hempfield area school district€¦ · -fantasy -historical fiction -fable -biography -tall tale...

1

HEMPFIELD AREA SCHOOL DISTRICT Planned Course of Study

ACKNOWLEDGEMENTS

Reading-Language Arts Curriculum Learning Support English 10 Level D

2011

2

The Hempfield Area School District would like to acknowledge and express appreciation for the development of the Reading – Language Arts Curriculum to the following staff members.

Administration: Dr. Barbara J. Marin Assistant Superintendent Elementary Education

Andrew J. Leopold Assistant Superintendent Secondary Education

Raymond Burk Principal - Stanwood

Deanna Mikesic Principal – Wendover

Kathleen Charlton Principal – High School

Steven DeLisle Assistant Principal – High School

High School Members: Jim Steeley, Dept Chair – Gr 9 Vicki Ciavarra – Grade 9 Karin Hudick – Grade 9 Cory Cullen – Grade 10 Linda Comm – Grade 10 & 12 Carol Staines – HEP Terra Kochanski – Grade 10 Ashley Contristano – Gr 9, 10 & 12 Jeri Luczki – Latin Janine Hays – Librarian Middle School Members: Harrold Middle School Wendover Middle School West Hempfield Middle School Tracy Courtney – Grade 6 Christie Matteo – Grade 6 Aimee Beisler – Grade 6, 7 & 8 Tammy Sige – Grade 6 Debbie Zoretich – Reading 6, 7 & 8 Nicole McCullough – Grade 7 Jason Ross – Grade 7 & 8 Claudine Fiorino – Reading 7 Lisa Socrates, Dept Chair – Grade 8 Darla Kline – Librarian Roberta Springer – Special Education

Grade 6, 7 & 8 Kate Lloyd – Grade 8

Elementary School Members: Bovard Elementary School Fort Allen Elementary School Maxwell Elementary School Jayme Rost – Grade 2 Noelle Vilella – Grade 3 Sarah Shaw – Title I

Roxanne Exton – Grade 3 Chair Patty Critchlow – Special Education

Colleen Gallagher – Grade 3 Natalie Bosley – Grade 4 Beth Brklycica – Grade 5

Stanwood Elementary School West Point Elementary School West Hempfield Elementary School Jennifer Pallitto – Grade 1 Sue Keegan – Kindergarten Chair Michele Yanizeski – Kindergarten Tammy Gray – Grade 2 Chair Helen Knopf – Grade 1 Chair Jessica Higgins – Grade 4 Amanda Forrester – Grade 5 Cathy Egnor – Invention Coordinator Jill Schrock – Title I English as a Second Language: Parents: High School Student Representatives: Patty Vargo (ESL) – Fort Allen, Harrold & High School

Mandy Orie Patricia Daehler

Carroll Courtney – Grade 11 Alina Halusik – Grade 12

Monica Khan – Grade 12

3

SUBJECT: LANGUAGE ARTS – GRADES K-2 STANDARDS: THE GENERAL SKILLS/ABILITIES A STUDENT MUST HAVE DEMONSTRATED IN ORDER TO GRADUATE IN THIS AREA OF STUDY. BENCHMARK OBJECTIVES: MORE SPECIFIC DEFINITIONS THAT TEACHERS CAN FOLLOW TO MEASURE A STUDENT’S PERFORMANCE AT VARIOUS STAGES IN HIS/HER SCHOOL CAREER. PERFORMANCE INDICATORS: THE ACTUAL BEHAVIORS THAT TEACHERS WILL ASSESS TO ENSURE THAT A STUDENT HAS ACHIEVED BENCHMARK OBJECTIVES. SKILLS: SKILLS NEEDED BY A STUDENT IN ORDER TO BE SUCCESSFUL IN DEMONSTRATING THE PERFORMANCE INDICATORS.

STANDARDS

BENCHMARK OBJECTIVES

PERFORMANCE

INDICATORS

SKILLS

I UTILIZE COMPREHENSION,

DECODING, AND VOCABULARY SKILLS TO BECOME A FLUENT INDEPENDENT READER WHO UNDERSTANDS AND APPRECIATES A VARIETY OF TEXTS

PDE: 1.1, 1.2, 1.3 COMMOM CORE STANDARDS READING STANDARDS FOR LITERATURE COMMON CORE STANDARDS READING STANDARDS FOR INFORMATIONAL COMMON CORE STANDARDS READING FOUNDATIONAL SKILLS COMMON CORE LANGUAGE STANDARDS

1 Utilize print concepts 2 Use a variety of strategies to identify unknown words

1A Understand concepts about

print and identify text organization and content to derive meaning (K-2)

2A Demonstrate phonemic awareness (K-2) 2B Use phonetic principles (K-2)

1A1 Follow print from left to right (K) 1A2 Follow print top to bottom (K) 1A3 Identify capitals and lower case letters (K) 1A4 Recognize spaces between words (K) 1A5 Recognize punctuation marks in sentences (K-2) 1A6 Match spoken words to print (K-1) 1A7 Use pictures cues (K-2) 1A8 Identify front, back, and title of book (K) 1A9 Identify author and illustrator (K-2) 2A1 Recognize individual sounds in a word (K-2) 2A2 Recognize the same sounds in different words (K-2) 2A3 Blend and segment phonemes in one syllable words (K-1) 2A4 Blend and segment phonemes in words using more than one syllable (2) 2A5 Delete or add phonemes to form new words (K-2) 2A6 Substitute phonemes to make new words (K-2) 2A7 Recognize rhymes (K-1) 2A8 Generate rhymes (K-2) 2B1 Recognize and name letters (K) 2B2 Demonstrate awareness of letter sound/symbols relationships (K) 2B3 Decode one syllable and nonsense words (1) 2B4 Use word families (K-2) 2B5 Recognize vowel and consonant sounds (K-2) 2B6 Discriminate long and short

4

STANDARDS


PERFORMANCE

INDICATORS

SKILLS

3 Use a variety of sources and skills to develop a reading vocabulary 4 Apply various comprehension strategies to understand

written/oral text

3A Use structural analysis. (K-2) 3B Use multiple sources to develop vocabulary (K-2) 4A Use comprehension strategies

