacy Scope and Sequence of Skills, and Statement on 9-12 Writing included in the Appendices to this document.)



1. Apply Reading Comprehension Strategies before, during and after reading.20. Expand vocabulary through wide reading, listening, and discussing.

3. Rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary.9. Apply meanings of prefixes, roots, suffixes and parts of speech.

4. Enhance reading fluency by developing and adopting appropriate readingstyles.


1. Establish a purpose for reading, such as discovery, interpretation, and enjoyment.12. Monitor and assess progress, then formulate plans for improvement.


15. Locate appropriate print and non-print information using texts and technical resources.21. Draw inferences such as conclusions, generalizations, and predictions and support them with the text, evidence and experience.22. Develop researched material for informative papers and speeches, citing sources and including visual aids.


14. Read widely, including world literature, to increase knowledge of their own culture, the culture of others, and the common elements across cultures.15. Read to be entertained, to appreciate a writer’s craft, to be informed, to take action, and to discover models to use in their own writing.16. Analyze literary devices and their contribution to style.



1. Apply the most appropriate voice, style, and form for the audience, occasion and purpose.12. Organize writing to ensure coherence, logical progression and support for ideas.


10. Conform to the rules of standard written English.11. Employ prewriting, drafting, revision, proofreading and editing strategies for publication.12. Use reference materials and technology for creating, revising, editing and publishing texts.13. Use the six traits of writing model to write and revise.


26. Analyze and use published pieces as models.27. Choose samples of their best writing to include in portfolios that illustrate their developing proficiency.28. Confer with teacher and others to identify areas of strength and weakness in their writing.



4. Apply effective listening skills in formal and informal situations. 5. Prepare, organize and effectively deliver a variety of presentations including an informative speech.6. Incorporate multi-media and audio/visual aids in presentations.


8. Use listening and viewing skills to analyze, appreciate and evaluate informal and formal performances and presentations. 9. Analyze the methods in which media influences individuals and societies.

Resources


Assessments

CTBSSix-Trait Analytical Writing AssessmentProjects, daily assignments, quizzes and testsTeacher/student conferencesPortfolio reflection

Teacher observationRubrics for presentations, activities, and projects

Meeting Diverse Student Needs Students with diverse needs--those with unique abilities and/or disabilities--will have

differentiated opportunities to achieve competencies and standards, and at rates and in manners consistent with their needs.



Course Overview:

The Communication Arts Program at the eleventh grade level is arranged around the nine MCPS Communication Arts Standards. These standards encompass reading and literature, writing, and speaking, listening and media literacy.

Students in English 3 continue to increase and refine their communication skills. Students plan, draft, and complete written compositions on a regular basis. Teachers and students work together to revise and edit their papers for effective use of the six traits of writing to produce final, error-free drafts. In English 3 an emphasis is placed on persuasive writing, logical arguments, expressions of opinion, personal forms of writing, and components of research writing and literary analysis.


English 3 students produce and respond to a variety of media, refining their speaking, listening and critical thinking skills. Technology applications expand and support the development of their communication skills.





1. Apply Reading Comprehension Strategies before, during and after reading.21. Expand vocabulary through context and structural analysis.22. Apply skills to develop reading fluency during classroom and independent reading.


13. Establish a purpose for reading, such as discovery, interpretation, and enjoyment.14. Reflect on progress and develop and follow plans and time lines for achieving realistic goals.


23. Locate appropriate print and non-print information using texts and technical resources.24. Draw inferences such as conclusion, generalizations, and predictions and support them with the text, evidence and experience.25. Develop researched material for informative and persuasive papers and speeches, citing sources and including visual aids.


16. Read a variety of literature to increase knowledge of their own culture, the culture of others, and the common elements and themes across cultures.17. Read to be entertained, to appreciate a writer’s craft and style, to be informed, to take action, and to discover models to use in their own writing.18. Analyze literary devices and their contribution to style.



1. Use effectively the six traits of writing emphasizing word choice and conventions for the audience, occasion and purpose.17. Vary organizational formats to ensure coherence, logical progression and support for ideas.18. Progress beyond the basic five-paragraph format to include more complex structures when writing persuasive and informative compositions, and literary analysis.


21. Conform to the rules of standard written English.22. Employ pre-writing, drafting, revision, proofreading and editing strategies for publication.

23. Use reference materials, published pieces, and technology for creating, revising, editing and publishing texts.24. Use the six traits of writing model to write and revise.25. Formulate and manipulate research questions to accommodate a variety of sources, purposes and audiences.


29. Analyze and use published pieces as exemplars.30. Apply the six trait rubric to evaluate their own writing.31. Confer with the teacher and others to identify strengths and weaknesses in their writing.32. Choose samples of their best writing to include in portfolios that illustrate their developing proficiency.



1. Listen critically to distinguish between fact and opinion during formal and informal situations.2. Prepare, organize and effectively deliver a variety of presentations including a persuasive speech.3. Incorporate multi-media and audio/visual aids in presentations.


1. Use listening and viewing skills to analyze, appreciate and evaluate informal and formal performances and presentations.13. Analyze methods of persuasion in media.

Resources


Assessments

ITEDSix-Trait Analytical Writing AssessmentProjects, daily assignments, quizzes and testsTeacher/student conferencesPortfolio reflection

Teacher ObservationRubrics for presentations, activities, and projects



Grade 11 Communication Arts (Advanced Placement {AP} English 3 - Language and Composition)


Course Overview:

The Communication Arts Program at the eleventh grade level is arranged around the nine MCPS Communication Arts Standards. These standards encompass reading and literature, writing, and speaking, listening and media literacy.

Advanced Placement English 3 is open to all students, but is designed for highly motivated students who wish to earn college credit by taking the AP examination at the completion of this course. The AP Language and Composition course assumes that students already understand and use standard English grammar.

Students in AP English 3 engage in becoming skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts and in becoming writers who compose for a variety of purposes. AP English 3 emphasizes the expository, analytical, and argumentative writing that forms the basis of academic and professional communication, as well as the personal and reflective writing that fosters the development of writing facility in any context. AP English 3 also emphasizes the process of writing, requiring students to write essays that proceed through several drafts with revision aided by the teacher and peers.





1. Apply Reading Comprehension Strategies before, during and after reading.23. Expand vocabulary through context and structural analysis.24. Apply skills to develop reading fluency during classroom and independent reading.