(K-2)

vowels (K-2) 2B7 Identify short and long vowel patterns (1-2) 2B8 Use initial and final digraphs and blends (1-2) 2B9 Begin to read words with irregular patterns (1-2) 2B10 Decode multiple syllable words (1-2) 2B11 Use spelling patterns and rules (1-2) 3A1 Use word parts to identify words (1-2) 3A2 Recognize number of syllables in words (K-2) 3A3 Recognize rules of syllabication (2) 3A4 Recognize compound words and contractions (1-2) 3A5 Use base words and endings to recognize words (1-2) 3A6 Use prefixes and suffixes to

recognize words (1-2) 3A7 Identify synonyms and antonyms (2) 3A8 Define multiple meaning words (2) 3B1 Develop new vocabulary from a variety of sources (i.e. teacher literature, environment, picture clues, oral and written) (K-2) 3B2 Use alphabetical order (1-2) 3B3 Use glossary (1-2) 3B4 Sort common objects into categories (K) 3B5 Identify real life connections between words (K-1) 3B6 Distinguish shades of meanings for words (K-2) 4A1 Predict outcomes (K-2) 4A2 Sequence Events (K-2) 4A3 Identify Cause and effect (K-2) 4A4 Activate Prior Knowledge (K-2) 4A5 Identify Main Idea and Details (K-2) 4A6 Understand Non-linguistic Representation (K-2) 4A7 Browse( 1-2)

5

STANDARDS


PERFORMANCE

INDICATORS

SKILLS

5 Demonstrate the ability to read texts fluently 6 Demonstrate general skills in reading, analyzing, and interpreting literature

5A Develop fluency (K-2) 6A Identify literary elements (K-2)

4A8 Draw Conclusions (K-2) 4A9 Summarize(K-2) 4A10 Identify author’s purpose (K-2) 4A11 Take notes (2) 4A12 Think aloud (1-2) 4A13 Re-tell (K-2) 4A14 Make Inferences (K-2) 4A15 Analyze text (K-2) 4A16 Compare and Contrast (K-2) 4A17 Identify similarities and differences (K-2) 4A18 Use picture clues (K) 4A19 Identify fact and opinion (2) 4A20 Recognize essential and non essential information (2) 5A1 Model fluent reading (K-2) 5A2 Develop oral reading including:(K-2) -accuracy -articulation -punctuation -rate -phrasing -expression - group reading -Self correct -re-reading 5A3 Develop sight words (K-2) -word walls 6A1 Identify Characters (K-2) 6A2 Identify Setting (K-2) 6A3 Identify Plot (K-2) 6A4 Utilize Story Mapping (1-2) 6A5 Identify Genre including: (K-2) -Realistic Fiction -Expository Text -Drama -Non-fiction -Poetry -Fairytale -Folktale -Fantasy -Historical Fiction -Fable -Biography -Tall tale -Myth -Legend

6

STANDARDS


PERFORMANCE

INDICATORS

SKILLS

6B Identify literary devices (K-2)

6B1 Identify and use rhymes(K-2) 6B2 Identify Rhythm (K-1) 6B3 Recognize Patterns (K-1) 6B4 Read Predictable Books (K-1) 6B5 Recognize Alliteration (2) 6B6 Identify Personification (2)

II DEMONSTRATE

COMPETENCE IN APPLYING THE CHARACTERISTICS OF

EFFECTIVE WRITING (FOCUS, CONTENT, ORGANIZATION, STYLE AND CONVENTIONS) AS WELL AS THE WRITING PROCESS TO EXPRESS IDEAS IN ALL MODES

PDE: 1.4, 1.5, 1.7 Common Core Reading Standards Foundational Skills Common Core Language Standards Common Core Writing Standards

1 Produce different types of writing 2 Develop competence in the basic skills and strategies of the writing process 3 Begin to develop an understanding of the characteristics of effective writing

1A Use early forms of writing to

express ideas (K-1) 1B Produce narrative pieces (1-2) 1C Informational (K-2) 2A Demonstrate basic writing process skills (K-2) 3A Use characteristics of effective

writing (K-2)

1A1 Dictating(K-2) 1A2 Draw Illustrations (K-1) 1A3 Compose Journals (K-2) 1B1 Write pieces that contain basic information about people, places, and things which include relevant illustrations and simple plot (1-2) 1B2 Write poetry (2) 1CA Write informational Expository pieces (K-2) 1D Write Opinion Pieces (K-2) 2A1 Prewriting -pictures (K-1) -dictation (K-1) -word walls (K-2) -graphic organizers (2) 2A2 Draft -Write sentences (K-2) -Use inventive spellings (K-2)

-focus on topic (1-2) 2A3 Revise -add/delete details (K-2) -self evaluation (rubric) (K-2) 2A4 Edit -Use capitalization (1-2) -Use punctuation (1-2) -spelling (1-2 -self evaluation (rubric) (K-2) 2A5 Publish -handwriting (K-2) -presentation (1-2) -illustrations (K-2) -Digital Tools(K-2) 3A1 Focus -Identify purpose (K-2) -Develop background experience (k-2) -identify topic (K-2) -identify task (K-2) -identify audience (K-2) 3A2 Content -provide details (K-2) -Distinguish beginning, middle, end

7

STANDARDS


PERFORMANCE

INDICATORS

SKILLS

4 Develop mechanics of handwriting

4A Demonstrate proper letter formation

(1-2) -Write a series of paragraphs (2) 3A3 Organization

-write beginning, middle ,end (1-2) -Compose graphic organizers (2) -Write sentences (K-2)

3A4 Conventions -utilize capitalization including: (K-2) - Names(K) -Beginning sentences (K-1) -Pronoun “I” (1) -Proper Nouns (1-2) -Titles (2)

-Utilize Punctuation including: -Periods (K-2) -Question Marks (K-2) -Exclamation Marks (K-2)

-Spacing (K-2) -Use correct Spelling -Including common and

frequently used words (K-2) Grammar Demonstrate correct usage of: -naming Words/Nouns (1-2) -Action Words/Verbs (1-2) -Describing Words/Adjectives (1-2) -Pronouns (1-2) -Compound Words (1-2) -Contractions (1-2) -Complete Subject of Sentence (1-2) -Complete Predicate of Sentence (K-2) -Sentence formation (K-2) -Telling sentence (K-2) -Question (K-2) -Exclamatory sentence (K-2) -Adverbs (2) -Conjunctions (1-2) -Prepositions(K-2) -Plural Nouns (K-2) 3A5 Style Demonstrate correct usage of: -descriptive words (K) -nouns and verbs (K-2) -sentence structure (2) 4A1 Form manuscript letters correctly (K-2) 4A2 Begin cursive handwriting (2) 4A3 Apply handwriting skills in all writing (K-2)