15. Establish a purpose for reading, such as discovery, interpretation, and enjoyment.16. Reflect on progress and develop and follow plans and time lines for achieving realistic goals.


26. Locate appropriate print and non-print information using texts and technical resources.27. Draw inferences such as conclusion, generalizations, and predictions and support them with the text, evidence and experience.28. Develop researched material for informative and persuasive papers and speeches, citing sources and including visual aids.





1. Use effectively the six traits of writing emphasizing word choice and conventions for the audience, occasion and purpose.19. Vary organizational formats to ensure coherence, logical progression and support for ideas.20. Progress beyond the basic five-paragraph format to include more complex structures when writing persuasive and informative compositions, and literary analysis.


26. Conform to the rules of standard written English.27. Employ pre-writing, drafting, revision, proofreading and editing strategies for publication.

28. Use reference materials, published pieces, and technology for creating, revising, editing and publishing texts.29. Use the six traits of writing model to write and revise.30. Formulate and manipulate research questions to accommodate a variety of sources, purposes and audiences.


33. Analyze and use published pieces as exemplars.34. Apply the six trait rubric to evaluate their own writing.35. Confer with the teacher and others to identify strengths and weaknesses in their writing.36. Choose samples of their best writing to include in portfolios that illustrate their developing proficiency.



1. Listen critically to distinguish between fact and opinion during formal and informal situations.2. Prepare, organize and effectively deliver a variety of presentations including a persuasive speech.3. Incorporate multi-media and audio/visual aids in presentations.


1. Use listening and viewing skills to analyze, appreciate and evaluate informal and formal performances and presentations.14. Analyze methods of persuasion in media.

Resources

(A suggested list of authors and resources is provided in the Advanced Placement Program Course Description, English, Language and Composition, Literature and Composition, May 2001-2002, published by the College Board. A list of resources used in the course will be finalized after the materials selection process is complete. )

Assessments

ITEDSix-Trait Analytical Writing AssessmentProjects, daily assignments, quizzes and testsTeacher/student conferencesPortfolio reflectionTeacher ObservationRubrics for presentations, activities, and projectsAP Examination



Course Overview:

The Communication Arts Program at the twelfth grade level is arranged around the nine MCPS Communication Arts Standards. These standards encompass reading and literature, writing, and speaking, listening and media literacy.

Students in English 4 continue to increase and refine their communication skills. They plan, draft and complete written compositions on a regular basis. Teachers and students work together to revise and edit their papers for effective use of the six traits of writing. In English 4 an emphasis is placed on writing which includes research, literary analysis, critical review and creative forms.


English 4 students produce and respond to a variety of media and refine their speaking, listening and critical thinking skills which culminate in an oral project/presentation. Technology applications expand and support the development of their communication skills.





1. Incorporate Reading Comprehension Strategies before, during and after reading.25. Expand vocabulary through context, structural analysis and reference materials. 26. Apply skills to develop reading fluency during classroom and independent reading.

Standard #2: Students set goals, monitor and evaluate their progress in reading.

17. Establish purposes for reading, such as discovery, interpretation, analysis and enjoyment.18. Reflect on progress to develop and follow an established purpose for achieving realistic goals.


29. Locate appropriate print and non-print information using texts and technical resources.30. Draw inferences such as predictions, generalizations and conclusions supporting them with text, evidence and experience.31. Synthesize researched material for critical and analytic papers and/or presentations, citing sources and including visual aids.





1. Manipulate effectively the six traits of writing for the audience, occasion and purpose.21. Vary organizational formats to ensure coherence, logical progression and support for ideas.22. Progress beyond the basic five-paragraph format to include more complex structures when writing critical and analytical compositions.23. Compose in a variety of creative and expressive genres.


31. Conform to the rules of standard written English.32. Employ pre-writing, drafting, revising, proofreading and editing strategies for publication.

33. Use reference materials, models and technology to create, revise, edit and finalize texts.34. Use the six traits of writing model to write and revise.35. Formulate and manipulate research questions for a variety of sources, purposes and audiences.


37. Analyze and use finalized pieces as exemplars.38. Apply the six trait rubric to evaluate their own writing.39. Confer with the teacher and others to identify strengths and weaknesses in their writing.40. Select samples of their best writing to include in portfolios which illustrate their developing proficiency.



1. Listen critically to distinguish between fact and opinion in formal and informal situations..2. Prepare, organize and effectively deliver a variety of presentations incorporating multi-media and audio/visual aids.


1. Use listening and viewing skills to analyze, evaluate and appreciate informal and formal performances and presentations.15. Analyze techniques used to convey messages to an audience.

Resources


Assessments

Six-Trait Analytical Writing AssessmentProjects, daily assignments, quizzes and testsTeacher/student conferencesPortfolio reflectionTeacher ObservationRubrics for presentations, activities, and projects


Students with diverse needs--those with unique abilities and/or disabilities--will have differentiated opportunities to achieve competencies and standards at rates and in manners consistent with their needs.

Grade 12 Communication Arts (Advanced Placement English 4- Literature and Composition)


Course Overview:

The Communication Arts Program at the twelfth grade level is arranged around the nine MCPS Communication Arts Standards. These standards encompass reading and literature, writing, and speaking, listening and media literacy.

Advanced Placement English 4 is open to all students, but is designed for highly motivated students who wish to earn college credit by taking the AP examination at the completion of this course. The AP Literature and Composition course assumes that students already understand and use standard English grammar.

AP English Literature and Composition engages students in the careful reading and critical analysis of imaginative literature. The course includes an intensive study of representative works from various genres and periods, concentrating on works of recognized literary merit. Reading in AP English 4 is both wide and deep. Student reading involves them in the experience of literature, the interpretation of literature, and the evaluation of literature.

Writing is an integral part of AP English 4. Students write about literary works in order to better understand them, to explain them to others, and to evaluate them. While the focus of their writing is critical analysis of literature, they may also engage in creative writing to understand from the inside how literature is written. A variety of formal and informal tools is employed to evaluate student progress and to plan for instruction and learning.




1. Incorporate Reading Comprehension Strategies before, during and after reading.27. Expand vocabulary through context, structural analysis and reference materials. 28. Apply skills to develop reading fluency during classroom and

independent reading.Standard #2: Students set goals, monitor and evaluate their progress in reading.

19. Establish purposes for reading, such as discovery, interpretation, analysis and enjoyment.20. Reflect on progress to develop and follow an established purpose for achieving realistic goals.