III DEMONSTRATE

COMPETENCE IN LISTENING AND SPEAKING FOR A VARIETY OF AUDIENCES AND PURPOSES AS A TOOL FOR LEARNING

PDE: 1.6, 1.7

1 Develop skills in speaking and listening

1A Demonstrate effective listening

skills (K-2)

1A1 Listen to others through(K-2) -eye contact -body language -focusing on topics to respond appropriately 1A2 Listen to literature. (K-2) -identify story elements -identify purpose through

8

STANDARDS


PERFORMANCE

INDICATORS

SKILLS

COMMON CORE SPEAKING AND LISTENING COMMON CORE LANGUAGE STANDARDS

2A Demonstrate effective speaking skills (K-2) 3A Recognize formal and informal

language

questioning -Distinguish between information and opinions (K-2) 2A1 Presentation (K-2) Employ usage of: -eye contact -body language -feeling tone -focus on topic -beginning-middle-end -articulation (rate, volume, pronunciation, expression, stress) -ask relevant questions -visual aids - Audio aids 3A1 Compare formal and informal uses of language (2)

IV USE A VARIETY OF

INFORMATIONAL RESOURCES AND STUDY SKILLS TO GATHER, SYNTHESIZE, EVALUATE AND CREDIT SOURCES TO COMMUNICATE INFORMATION

PDE: 1.8, 1.9 Common Core Reading Standards for Informational Common Core Writing Standards Common Core Language Standards

1 Demonstrate ability to locate information using appropriate sources and strategies 2 Organize information for understanding

1A Locate information (K-2) 1B Use Library catalog to find books (2) 2A Organize and interpret data (K-2) 2B Research (K-2)

1A1 Utilize Table of Contents (1-2) 1A2 Utilize Glossary (1-2) 1A3 Utilize Dictionary (2) 1A4 Utilize Index (2) 1B1 Utilize Library catalog 1B2 Share and explain (K-2) 2A1 Interpret Graphs (K-2) 2A2 Interpret Diagrams (1-2) 2A3 Read and Understand Charts (1-2) 2A4 Read and Understand Tables (1-2) 2A5 Create, interpret and use Graphic Organizers (1-2) 2A6 Utilize Media (K-2) 2B1 Generate questions (K-2) 2B2 Recall information from Experiences (K-2) 2B3 Share research and writing (K-2)

SUBJECT: LANGUAGE ARTS – GRADES 3-5

STANDARDS: THE GENERAL SKILLS/ABILITIES A STUDENT MUST HAVE DEMONSTRATED IN ORDER TO GRADUATE IN THIS AREA OF STUDY. BENCHMARK OBJECTIVES: MORE SPECIFIC DEFINITIONS THAT TEACHERS CAN FOLLOW TO MEASURE A STUDENT’S PERFORMANCE AT VARIOUS STAGES IN HIS/HER SCHOOL CAREER. PERFORMANCE INDICATORS: THE ACTUAL BEHAVIORS THAT TEACHERS WILL ASSESS TO ENSURE THAT A STUDENT HAS ACHIEVED BENCHMARK OBJECTIVES. SKILLS: SKILLS NEEDED BY A STUDENT IN ORDER TO BE SUCCESSFUL IN DEMONSTRATING THE PERFORMANCE INDICATORS.

STANDARDS


PERFORMANCE

INDICATORS

SKILLS

9

STANDARDS


PERFORMANCE

INDICATORS

SKILLS

I UTILIZE COMPREHENSION, DECODING, AND VOCABULARY SKILLS TO BECOME A FLUENT INDEPENDENT READER WHO UNDERSTANDS AND APPRECIATES A VARIETY OF TEXTS

PDE: 1.1, 1.2, 1.3 READING STANDARDS FOR LITERATURE K-5 READING STANDARDS FOR INFORMATIONAL K-5 READING STANDARDS: FOUNDATIONAL SKILLS K-5

1 Demonstrate fluency as an independent reader 2 Read and understand

Literature and informational text

3 Use word attack skills 4 Demonstrate use of vocabulary skills

1A Read grade-appropriate materials with accuracy and at an acceptable rate (3-5)

1B Self-correct mistakes from

selected text (3-5) 2A Recognize literary elements in

stories (3-5) 2B Identify literary devices in literature (3-5) 2C Read, understand, recognize,

identify and respond to works from various genres of literature (3-5 )

2D Recognize and determine

meaning of different types of words and phrases (3-5 )

3A Use phonological awareness

(3-5) 4A Use context clues (3-5) 4B Use structural analysis (3-5)

1A1 Use appropriate rhythm, flow, meter, expression and pronunciation (3-5)

1B1 Recognize mistakes (3-5) 1B2 Identify corrections (3-5) 2A1 Identify characters, setting, and plot

(3-5) 2A2 Identify point of view (4-5) 2A3 Identify theme (5) 2B1 Identify rhyme and rhythm (3-5) 2B2 Identify alliteration (3-5) 2B3 Describe how authors use similes,

metaphors, and personification (5) 2B4 Identify and describe how authors use

figurative language (3-5 ) 2C1 Recount stories, including fables,

folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text (3-5 )

2C2 Determine a theme of a story, drama,

or poem from details in the text; summarize the text (4-5)

2D1 Discriminate between the use of

standard and non-standard English in literature (3-5 )

2D2 Determine the meaning of general

academic and domain specific words and phrases relevant to grade level curriculum (3-5)

3A1 Read sight words (3) 3A2 Discriminate between long and short vowel sounds (3) 3A3 Use morphology (base words, word

roots, and affixes to recognize words) (3-5)

3A4 Use syllabication to recognize words

(3-5) 3A5 Recognize digraphs and blends (3-5) 4A1 Read surrounding text to determine

meaning of unknown words (3-5) 4B1 Use base words, word roots, and

affixes to determine meaning of unknown words (3-5)

4B2 Recognize compound words to

determine meaning (3-5) 4B3 Identify contractions for meaning (3-5) 4B4 Identify and use synonyms and

10

STANDARDS


PERFORMANCE

INDICATORS

SKILLS

5 Read to obtain meaning

4C Use dictionary and glossary skills (3-5) 4D Use meaning and knowledge of

words across content areas to develop vocabulary (3-5)