32. Locate appropriate print and non-print information using texts and technical resources.33. Draw inferences such as predictions, generalizations and conclusions supporting them with text, evidence and experience.34. Synthesize researched material for critical and analytic papers and/or presentations, citing sources and including visual aids.





1. Manipulate effectively the six traits of writing for the audience, occasion and purpose.24. Vary organizational formats to ensure coherence, logical progression and support for ideas.25. Progress beyond the basic five-paragraph format to include more complex structures when writing critical and analytical compositions.26. Compose in a variety of creative and expressive genres.


36. Conform to the rules of standard written English.37. Employ pre-writing, drafting, revising, proofreading and editing strategies for publication.38. Use reference materials, models and technology to create, revise, edit and finalize texts.39. Use the six traits of writing model to write and revise.40. Formulate and manipulate research questions for a variety of sources, purposes and audiences.


41. Analyze and use finalized pieces as exemplars.42. Apply the six trait rubric to evaluate their own writing.43. Confer with the teacher and others to identify strengths and weaknesses in their writing.44. Select samples of their best writing to include in portfolios which illustrate their developing proficiency.



1. Listen critically to distinguish between fact and opinion in formal and informal situations..2. Prepare, organize and effectively deliver a variety of presentations incorporating multi-media and audio/visual aids.


1. Use listening and viewing skills to analyze, evaluate and appreciate informal and formal performances and presentations.16. Analyze techniques used to convey messages to an audience.

Resources

(A suggested list of authors and resources is provided in the Advanced Placement Program Course Description, English, Language and Composition, Literature and Composition, May 2001-2002, published by the College Board. A list of resources used in the course will be finalized after the materials selection process is complete. )

Assessments

Six-Trait Analytical Writing AssessmentProjects, daily assignments, quizzes and testsTeacher/student conferencesPortfolio reflectionTeacher ObservationRubrics for presentations, activities, and projectsAP Examination

Communication Arts ElectiveCreative Writing 1

Units of Credit: One semester Course Overview:

Creative writing is arranged around the MCPS Communication Arts Standards. It promotes the development of reading and literature, writing and revision, speaking and listening.

Students in Creative Writing classes increase and refine their writing skills. Students engage in the writing process and produce a variety of creative forms. Teachers and students work together to edit and revise student work to produce improving drafts. Students use available technology and build a body of work to help them evaluate their progress as writers.

Creative Writing 1 students are introduced to a wide variety of genre; they both read and write to practice and improve their own writing skills.

A wide variety of materials and assessment tools is used in Creative Writing 1.






1. Examine a broad range of genres, forms and writers.



1. Appreciate the distinction between public and private writing.2. Acknowledge the inter-connected roles of writer and audience.3. Produce a variety of finished written forms.


1. Analyze models to understand and apply techniques of effective writing.4. Develop an understanding of the complex and non-linear nature of

writing.5. Discover the essential value of revision.6. Acquire and practice techniques to edit one’s own work and the work of

others.


45. Compile a collection of work from the class.



1. Acquire and practice effective oral interpretation skills.


Resources


Assessments

Comprehensive body of workClass participationTeacher/Student conferencesTeacher observationRubricsStudent reflectionDaily assignments and projects







In Creative Writing 2 students further develop and refine their skills with more challenging and varied reading and writing. (At Sentinel and Hellgate these students also produce the literary magazine. At Big Sky students who enroll in Creative Writing 1 must also enroll in Creative Writing 2.)










1. Appreciate the distinction between public and private writing.2. Acknowledge the inter-connected roles of writer and audience.

3. Produce a variety of finished written forms.




others.







Resources


Assessments






Creative Writing 3 students continue to expand their writing portfolios with increasingly sophisticated works; at Big Sky they publish the school literary magazine. (At Big Sky students who enroll in Creative Writing 3 must also enroll in Creative Writing 4.)














others.







Resources


Assessments





Units of Credit: One semester

Course Overview:



Creative Writing 4 students continue to expand their writing portfolios with increasingly sophisticated works; at Big Sky they publish the school literary magazine. (At Big Sky students who enroll in Creative Writing 3 must also enroll in Creative Writing 4.)














others.







Resources


Assessments

Comprehensive body of workClass participationTeacher/Student conferencesTeacher observationRubrics

Student reflectionDaily assignments and projects



Communication Arts ElectivesJournalism 1

Units of Credit: One year Course Overview:

Journalism 1

Journalism students learn about all aspects of media. They study new developments in technology and hone their writing skills in laboratory classes that produce real publications (newspaper, yearbook, television show) for real audiences. Students learn journalistic principles and gain on-the-job experience while producing high quality publications.

In Journalism 1 there is an emphasis on writing and reading literature related to journalism. In addition students learn photography, publication technology and broadcast production technology.




1. Apply Reading Comprehension Strategies before, during and after reading.29. Expand vocabulary through context and structural analysis30. Apply skills to develop reading fluency during classroom and independent reading.




35. Locate appropriate print and non-print information using texts and technical resources.

36. Draw inferences such as conclusion, generalizations, and predictions and support them with the text, evidence and experience.

3. Develop researched material for informative and persuasive papers and speeches, citing sources and including visual aids.


28. Read to be entertained, to appreciate a writer’s craft and style, to be informed, to take action, and to discover models to use in their own writing.29. Analyze literary devices and their contribution to style.



1. Use effectively the six traits of writing within the Associated Press (AP) format emphasizing word choice and conventions for the audience, occasion and purpose. 27. Vary forms of journalistic writing (print and broadcast) to ensure coherence, logical progression and support for ideas.28. Progress beyond the basic five-paragraph and basic inverted pyramid formats to include more complex structures when writing persuasive and informative articles.


41. Conform to the rules of standard written English and AP style.42. Employ interviewing, pre-writing, drafting, revision, proofreading and editing strategies for publication.43. Use reference materials, published pieces, and technology for creating, revising, editing and publishing texts.44. Use six traits of writing model and AP style to write and revise.45. Formulate and manipulate interview and research questions to accommodate a variety of sources, purposes and audiences.


49. Analyze and use published pieces as models.50. Apply journalistic standards to evaluate their own writing.51. Confer with the editors and advisor to identify strengths and weaknesses in their writing.

52. Choose samples of their writing to include in portfolio, clip book or clip tape that illustrates their developing proficiency.



17. Listen critically to distinguish between fact and opinion during formal and informal interviews and research.18. Prepare, organize and effectively deliver a variety of presentations as part of interviewing and ad selling.19. Incorporate multi-media and audio/visual aids in oral presentations and publications.


14. Use listening and viewing skills to analyze, appreciate and evaluate informal and formal performances, presentations, publications and productions.15. Analyze methods of persuasion used in media

Resources

Adobe PageMakerPhotoshopData projectorNegative and flat bed scannersDigital camerasCD burnersComputersLaptops for advisors and editors35 mm camerasTextbooksNewspapers and magazines subscriptionsInternet

Assessments

National assessment (Columbia, JEA, NSPA, Quill and Scroll)Student/staff assessmentReader/Viewer assessmentProjects, daily assignments, quizzes and testsTeacher observations

Rubrics for presentations, activities, projects and publications/productions



Communication Arts Electives Journalism 2-Newspaper


Course Overview:

Journalism 2Journalism students learn about all aspects of media. They study new developments in technology and hone their writing skills in laboratory classes that produce real publications (newspaper, yearbook, television show) for real audiences. Students learn journalistic principles and gain on-the-job experience while producing high quality publications.

Journalism 2 (newspaper) students produce the school newspaper. Students in Journalism 2 (newspaper) learn the vocational aspects of producing a newspaper, discuss the media, and read literature related to media and journalism.








37. Locate appropriate print and non-print information using texts and technical resources.38. Draw inferences such as conclusion, generalizations, and predictions and support them with the text, evidence and experience.










53. Analyze and use published pieces as models.54. Apply journalistic standards to evaluate their own writing.55. Confer with the editors and advisor to identify strengths and weaknesses in their writing.56. Choose samples of their writing to include in portfolio, clip book or clip tape that illustrates their developing proficiency.






Resources


AssessmentsNational assessment (Columbia, JEA, NSPA, Quill and Scroll)Student/staff assessmentReader/Viewer assessmentProjects, daily assignments, quizzes and testsTeacher observationsRubrics for presentations, activities, projects and publications/productions


Students with diverse needs--those with unique abilities and/or disabilities--will have differentiated opportunities to achieve competencies and standards, and at rates and in manners

consistent with their needs.

Communication Arts ElectivesJournalism 2-Broadcast

Units of Credit: One year Course Overview:

Journalism 2Journalism students learn about all aspects of media. They study new developments in technology and hone their writing skills in laboratory classes that produce real publications (newspaper, yearbook, television show) for real audiences. Students learn journalistic principles and gain on-the-job experience while producing high quality publications.

Journalism 2 (broadcast) students focus on writing and video production of the school television programming. Students in Journalism 2 (broadcasting) learn the vocational aspects of operating a televison station, discuss the media, and read literature related to media and journalism.













Resources





Communication Arts ElectivesJournalism 3-Yearbook


Course Overview:

YearbookJournalism students learn about all aspects of media. They study new developments in technology and hone their writing skills in laboratory classes that produce real publications (newspaper, yearbook, television show) for real audiences. Students learn journalistic principles and gain on-the-job experience while producing high quality publications.

Yearbook is a laboratory class that produces the school yearbook. Students in the class learn the vocational aspects of preparing a publication, photography and layout. Students are responsible for producing the book of record for the school year.






24. Consider options and set realistic goals.2. Develop plans and time lines for achieving goals.3. Reflect on their progress and formulate ideas for improvement and future

applications.







Resources





APPENDIX I

MCPS PRIMARY (K-2) READING/WRITING TEXT FORMS AND FEATURES MATRIX*

READING K - 2 WRITING K - 2

FICTION NONFICTION TEXT FEATURES

LITERATURE OR LITERARY

FORMS

INFORMATIONAL, TASK-ORIENTED

AND/OR TECHNICAL WRITING

K Narratives - realistic, fantasy, traditional Songs Letters (personal) Rhyme and Poetry --counting, number, playground

Nonfiction texts should include science, social studies, math, the arts, health, and fitness.

Procedural Expository Report

Question and answer

Page numbers

Titles, title pages Author and illustration credits

Labels Captions, speech balloons, thought bubbles Diagrams

Graphs

Maps

Dedications

Charts

Cover Information

Narrative – experiential, fictional stories

Personal letters, cards, notes

Diaries

Journals

Draft Books

Labels

Captions

Informational sentences

Questions

1 Journals

Plays

Story maps

Table of Contents

Glossary

Maps (3D, maze)

Rhymes / poems Answers to questions

Summary sentences

2 Diaries

Narrative – folk tales, legends

Nonfiction texts – technology

Articles

Dictionaries

Maps

Informational posters

Maps and map keys

Chapter headings

Pie charts/bar graphs

Acknowledgments

Blurbs

Indexes

Poems (patterned poetry, couplet)

Report

Instructions (explain how to)

Learning logs

Note-taking

* This grid shows when a text form is introduced. Once a text form is introduced, understandings should be extended and practice continued at subsequent grade levels.

MCPS INTERMEDIATE (3-5) READING/WRITING

TEXT FORMS AND FEATURES MATRIX*

READING 3 - 5 WRITING 3 - 5

FICTION NONFICTION TEXT FEATURES

LITERATURE OR LITERARY

FORMS



3 Narrative—fables, myths, tall talesLetters (functional) Poetry—rhymed, unrhymedProverbs, SayingsMagazinesNovels

Technical texts EncyclopediasAlmanacsThesaurusBrochuresDiaries/JournalsBiographiesSpeechesInterviewsAdvertisementsMagazines

IntroductionsTimetablesParenthesesReferencesFootnotesChecklistsSubheadingsTablesAsteriskParagraphsDialogQuotation Marks

Biographies / autobiographiesLegendsPoems (free verse)

ReportsBook reviews / reportsPostersDirections (to a location)ParaphraseExpository writing / speeches (explain about)

4 Comics, CartoonsHistorical and contemporary fictionShort stories

EssaysAtlasesNewspapersMemosDirectories, Phone booksBusiness lettersSchedules

DirectionsCodesAbbreviationsDashAppendicesComputer menusSearches, iconsForeword

Poems (quatrains)Tall talesComicsPersonal essays

BrochuresProcedures (to a game, to make something)Expository writing / speeches (explain why, compare/contrast)Field notesNewspaper / magazine articlesSummaries Business letters (to thank, request)Letters to the editorMemosLiterary analyses (explain about character, plot, setting)