5A Recognize purpose and type of

text (3-5) 5B Analyze the text format (3-5) 5C Use self-monitoring comprehension strategies (3-5) 5D Demonstrate understanding

and interpretation of text and text structure (3-5)

antonyms, homophones; multiple meaning words (3-5)

4C1 Know alphabetical order (3-4) 4C2 Use guide words (4-5) 4C3 Find the pronunciation and determine

or clarify the precise meaning of key words and phrases (3-5)

4D1 Transfer content specific vocabulary

across content areas (3-5 ) 5A1 Distinguish between informative, persuasive, and entertaining text (3-5) 5B1 Read and identify title and headings

and locate chapters, pictures, captions, charts, and tables (3-5)

5C1 Predict, revise predictions, reread,

make inferences, compare and contrast, determine cause and effect and problem solution (3-5)

5D1 Retell, summarize, or sequence the

main ideas, details, and themes of text (3-5)

5D2 Clarify ideas and understandings

through rereading and discussion in all academic areas (3-5)

5D3 Support assertions about one or more

texts with evidence from text(s) (3-5 ) 5D4 Differentiate fact from opinion within a

text (3-5 ) 5D5 Distinguish between essential –

nonessential information within and across a variety of text, identifying exaggeration (bias) where present (3-5 )

5D6 Refer to and explain text structure of

poetry, such as stanza 5D7 Refer to and explain text structure of

dramas, such as cast, stage directions, and dialogue

II DEMONSTRATE COMPETENCE IN APPLYING THE CHARACTERISTICS OF EFFECTIVE WRITING (FOCUS, CONTENT, ORGANIZATION, STYLE AND CONVENTIONS) AS WELL AS THE WRITING PROCESS TO EXPRESS IDEAS IN ALL MODES PDE: 1.4, 1.5, 1.7 Writing Standards K-5

1 Write routinely in a variety of modes and timeframes with a range of discipline-specific tasks, purposes, and audiences

1A Write narrative pieces (3-5) 1B Write informational/ explanatory pieces (3-5)

1A1 Write a multi-paragraph narrative story about a personal experience (3-5)

1A2 Write a fictional narrative (3-5) 1A3 Use logical sequence of events (3-5) 1A4 Include an introduction, body, and

conclusion (3-5) 1A5 Write a play (4-5) 1A6 Use dialogue, description, and pacing,

to develop experiences or events or show the responses of characters to situations (3-5)

1B1 Identify topic and main ideas (3-5) 1B2 Add supporting details (3-5)

11

STANDARDS


PERFORMANCE

INDICATORS

SKILLS

2 Implement the writing process 3 Develop knowledge of the characteristics of effective writing

1C Write persuasive pieces (3-5) 1D Use literary elements in writing

(3-5) 1E Use literary devices to convey

meaning (3-5) 2A Utilize prewriting skills ( 3-5 ) 2B Write first draft (3-5 ) 2C Revise draft (3-5) 2D Proofread draft ( 3-5 ) 2E Publish final copy (3-5) 2F Present to audience (3-5 ) 3A Identify focus in writing (3-5 ) 3B Sufficiently develop content

with some explanation (3-5) 3C Write compositions with some

attempt to use logical order within sentences and paragraphs (3-5)

1B3 Use paragraph form (3-5) 1B4 Use relevant graphics (3-5) 1B5 Include an introduction, body, and

conclusion (3-5) 1B6 Draw evidence from literary or

informational texts to support analysis, reflection, and research (4-5)

1C1 State an opinion or position (3-5) 1C2 Verify opinion with evidence (3-5) 1C3 Include an introduction, body, and

conclusion (3-5) 1D1 Compose a story including character,

setting, and plot (3) 1D2 Compose a multi-paragraph story

including character, setting, plot, and point of view (4-5)

1E1 Write using rhyme, rhythm, and

alliteration in compositions (3-5) 1E2 Write using simile, metaphor, and

personification in compositions (4-5) 2A1 Create graphic organizers (3-5) 2A2 Use brainstorming techniques (3-5) 2B1 Write ideas in sentence form (3-5) 2C1 Revise writing to improve organization

and word choices by adding and deleting content precision of vocabulary (3-5)

2D1 Edit using the conventions of language

in spelling, capitalization, punctuation, sentence structure, and paragraph composition (3-5)

2E1 Write legibly (3-5) 2E2 Demonstrate sufficient command of

keyboarding skills in order to produce and publish writing

2F1 Share final copy (3-5) 3A1 Write to a topic and audience (3-5) 3B1 Select and organize information

appropriate for the topic (3-5) 3C1 Include an introduction, body, and

conclusion (3-5) 3C2 Use logical sequence of events within paragraphs (3-5) 3C3 Create some transitions between sentences and paragraphs (3-5)

12

STANDARDS


PERFORMANCE

INDICATORS

SKILLS

4 Develop mechanics of handwriting

3D Write compositions with some

attempt to show personal style (3-5) 3E Demonstrate the command of

conventions in English grammar and usage when writing or speaking (3-5 )

4A Write manuscript and cursive

legibly ( 3-5 )

3D1 Vary types and lengths of sentences

(3-5) 3D2 Write with descriptive language and vivid verbs (3-5) 3D3 Compose with some attempt to show tone and voice (5) 3E1 Spell frequently used words correctly (3-5) 3E2 Capitalize correctly (3-5) 3E3 Punctuate correctly using commas,

quotations, etc. (3-5) 3E4 Explain the function and compose

sentences using nouns, pronouns, verbs, adjectives, and adverbs (3-5) 3E5 Explain the function and use

conjunctions (4-5) 3E6 Explain the function and use

prepositions in sentences (4-5) 3E7 Explain the function and use

interjections in sentences (5) 3E8 Use complete sentences (simple, compound, declarative, interrogative, exclamatory, and imperative (3-5) 3E9 Produce complete sentences,

recognizing and correcting fragments and run-ons (3-5)

3E10 Form and use regular, irregular, and

simple verb tenses (3-5), progressive (4-5), perfect (5)

3E11 Use verb tense to convey various

times, sequences, states and conditions (5)

4A1 Form manuscript and cursive letters

correctly (3-5) 4A2 Apply handwriting skills in all writing (3-5)