5 Poetry – haiku, cinquain, balladsScience fictionIdioms

Promotional materialEditorials

BibliographiesChapter summaries

Narrative essaysFantasyPoems (haiku)

Business letter (to complain, explain)Literary analyses (explain about setting)EditorialsInterviewsPersuasive essays / speeches


MCPS MIDDLE SCHOOL (6-8) READING/WRITING TEXT FORMS AND FEATURES MATRIX*

READING 6 - 8 WRITING 6 - 8FICTION NONFICTION TEXT

FEATURESLITERATURE OR LITERARY

FORMS



6 Policies Margin entries

Symbols

Myth Business letter to persuade

Literary analysis including main idea or theme

7 Classics Public documents B contracts, warranties, guarantees

Consumer reports

Song lyrics Literary analysis including point of view

Film or drama review

8 Memoirs Legends

Mystery, historical or science fiction story

Expository essay organized by cause/effect, problem/solution definition, or evaluation


APPENDIX II.English One Honors Designation

Your decision to complete the Honors Designation this year will require year-long dedication and commitment as well as self-direction and motivation. In addition to completing the work for the Honors Designation, you must maintain an “A” in regular English 1 course work. Your proposal must include a balance of reading-literature; writing; and speaking, listening, and media literacy activities. Presentations delineating each semester’s work will complete the Honors Designation commitment.

If you decide you will not be able to fulfill the Honors Designation, you must submit a written notification. There will be no penalty for opting out. All Honors work is due one week before the end of the semester, without exception. In addition, you will need to meet with your teacher to arrange a day for each semester project presentation.Proposed Project Title: (at least one component in each category is required)

Reading-Literature:1.2.3.

Writing:1.2.3.

Speaking, listening, and media literacy:1.2.3.

Note: Proposals are due two weeks after the beginning of each semester. Projects must be completed and submitted to supervising teacher one week before the end of each semester.

Dear Parent/Guardian: Your student has chosen to complete extra assigned work in order to receive Honors standing in Freshman English. All requirements are in addition to regular classroom assignments. By signing this form, you are simply telling me that you have been informed and are aware that your son/daughter may be putting in a considerable amount of extra time in order to be granted Honors status.

Signature __________________________________ Date ____________________________

Writing Instruction 9-12

In a significant cross-curricular writing program, students are expected to write every day. A significant writing program models the writing process and balances the importance of both the process and the product. Students are shown how to use language creatively and effectively while responding to, revising, editing, and evaluating their own writing and the writing of others. Specifically, students are taught to write and then revise for improvement in ideas and content, organization, sentence fluency, word choice, voice, and conventions. Students are given the opportunity to write frequently, using a variety of modes for specific purposes and audiences.

In the communication arts classroom students must produce a minimum of four major compositions per year (as defined by the district curriculum) which have reached a third or further draft stage in grades 9 and 10, and (due to increasing complexity and sophistication) a minimum of three major compositions per year (as defined by the district curriculum) which have reached a third or further draft stage in grades 11 and 12. The major compositions in each draft stage are evaluated for the six traits of writing, with written comments and suggestions by the student’s peers, the teacher, or a lay reader. The teacher is actively engaged in assisting the student with the development of all drafts and completes the final evaluation of each of the required compositions.

MCPS High School Communication Arts - Minimum District Guidelines

Writing Reading - Literature Speaking, Listening, Media Literacy

Grade 9 Development of Multi- paragraph Composition

Minimum district-required major compositions (through at least 3 draft stages)· Narrative· Descriptive· Creative/expressive· Expository (research

components required)Contract required for H Designation

Drama (1 Shakespearean)Novel (2 from selected titles)Nonfiction (Personal Essays and/or Narratives)Poetry Survey (Variety of types, authors, movements)

Short Story Survey (Variety of types, authors, movements) Outside Reading (4 books equivalent)Contract required for H Designation

Group/Panel PresentationOral ReadingExpository Speech

Contract required for H Designation

Grade 10 Coherent Development of Multi-Paragraph Composition

Minimum district-required major compositions (through at least 3 draft stages)· Descriptive· Resume Package· Creative/Expressive· Expository (research

components required)· Literary

Analysis/Synthesis (H)· Expository Essay (H)

Drama (1) (2 for H)Novel (2 from selected titles) (4 for H)Nonfiction Survey (Reference materials, Articles, Information texts)Poetry Survey (Variety of types, authors, movements)

Short Story Survey (Variety of types, authors, movements)

Outside Reading (4 books equivalent)

Group/Panel PresentationOral ReadingInformative Speech Using Visual AidsIndividual Presentation (for H only)

Grade 11 Coherent Development of Multi-Paragraph Composition Requiring the Synthesis of Ideas from a Variety of Sources

Drama (1)Novel (2 from selected titles)Nonfiction Survey (Speeches, Histories, Documents)

Group/Panel Presentation Oral ReadingPersuasive Speech Using Visual Aids

Minimum district-required major compositions (through at least 3 draft stages)· Persuasive Essay*· Literary Analysis*· Creative/Expressive

Poetry Survey (Variety of types, authors, movements)

Short Story Survey (Variety of types, authors, movements) Outside Reading (4 books equivalent)

AP English Language and Literature

Same as Grade 11 and additional assignments as directed by the College Board curriculum



Grade 12 Coherent Development of Multi-Paragraph Composition Requiring the Synthesis of Ideas from a Variety of Sources

Minimum district-required major compositions (through at least 3 draft stages)· Research Paper· Literary Analysis or

Critical Review· Creative/Expressive

Drama (1)Novel (2 from selected titles)Nonfiction (1 Auto/Biography, Collected Memoirs or Journals)Poetry Survey (Variety of types, authors, movements)

Short Story Survey (Variety of types, authors, movements)

Outside Reading (4 books equivalent)

Group/Panel Presentation Oral ReadingCulminating Oral Project/Presentation Evidencing Skill in Evaluation, Synthesis, and Analysis

AP English Literature and Composition




* research components required in one of these two

APPENDIX IIIReading Scope and Sequence

Reading: Readiness Skills K 1 2 3 4 5 6

Recognize same and different M M

Identify categories M M

Recognize and continue a pattern M M

Understand that spoken words are represented in written language by specific sequence of letters M