III DEMONSTRATE

COMPETENCE IN LISTENING AND SPEAKING FOR A VARIETY OF AUDIENCES AND PURPOSES AS A TOOL FOR LEARNING

PDE: 1.6, 1.7 Speaking and Listening K-5

1 Listen effectively to process information 2 Use effective oral communication skills

1A Identify and use effective

listening skills (3-5) 2A Identify and use effective speaking skills (3-5)

1A1 Use eye contact (3-5) 1A2 Identify and state topic (3-5) 1A3 Ask questions as an aid to understanding (3-5) 1A4 Retell or summarize information

presented in diverse media and formats (3-5)

2A1 Present ideas in an organized manner

including multi-media components (3-5) 2A2 Maintain focus on topic (3-5) 2A3 Pronounce words correctly while

13

STANDARDS


PERFORMANCE

INDICATORS

SKILLS

3 Recognize formal and

informal language used in speech, writing, and literature

2B Participate in small or large group discussions (3-5) 3A Use relevant domain specific

words and phrases (3-5)

demonstrating command of conventions of standard English grammar and usage (3-5)

2A4 Use appropriate volume, pace and

agreed upon rules for discussion (3-5) 2B1 Respond with relevant information or opinion (3-5) 2B2 Listen to contributions of others (3-5) 3A1 Differentiate between contexts that

call for formal English and situations where informal discourse are appropriate (3-5 )

IV USE A VARIETY OF

INFORMATIONAL RESOURCES AND STUDY SKILLS TO GATHER, SYNTHESIZE, EVALUATE, AND CREDIT SOURCES TO COMMUNICATE INFORMATION

PDE: 1.8, 1.9

1 Locate and present

information using appropriate sources following an inquiry based process (3-5)

2 Organize information for retention

1A Locate appropriate print resources (3-5) 1B Locate appropriate online resources (3-5) 1C Collect information utilizing print media and technology

resources (3-5) 1D Organize information and ideas (3-5) 1E Present information orally or in

writing (3-5) 1F Credit sources using a structured format (3-5) 2A Use various study techniques (3-5)

1A1 Locate print materials utilizing call

numbers (3-5) 1A2 Use library OPAC (on-line public

assess) catalogue 1A3 Use index, table of contents, and guide words (3-5) 1B1 Perform a search utilizing bookmarks (3-4) 1B2 Perform a directed and self-selected

search (3-5) 1B3 Perform a search utilizing a search engine (5) 1C1 Utilize encyclopedia, dictionary, atlas,

books, periodicals, and other print sources to collect information

(3-5) 1C2 Use an almanac (5) 1C3 Use internet sites, databases , CD- ROMs, and other electronic media with

teacher direction (3-4) 1C4 Use internet sites, databases, CD-

ROMs, and other electronic media (5) 1D1 Take notes from sources using a

structured format (3-5) 1D2 Organize notes into outline (4-5) 1E1 Refer to Standard II, Skills 2B1-2E1 1E2 Refer to Standard III, Skills 2A1-2A4 1F1 Write a bibliography using simplified

MLA style (3-5) 2A1 Create graphic organizers (3-5) 2A2 Take notes (3-5) 2A3 Highlight information (3-5) 2A4 Use memory devices (mnemonics,

acronyms, mind maps, and visualization) (3-5)

14

STANDARDS


PERFORMANCE

INDICATORS

SKILLS

3 Read strategically to interpret

and evaluate media as a source of information

3A Use critical thinking skills to

evaluate the quality of information (3-5)

2A5 Use time management, such as an assignment book or calendar (3-5) 3A1 Differentiate fact from opinion (3-5) 3A2 Detect bias and stereotypes (4-5) 3A3 Determine authority or validity of work

(3-5)

SUBJECT: LANGUAGE ARTS – GRADES 6-8 STANDARDS: THE GENERAL SKILLS/ABILITIES A STUDENT MUST HAVE DEMONSTRATED IN ORDER TO GRADUATE IN THIS AREA OF STUDY. BENCHMARK OBJECTIVES: MORE SPECIFIC DEFINITIONS THAT TEACHERS CAN FOLLOW TO MEASURE A STUDENT’S PERFORMANCE AT VARIOUS STAGES IN HIS/HER SCHOOL CAREER. PERFORMANCE INDICATORS: THE ACTUAL BEHAVIORS THAT TEACHERS WILL ASSESS TO ENSURE THAT A STUDENT HAS ACHIEVED BENCHMARK OBJECTIVES. SKILLS: SKILLS NEEDED BY A STUDENT IN ORDER TO BE SUCCESSFUL IN DEMONSTRATING THE PERFORMANCE INDICATORS.

STANDARDS


PERFORMANCE INDICATORS

SKILLS



PDE: 1.1, 1.2, 1.3

1 Apply a wide range of strategies and skills to comprehend, interpret, and evaluate texts 2 Develop an increasing

sophisticated working vocabulary

3 Make extensions beyond text and show connections to text 4 Read and appreciate a wide range of literary genres and/or texts

1A Read grade appropriate materials independently both orally and silently 1B Demonstrate comprehension of text

on grade level 1C Offer individual interpretations and evaluations of a variety of texts 2A Apply word analysis 3A Draw on prior knowledge and experience to interact with text 4A Categorize text 4B Acknowledge an author’s purpose

and perspective

1A1 Use word identification skills,

vocabulary strategies and word analysis

1A2 Read fluently 1B1 Assimilate text using various

comprehension skills and strategies

1B2 Respond orally or in writing to text-based questions or prompts 1C1 Identify elements or characteristics of quality texts

(including non-print text) 2A1 Read and unlock meaning of

words (prefix, suffix, syllabication, word origins)

2A2 Recognize and apply

appropriate language forms (formal and informal) in speech, writing, and literature

3A1 Recall, analyze, and synthesize known information to establish

relevance to new text 4A1 Recognize text structures of

various genres 4B1 Respond orally or in writing 4B2 Recognize literary devices and

elements

II DEMONSTRATE COMPETENCE

IN APPLYING THE CHARACTERISTICS OF

1 Generate narrative, informative, and persuasive pieces of writing

1A Write narratives that include literary devices

1A1 Use plot, setting, theme, character, and point of view

15

STANDARDS



SKILLS

EFFECTIVE WRITING (FOCUS, CONTENT, ORGANIZATION, STYLE AND CONVENTIONS) AS WELL AS THE WRITING PROCESS TO EXPRESS IDEAS IN ALL MODES

PDE: 1.4, 1.5, 1.7

2 Write for different purposes

and audiences 3 Implement the five base steps of the writing process 4 Apply knowledge of the five characteristics of effective writing

1B Write single and multi-paragraph informational pieces 1C Write persuasive pieces 2A Write and interpret poems, short

stories, and plays 3A Pre-write, draft, revise, edit, and

publish written work 4A Maintain focus, a single controlling point 4B Develop content appropriately 4C Develop and sustain logical organization within and between

paragraphs 4D Demonstrate appropriate style to create tone and voice 4E Apply knowledge of conventions

1B1 Present useful, specific, and

well-developed information 1C 1 Include a clearly-stated opinion 1C2 Include convincing, elaborate,

and properly cited evidence 2A1 Identify various organizational

methods to support writer’s purpose

2A2 Include literary elements and

devices 3A1 Use brainstorming, graphic organizers, etc. 3A2 Convert ideas and information

from the pre-write to sentences and paragraphs

3A3 Revise for focus, content, style,

and organization 3A4 Edit for conventions 4A1 Identify topic, task and audience

and establish point of view 4A2 Gather, organize, and

determine validity and reliability of information

4B1 Present specific and adequate

facts, examples, anecdotes, details, opinions, statistics, reasons and/or explanations

4C1 Include an introduction, body

and conclusion 4C2 Utilize adequate and appropriate

transitional devices 4D1 Make appropriate word choices 4D2 Use a variety of sentence structures 4E1 Use standard grammar, usage,

spelling, mechanics, and sentence structure

III DEMONSTRATE COMPETENCE IN LISTENING AND SPEAKING FOR A VARIETY OF AUDIENCES AND PURPOSES AS A TOOL FOR LEARNING PDE: 1.6, 1.7

1 Contribute actively in a variety of informal speaking and listening situations

1A Play a variety of roles in group discussions

1A1 Listen actively by maintaining

eye contact with the speaker 1A2 Stay on task 1A3 Initiate, elicit, and redirect responses 1A4 Clarify ideas and record

16

STANDARDS



SKILLS

2 Demonstrate formal speaking and listening skills appropriate to purpose and audience

1B Read aloud from literary selections 2A Make a formal presentation 2B Listen to formal presentation

responses as necessary 1A5 Encourage and acknowledge

all group members’ responses 1B1 Show appropriate expression 2A1 Show awareness of audience and purpose 2A2 Present ideas in an organized

manner 2A3 Adjust rate and volume to audience 2A4 Use appropriate modulation,

inflection, and enunciation 2A5 Maintain effective eye contact 2A6 Use complete and varied sentence formation 2A7 Sustain good posture and use

appropriate gestures 2B1 Maintain appropriate eye contact 2B2 Respond in oral or written form

IV USE A VARIETY OF

INFORMATIONAL RESOURCES AND STUDY SKILLS TO GATHER, SYNTHESIZE, EVALUATE, AND CREDIT SOURCES TO COMMUNICATE INFORMATION

PDE: 1.8, 1.9

1 Utilize a wide variety of

learning strategies 2 Gather information using

appropriate sources and strategies

3 Produce a document using

appropriate critical reading and research writing techniques

1A Utilize skills and strategies for learning and retaining information 1B Apply study skills in content areas 2A Determine appropriate traditional

and non-traditional sources for the research topic

2B Select valid resources for researching the topic 2C Use note-taking skills to differentiate relevant, useful data 3A Engage in the steps necessary to complete a research project

1A1 Use note-taking, graphic

organizers, memory techniques, test-taking skills, roots/affixes,

time, and space management 1B1 Demonstrate appropriate use of specific study skills and strategies 2A1 Preview sources (e.g. dictionary, encyclopedia, library catalog, periodicals, Internet, interviews, observations, surveys) 2B1 Choose sources that contain

relevant and reliable data 2C1 Evaluate importance and quality of data 3A1 Identify steps necessary to carry out the research project 3A2 Take relevant notes from sources 3A3 Develop a thesis statement (8) 3A4 Organize, summarize, and present the main ideas and supporting details from research

17

STANDARDS



SKILLS

3A5 Give precise, formal credit for others’ ideas, images, or information, using MLA method of documentation when

citing

SUBJECT: LANGUAGE ARTS – GRADES 9-12

STANDARDS: THE GENERAL SKILLS/ABILITIES A STUDENT MUST HAVE DEMONSTRATED IN ORDER TO GRADUATE IN THIS AREA OF STUDY. BENCHMARK OBJECTIVES: MORE SPECIFIC DEFINITIONS THAT TEACHERS CAN FOLLOW TO MEASURE A STUDENT’S PERFORMANCE AT VARIOUS STAGES IN HIS/HER SCHOOL CAREER. PERFORMANCE INDICATORS: THE ACTUAL BEHAVIORS THAT TEACHERS WILL ASSESS TO ENSURE THAT A STUDENT HAS ACHIEVED BENCHMARK OBJECTIVES. SKILLS: SKILLS NEEDED BY A STUDENT IN ORDER TO BE SUCCESSFUL IN DEMONSTRATING THE PERFORMANCE INDICATORS.

STANDARDS


PERFORMANCE

INDICATORS

SKILLS



PDE: 1.1, 1.2, 1.3

1 Analyze and appreciate literature 2 Interpret and evaluate various print and non-print texts. 3 Apply a wide range of strategies

1A Analyze literary devices 1B Make inferences and

predictions 1C Recognize different genres 1D Place texts within social,

historical, and cultural contexts 1E Compare and contrast texts 1F Produce written and oral

response to texts 1G Assess author’s purposes 2A Gauge quality of texts 2B Critique texts 2C Locate and determine relevant

information 2D Expand/extend texts 3A Utilize the reading process

1A1 Diagram literary elements of texts 1A2 Define literary terms 1A3 Apply knowledge of literary devices in writing 1B1 Use context clues to predict outcomes 1B2 Read and relate text to prior knowledge 1C1 Classify and define genres 1C2 Read various genres 1D1 Classify predominant world views (realism, imagism, idealism,

naturalism) 1D2 Identify key historical people, places, and events inherent in texts 1E1 Identify similarities and differences among texts 1E2 Discuss other texts displaying similar traits 1F1 Participate in class discussions 1F2 Write reader-response texts 1G1 Evaluate author’s motives, intentions, and life influences 2A1 Explore models of exemplary writing 2B1 Read and produce literary criticism 2C1 Scan texts to glean important ideas 2D1 Develop alternate endings for texts 2D2 Add content matching authors’ style and purpose 3A1 Relate prior knowledge to texts