Understand left-to-right progression M M

Understand top-to-bottom progression and return sweep M M

Understand that written words are separated by spaces M

Understand one-to-one word match M

Recognize parts of a book M

Know the differene between letters and words M

Know the difference between capital and lower case letters M

Receive instruction and practice M Master skills by end of grade Demonstrate Mastery in various applications

Reading: Phonemic Awareness K 1 2 3 4 5 6

Recognize rhyme M M

Identify the beginning sounds in a word M M

Blend sounds M

Manipulate beginning, middle, and ending sounds to form new words M

Recognize alliteration M

Reading: Phonemic Awareness K 1 2 3 4 5 6

Recognize words that start with the same sound M M

Segment one-syllable words into phonemes, clearly producing beginning, middle, and final sounds M

Segment words into syllables M


Reading: Phonics K 1 2 3 4 5 6

Letter-Sound Relationships

Recognize letters Aa to Zz M M

Match upper and lower case letters M M

Name letters Aa to Zz M

Understand that written words are composed of letters that represent sounds M

Recognize sounds Aa to Zz M

Consonant sounds M M

Soft c/s/t/g/j M M

Short vowel sounds M M

Long vowel sounds M M

Vowel Patterns

Short Vowels

a - ad, at, ab, an, ack, ank M

e - en, et, ell, est M

i - id, ip, ig, ill, ick, ing, ink, in, ip, ill, imp, ick M

o - ot, op, og, ock M

Reading: Phonics K 1 2 3 4 5 6

u - un, ut, ug, uck, unk M

Long Vowels

a - ace, ake, ane, ale, ate, ay, ain M

e - eat, ee M

i - ice, ild, ind, ight, ide, ine M

o - oke, old, ore M

Varient Vowels

n/_/e, ea, ee M M

/_/ai/ay M M

/_/a(ll), aw, au M M

/_/o/ow M M

/_/y, ey M M

/_/oa M M

/oo/__ (look) M M

/oo/__ (cool) M M

/ou/ou, ow (out, cow) M M

/oi/oi, oy (oil, boy) M M

/_/igh/y (light, sky) M M

/_/ue (blue) M M

_/ew (few) M M

Schwa / e M

/_/ea (bread) M

Diagraphs

Reading: Phonics K 1 2 3 4 5 6 /th,/th,/sh,/sh,/ch,/ch, hw/wh, /f/gh, ph, kn M M

Blends

r - blends: br, gr, tr, cr, dr, fr, pr M

l - blends: bl, cl, pl, fl, gl, sl M

s - blends: sp, st, sm, sn, sc, sk, sw M

three-letter blends: spr, str, thr M

Inflected Endings

Inflectional endings - ed/d, /t, /ed/ M

Inflectional ending - ing M

Plural - s, es M

Structural Analysis

Compound words M M

Contractions M M

Irregular plurals M M M

Syllables

Suffixes -est, -ly, -ful, -y, -ness, -ment, -er M

Suffixes -ed, -ish, -able, -ing, -ent, -less, -en, -ence M

Suffixes hood, -some, -ant, -sion, -ive, -ence, -ian, -ment, -ary, -ency, -ate, -ible, -tion, -ory, -ous M


Reading: Vocabulary Development K 1 2 3 4 5 6

Skills

Reading: Vocabulary Development K 1 2 3 4 5 6 Recognize homophones M

Recognize verb tense M

Recognize plurals M

Recognize question words M

Recognize and understand sequence words, such as first, then, next, after, finally, etc. M

Understand spatial words M

Expand vocabulary through curriculum and world events M

Comprehension

Understand word analogies

Recognize and read high-frequency words M

Discuss meanings and develop vocabulary through meaningful/concrete experiences M

Identify words that name persons, places or things, and actions M

Identify words that connect M

Use context to determine word meanings M

Use thesauruses, dictionaries, glossaries, and technology to determine word meanings and pronunciation M

Demonstrate knowledge of synonyms, antonyms, and multiple-meaning words M

Determine meaning by breaking compound words apart M

Determine meaning by applying knowledge of root words and prefixes/suffixes M

Develop vocabulary by listening to and discussing selections M

Distinguish between denotation and connotation

Use word origins to aid understanding M


Reading: Fluency K 1 2 3 4 5 6

Read regularly in independent-level materials M

Read regularly in instructional-level materials M

Read orally using a variety of experiences . Accuracy . Expression . Appropriate phrasing, speed . Attention to punctuation

M

Self-select independent-level materials M

Read independently for increasing amounts of time M

Adjust reading rate based on purpose M


Reading Scope and Sequence 6-12

Reading: Vocabulary Development 7 8 9 10 11 12

Skills

Recognize homophones

Use parts of speech to develop meaning

Expand vocabulary through curriculum and world events

Comprehension

Understand word analogies M

Recognize and read high-frequency words

Discuss meanings and develop vocabulary through meaningful/concrete experiences

Identify words that name persons, places, things, and/or actions

Identify words that describe

Identify words that connect

Use context to determine word meanings

Use thesauruses, dictionaries, glossaries, and technology to determine word meanings and pronunciation

Demonstrate knowledge of synonyms, antonyms, and multiple-meaning words

Determine meaning by breaking compound workds apart

Determine meaning by applying knowledge of root words and prefixes/suffixes

Develop vocabulary by listening to and discussion selections

Distinguish between denotation and connotation M

Use word origins to aid understanding


Reading Fluency 7 8 9 10 11 12

Read regularly in independent-level materials

Read regularly in instructional-level materials

Read orally using a variety of experiences . Accuracy . Expression . Appropriate phrasing, speed . Attention to punctuation

Self-select independent-level materials

Read independently for increasing amounts of time

Adjust reading rate based on purpose

2. Receive instruction and practice M Master skills by end of grade Demonstrate Mastery in various applications

APPENDIX IIIWriting Scope and Sequence K-5

Writing: Penmanship K 1 2 3 4 5 6

Write each letter of alphabet, capital and lower case M

Gain control of pencil grip, paper position, beginning strokes, and posture M

Write own name M

Write messages left to right and top to bottom M

Write legibly in manuscript M

Use word and letter spacing M

Use margins M

Select manuscript or cursive as appropriate to the task

Write legibly in cursive, using appropriate capital and lower case letters M

Receive instruction and practice M Master skills by end of grade ▄ Demonstrate mastery in various applications

Writing: Process K 1 2 3 4 5 6

Demonstrate oral language can be written M

Generate ideas and develop a plan before writing on self-selected and assigned topics

Use available technology to compose text

Develop drafts M

Revise selected drafts for varied purposes

Revise drafts for coherence, progression, and logical support of ideas

Use a variety of organizational patterns

Writing: Process K 1 2 3 4 5 6

Edit for appropriate grammar, spelling, punctuation, and features of published writing

Demonstrate understanding of the power of written language by bringing pieces to “publishing” M

Proofread own writing M

Select and use reference materials and resources for writing

Develop a simple paragraph with topic and supporting sentences M

Develop multi-paragraph compositions (two or more)

Collaborate with other to proofread, revise, and edit


Writing: Purpose K 1 2 3 4 5 6

Write to record ideas and reflections

Write to discover, to develop and refine ideas, and to problem-solve

Select and use form, voice and style appropriate to a variety of audiences and purposes

Use effective word choice

Write to communicate with a variety of audiences

Write in different forms for different purposes

Exhibit an identifiable voice in personal narratives and stories

Use literary devices, e.g. suspense, dialogue, figurative language

Use questions to direct investigation

Generate own questions to direct research

Take notes from a variety of sources

Writing: Purpose K 1 2 3 4 5 6Summarize and organize ideas/prior knowledge in a variety of ways, e.g., diagrams, maps, organizational charts

Compile notes into outlines, reports, and summaries without plagiarism

Follow accepted forms for writing research, including documenting sources

Compile information from primary and secondary sources in systematic ways using available technology


Writing: Evaluation K 1 2 3 4 5 6

Analyze and use published pieces as models

Apply criteria to evaluate writing

Review own written work to determine its strengths and weaknesses and to set goals


Spelling K 1 2 3 4 5 6

Use phonological knowledge to match sounds to letters in order to write messages M

Spell accurately high-frequency words from grade-level lists

Write with correct spelling of : CVC, CVC silent e, one-syllable words with blends M

Single-syllable words with r-controlled vowels, final consonants M

Spell accurately in final drafts M

Write with correct spelling of contractions and compounds M

Spelling K 1 2 3 4 5 6Write with correct spelling of homonyms and other frequently misspelled words (e.g. their, there, they’re) M

Use resources to find correct spellings, synonyms, and replacements

Inflectional endings: plurals; verb tenses; drop final, silent e when endings are added M

Orthographic patterns: consonant doubling dropping e, changing y to i M

Spell multi-syllabic words using regularly spelled phonogram patterns

Spell correctly open and closed syllables, consonant before -le, and syllable boundary patterns

Spell correctly words ending in -tion and -sion

Understand the influence of other languages on the spelling of English words

Use spell-checkers


Writing: Grammar/Usage/Mechanics K 1 2 3 4 5 6

Use basic capitalization and punctuation such as names and first letters in sentences M

Use more complex capitalization such as proper nouns and abbreviations

Use more complex capitalization and punctuation such as in proper adjectives and in various titles

Use nouns and verbs in simple sentences M

Use apostrophes in contractions and possessives

Use hyphens and dashes

Use colons and semicolons

Use more complex punctuation such as commas, quotation marks, parentheses and brackets

Use adjectives and adverbs

Use singular and plural forms of regular nouns and adjust verbs for agreement M

Use pronouns M

Use regular and irregular plurals correctly M

Use objective case pronouns correctly

Use appropriate end marks with a variety of sentences: declarative, imperative, interrogative, exclamatory M

Use commas in more complex structures M

Use quotation marks in dialogue M

Compose sentences with interesting, elaborated subjects

Use prepositional phrases to elaborate written ideas

Use conjunctions to connect ideas in compound sentences M

Indent to begin a paragraph M

Receive instruction and practice M Master skills by end of grade ▄ Demonstrate mastery in

various applications

Writing Scope and Sequence 6-12

Writing: Penmanship 7 8 9 10 11 12

Write legibly in manuscript

Write legibly in cursive, using appropriate upper and lower case letters

Select manuscript or cursive as appropriate to the task M


Writing: Process 7 8 9 10 11 12

Generate ideas or gather information and develop a plan before writing on self-selected and assigned topics M

Use available technology to compose text M

Develop drafts

Revise selected drafts for varied purposes M

Revise drafts for coherence, progression, and logical support of ideas M

Use a variety of organizational patterns M

Edit for appropriate grammar, spelling, punctuation, and features of published writing M

Demonstrate understanding of the power of written language by bringing pieces to “publishing”

collaborate with others to proofread, revise and edit M

Select and use reference materials and resource tools for writing

Develop paragraphs with topic and supporting sentences

Develop multi-paragraph compositions (two or more) M

Develop five-paragraph compositions with thesis, etc. M

Use a manual of style such as MLA or APA M

Writing: Process 7 8 9 10 11 12Develop multi-paragraph compositions (more than five) M


Writing: Purpose 7 8 9 10 11 12

Write to record ideas and reflections M

Write to discover, to develop and refine ideas, and to problem-solve M

Select and use form, voice and style appropriate to a variety of audiences and purposes M

Use effective word choice M

Use literary devices, e.g. suspense, dialogue, figurative language M

Frame questions to direct research M

Formulate research questions M

Summarize and organize ideas/prior knowledge in a variety of ways M

Take notes from a variety of sources M

Compile notes into outlines, reports, summaries–without plagiarism M

Follow accepted forms for writing research, including documenting sources M

Compile information from primary and secondary sources in systematic ways using available technology M


Writing: Evaluation 7 8 9 10 11 12

Analyze and use published pieces as models M

Apply criteria to evaluate writing M

Review own written work to determine its strengths and weaknesses and to set goals M

Receive instruction and practice M Master skills by

end of grade ▄ Demonstrate mastery in various applications

Writing: Spelling 7 8 9 10 11 12

Spell correctly in final drafts

Spell multi-syllabic words using regularly spelled phonogram patterns M

Spell correctly open and closed syllables, consonant before ie and syllable boundary patterns M

Spell correctly words ending in -tion and -sion M

Write with correct spelling of homonyms and other frequently misspelled words (e.g., their, they’re, there)

Use resources to find correct spellings, synonyms and replacements M

Understand the influence of other languages on the spelling of English words

Spell derivatives correctly by applying the spellings of bases and affixes

Use spell-checkers M


Grammar/Usage/Mechanics 7 8 9 10 11 12

Use more complex capitalization and punctuation such as in proper adjectives and in various titles M

Use hyphens and dashes M

Use colons and semicolons M

Use apostrophes in contractions M

Use apostrophes in possessives M

Use adjectives (comparative and superlative forms) and adverbs to make writing more vivid and precise M

Grammar/Usage/Mechanics 7 8 9 10 11 12Use singular and plural forms of regular nouns and adjust verbs for agreement

Use regular and irregular plurals correctly

Use pronouns correctly M

Use a variety of sentences: declarative, imperative, interrogative, exclamatory

Use more complex punctuation such as commas, quotation marks, parentheses and brackets M

Use prepositional phrases appropriately to elaborate written ideas M

Use conjunctions to connect ideas in compound sentences

Write in complex and compound sentences using appropriately punctuated independent and dependent clauses

M

Write using a variety of sentence constructions including compound-complex, with appropriate punctuation

M

Use italics and ellipses M

Demonstrate control of parallelism M

Use gerunds, participles and infinitives in their various functions M


Speaking, Listening, Media Literacy Scope and Sequence K-5

Oral Language Development K 1 2 3 4 5 6

Articulate sounds M M

Engage in conversations M M

Phonemic awareness (See Reading Scope and Sequence) M M

Speaking

Distinguish between asking a question and telling a story

Demonstrate appropriate questioning strategies M

Interpret a question and answer appropriately M

Speak using complete sentences M

Plan and organize thoughts sequentially

Communicate a clear purpose

Select appropriate verbal/non-verbal language

Use support form a variety of sources

Demonstrate appropriate delivery skills (i.e. voice, volume, vocal expression, eye cotact, body language, enumciation)

Respond appropriately (i.e., express an opinion without criticizing others) M

Listening

Develop and use listening manners M

Develop and use active listening skills

Listen critically

Listen for enjoyment

Receive instruction and practice M Master skills by

end of grade ▄ Demonstrate mastery in various applications

Media Literacy K 1 2 3 4 5 6

Access, analyze, and evaluate information in a variety of media (print and non-print)

Develop critical thinking skills to make informed decisions as consumers and produces of information

Communicate and produce information through a variety of media (bring and non0pring) while using appropriate delivery skills

Distinguish between fact from opinion, fantasy from reality, information from persuasion, and logic from emotion


Speaking, Listening, Media Literacy Scope and Sequence 6-12

Speaking 7 8 9 10 11 12

Distinguish between asking a question and telling a story

Demonstrate appropriate questioning strategies

Interpret a question and answer appropriately

Speak using complete sentences

Plan and organize thoughts sequentially M

Communicate a clear purpose M

Select appropriate verbal/non-verbal language M

Use support from a variety of sources M

Demonstrate appropriate delivery skills (i.e., voice, volume, vocal expression, eye contact, body language, enunciation)

M

Respond appropriately (for example, express an opinion without criticizing others) M

Listening

Develop and use listening manners M

Develop and use active listening skills M

Listen critically M

Listen for enjoyment M


Media Literacy 7 8 9 10 11 12

Recognize specific techniques used to convey and manipulate media meaning M

Access, analyze, and evaluate information in a variety of media (print and non-print) M

Develop critical thinking skills to make informed decisions as consumers and producers of information M

Communicate and produce information through a variety of media (print and non-print) while using appropriate delivery skills

M

Distinguish between face and opinion; fantasy and reality M

Distinguish information from persuasion, and logic from emotion M


APPENDIX V.MEETING STUDENTS’ DIVERSE NEEDS

Students with diverse needs--those with unique abilities and/or disabilities--will have differentiated opportunities to achieve competencies and standards, and at rates and in manners consistent with their needs. Students who excel will have opportunities to achieve competencies and standards at a faster pace. Some appropriate modifications follow.

. Content Enrichment is the presentation of curricula in more depth and breadth. This may include extra lessons or assignments used to elaborate the student’s richness of understanding of existing curriculum competencies and/or standards.

. Content Sophistication is the presentation of curricula that most students might not be able to master.

. Content Novelty is the presentation of content not covered in traditional school curriculum.

. Content Acceleration is the presentation of curricula intended for older students and/or those in higher grades. This may include accelerating a student through the entire grade level curriculum and into the curriculum of the next grade level.

The needs of those students who have difficulty learning concepts will be met in a variety of ways in the classroom both through informal intervention and formally prescribed intervention as necessary. Among possible accommodations are the following:

. Supplementary materials such as study guides or materials available at easier reading levels covering the same content could be used . Books on tape are also available for some subjects.

. Class notes could be provided to students with special needs. Notes specific to tests are particularly helpful.

. A variety of instructional approaches should be used to meet needs of visual, auditory, and kinesthetic learners.

. The amount of material tested at one time could be reduced.

. Assistance from Resource Room or Title I Staff should be employed as necessary.

. Alternative and/or modified assignments should be employed as necessary. For example, the assignment of projects rather than reports or the opportunity for some students to dictate answers to questions.

. Questions could be read aloud for those students who are more effective at auditory learning.

. Taping class lectures could be used to help those students who have difficulty writing or comprehending.

APPENDIX VI.TEACHING ABOUT CONTROVERSIAL ISSUES: BOARD POLICY 8000

The Communication Arts Curriculum Committee believes that Communication Arts teachers have a responsibility to address appropriate controversial subjects as part of their instruction. In order for students to assume their proper role in our democratic society, they must have that opportunity. Teaching controversial issues is addressed in Board Policy 8000 which follows.

It is essential for sound education that teachers deal with subjects of controversy, and that teachers be responsible for the proper teaching and study of controversial issues within the following guidelines.

5. The issue involved should pertain to the subject being taught and the course objectives.

6. The nature of the instruction and the teaching methods used should be adapted to the maturity level of the students.

7. Differing points of view should be considered.4. Opportunity should be provided for the development of critical thinking, the

ability to detect propaganda and the ability to distinguish between fact and opinion.

5. The legitimacy of honest differences of opinion among individuals looking at the same evidence should be established.

6. One’s right to change his/her opinion should be respected.7. Pupils should be encouraged to withhold judgment until thorough study has been

completed.8. Emphasis should be placed on the right and necessity of forming independent

judgments based on reasoning and the full use of all available information.9. Teachers must approach controversial issues in an impartial and unprejudiced

manner and must refrain from using their classroom position to promote their own or any partisan point of view.

APPENDIX VII.

Missoula County Public SchoolsCommunication Arts References

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