18

STANDARDS


PERFORMANCE

INDICATORS

SKILLS

to comprehend works of enduring quality 4 Read independently

4A Present written and oral book

reports 4B Respond to teacher-made

assessments 4C Create multi-media projects

based on texts

3A2 Summarize or paraphrase texts 3A3 Visualize texts 3A4 Draw conclusions about texts 3A5 Question texts 3A6 Predict outcomes 4A1 Demonstrate comprehension of texts through speaking and writing 4B1 Display understanding of texts 4B2 Utilize effective test-taking skills 4C1 Apply interdisciplinary skills to

present acquired knowledge in various modes

II DEMONSTRATE

COMPETENCE IN APPLYING THE CHARACTERISTICS OF EFFECTIVE WRITING (FOCUS, CONTENT, ORGANIZATION, STYLE AND CONVENTIONS) AS WELL AS THE WRITING PROCESS TO EXPRESS IDEAS IN ALL MODES

PDE: 1.4, 1.5, 1.7

1 Recognize and produce various types of writing for many purposes and audiences 2 Utilize writing process elements effectively

1A Produce personal responses to

texts 1B Construct narrative,

persuasive, informational, and creative , and technical texts

1C Adapt style for various

audiences and purposes 2A Engage in prewriting activities 2B Draft compositions 2C Revise and edit texts 2D Conduct peer revision 2E Publish texts 2F Maintain a portfolio of works for

grades 6-12

1A1 Write journal entries, reflective,

opinion, and critical pieces 1B1 Create and develop narrative texts 1B2 Create persuasive texts 1B3 Create informational texts 1B4 Create plays, poems, and writings of

personal choice 1B5 Create technical texts 1C1 Experiment in writing with voice,

diction, and tone using audience awareness

2A1 Brainstorm to generate ideas for

writing. 2A2 Use graphic organizers to map ideas 2A3 Discuss topics with teachers and

peers 2B1 Generate multiple drafts of texts 2C1 Rework, reorganize, and improve

drafts 2C2 Follow conventions of standard

written English 2D1 Exchange and share drafts with other

readers 2D2 Provide constructive feedback to

other writers 2D3 Apply reader response skills to other

writers’ texts 2E1 Display and share texts 2F1 Keep a record of reading titles, checklists, and self-evaluations

19

STANDARDS


PERFORMANCE

INDICATORS

SKILLS

3 Demonstrate competence in the domains of quality writing

3A Maintain a focus in texts 3B Develop content with sufficient

examples and explanation 3C Organize writing in a logical

order providing transitions 3D Vary words and sentence

structure to create consistent voice and tone appropriate to audience

3E Use appropriate conventions

2F2 Write about writing growth to gauge

strengths and weaknesses 3A1 Demonstrate and develop cohesion in

compositions 3B1 Provide adequate supporting details,

examples, and explanations 3C1 Create texts with introductions,

bodies, and conclusions 3C2 Break ideas into meaningful and

manageable units connected by transitions

3D1 Manipulate diction and syntax to suit

audience needs and expectations 3E1 Demonstrate control of grammar,

usage, spelling, and punctuation

III DEMONSTRATE COMPETENCE IN LISTENING AND SPEAKING FOR A VARIETY OF AUDIENCES AND PURPOSES AS A TOOL FOR LEARNING

PDE: 1.4, 1.5, 1.7

1 Listen and speak effectively for a variety of audiences and purposes

1A Participate in discussions 1B Listen actively 1C Speak for a variety of purposes

and audiences 1D Read aloud from literary

selections 1E Show appropriate expression

1A1 Share ideas with others in large and

small groups 1B1 Ask questions while displaying sensitivity to others’ differences 1B2 Provide appropriate verbal and

nonverbal feedback 1C1 Present informed and organized

formal speeches with awareness of audience , volume, and clarity

1C2 Participate in informal speaking

exercises

IV USE A VARIETY OF

INFORMATIONAL RESOURCES AND STUDY SKILLS TO GATHER, SYNTHESIZE, EVALUATE AND CREDIT SOURCES TO COMMUNICATE INFORMATION

PDE: 1.8, 1.9

1 Explore and engage in research strategies to communicate findings 2 Conduct research through gathering, evaluating and synthesizing data from a variety

1A Utilize reference works and tools 1B Select and narrow topics to

research 1C Organize and synthesize

information into research-related documents

2A Operate school and library

research tools and equipment

1A1 Locate and use reference books and electronic sources 1B1 Formulate clear research question 1B2 Utilize a designated methodology for

gathering information 1B3 Produce texts with focus appropriate

to length of document 1C1 Sequence ideas within texts 1C2 Use multiple resources to develop

thesis (11-12) 1C3 Extend findings to add to the body of

research (12) 2A1 Complete library orientation and

assessment (9)

20

STANDARDS


PERFORMANCE

INDICATORS

SKILLS

of sources 3 Utilize MLA requirements

proficiently to produce research-related texts

4 Utilize study strategies

effectively

2B Investigate databases, software, and printed texts

2C Generate evidence of note-

taking skills 3A Draft research-related texts 3B Demonstrate correct formatting 3C Avoid plagiarizing 4A Manage time effectively 4B Organize information

2B1 Use computer to access web pages and search engines (9)

2B2 Access and evaluate books,

periodicals, and databases 2B3 Evaluate different perspectives 2B4 Evaluate validity of sources 2C1 Produce notes in various forms based

on research 3A1 Draft short texts citing sources (9) 3A2 Draft documented report(s) related to

novels (10) 3A3 Develop documented research

paper(s) (11) 3A4 Produce longer documented research

paper(s) supporting a thesis (12) 3B1 Use correct heading, headers,

margins, and spacing in text(s) 3C1 Credit sources properly 3C2 Paraphrase source material (9-10) 3C3 Summarize source material (9-10) 3C4 Indicate direct quotes according to

MLA style 3C5 Examine and discuss examples of

plagiarism 4A1 Turn work in on time 4A2 Demonstrate efficient use of time 4B1 Develop outlines 4B2 Record coherent notes 4B3 Prepare and interpret charts and

graphs

21

GOAL STATEMENT

The Learning Support English 10 Level D Course is designed to provide students with During the Learning Support English 10 Level D Course, the students will:

22

Language Arts Curriculum Map NEW CURR FROM HERE DOWN Course/Grade: Language! Level C Units 13-15 Time-Frame: Year

Standards/Benchmarks: 6th Grade Reading, Low, Average, Advanced Hempfield Standard I Utilize Comprehension, decoding, and vocabulary skills to become a fluent and independent reader who understands and appreciates a variety of texts. PA Standards 1.1, 1.2, 1.3 Common Core Reading Standards for Literature Reading Standards for Informational Text Hempfield Standard II Demonstrate competence in applying the characteristics of effective writing (focus, content, organization, style, and conventions) as well as the writing process to express ideas in all modes PA Standards 1.4, 1.5, 1.7 Common Core Standards Writing Standards Language Standards Hempfield Standard III Demonstrate competence in listening and speaking for a variety of audiences and purposes as a tool for learning. PA Standards 1.4, 1.5, 1.6 Common Core Standards Writing Standards Speaking and Listening Standards Hempfield Standard IV Use a variety of informational resources and study skills to gather, synthesize, evaluate, and credit sources to communicate information. PA Standards 1.8, 1.9 Common Core Standards Reading Standards for Informational Text Writing Standards

23

Time Frame

Key Content Required Reading, Writing & Speaking

Performance Indicators Essential Learning Targets

6 WEEKS

Phonemic Awareness and Phonics Word Recognition and Spelling Vocabulary and Morphology Grammar and Usage • Nouns • Pronouns • Verb Tenses • Verb Be • Subject, Predicate,

and Helping Verb • Simple Subject,

Simple Predicate, Direct Objects

Listening and Reading Comprehension

Language! Level C Unit 13 Unit 13 Unit 13 Unit 13 Unit 13

• Identify syllables • Use syllabication to recognize words

• Spell essential words • Use the definition of learned prefixes to identify

the meaning of multisyllable words. • Read fluently essential words and words with

prefixes • Read and spell contractions with am and is

• Identify and use synonym, antonyms,

homophones, and multiple meaning words • Use base words, word roots, and affixes to

determine meaning of unknown words

• Identify the nouns and pronouns in a sentence • Recognize and spell correctly various singular

and plural nouns • Identify past, present, and future verb forms • Identify helping verbs • Identify subjects and predicates to recognize

complete sentences • Identify the direct object in a sentence • Use strategies to correct fragments • Identify simple and complete sentences • Identify and use simple, complex, and

compound sentences • Correct run-on sentences

• Play a variety of roles in group discussions • Listen actively • Read grade-appropriate materials with

accuracy and at an acceptable rate • Self-correct mistakes from selected text • Recognize literary elements in stories • Read, understand, recognize, identify and

respond to works from various genres of literature

• Recognize and determine meaning of different

24

Time Frame



Speaking and Writing (Expository)

Unit 13

types of words and phrases • Use phonological awareness • Use context clues • Use meaning and knowledge of words across

content areas to develop vocabulary • Recognize purpose and type of text • Analyze the test format • Use dictionary skills • Use self-monitoring comprehension strategies • Demonstrate understanding and interpretation

of text and text structure

• Utilize effective proper public speaking

techniques • Pre-write using graphic organizers • Generate rough draft • Revise, edit, and publish written work. • Organize writing in a logical order providing

transitions • Vary words and sentence structure to create

consistent voice and tone appropriate for audiences

• Use appropriate conventions • Maintain focus, single controlling point • Develop content appropriately • Develop and sustain logical organization within

and between paragraphs • Demonstrate appropriate style to create tone

and voice • Include convincing, elaborate, and properly

cited evidence

25

Time Frame



6 WEEKS

Phonemic Awareness and Phonics Word Recognition and Spelling Vocabulary and Morphology Grammar and Usage • Singular Nouns • Plural Nouns • Adjectives • Prepositions • Prepositional Phrases • Verb Be • Verb Tenses • Complete Subject,

Complete Predicate • Compound Subject,

Compound Predicate

Listening and Reading Comprehension

Unit 14 Unit 14 Unit 14 Unit 14 Unit 14

• Identify syllables • Use syllabication to recognize words • Identify syllables in words including r controlled

• Spell essential words • Read fluently essential words • Read and spell contractions with are • Spell words with sound-spelling

correspondences

• Identify and use synonym, antonyms, attributes, and multiple meaning words

• Use comparative and superlative adjectives- er and est.

• Identify and use nouns, verbs, adjectives, and

prepositions • Identify complete subjects and complete

predicates • Identify and use simple, complex, and

compound sentences • Use strategies to correct fragments • Correct run-on sentences




• Recognize and determine meaning of different types of words and phrases.

• Use phonological awareness

26

Time Frame



Speaking and Writing (opinion)

Unit 14

• Use context clues • Use meaning and knowledge of words across

content areas to develop vocabulary • Recognize purpose and type of text • Analyze the text format • Use dictionary skills • Use self-monitoring comprehension strategies • Demonstrate understanding and interpretation



techniques • Distinguish fact and opinion statements. • Pre-write using graphic organizers • Generate rough draft • Revise, edit, and publish written work. • Organize writing in a logical order providing






cited evidence

27

Time Frame



6 WEEKS

Phonemic Awareness and Phonics Word Recognition and Spelling Vocabulary and Morphology Grammar and Usage • Nouns • Adjectives • Prepositions and

Prepositional Phrases • The Verb have • Irregular Verb Forms • Complete Subject and

Complete Predicate • Sentence Expansion • Compound Direct

Object

Unit 15 Unit 15 Unit 15 Unit 15

• Identify syllables • Use syllabication to recognize words • Pronounce and identify words with the long

vowel sound • Spell essential words • Read fluently essential words • Read and spell contractions with have • Spell words with sound-spelling

correspondences, syllable types, and prefixes

• Identify and use synonym, antonyms,

attributes, and multiple meaning words • Identify verbs with –ing endings (past

participle) • Identify and use nouns, verbs, adjectives, and

prepositions • Identify prepositions and the meaning of

prepositional phrases • Identify and use have as a main helping verb • Identify past tense forms of irregular verbs • Identify complete subjects and complete

predicates • Identify and use simple, complex, and

compound sentences • Identify and write sentences with compound

direct objects • Use strategies to correct fragments • Correct run-on sentences

28

Time Frame



Listening and Reading Comprehension Speaking and Writing

Unit 15 Unit 15




• Recognize and determine meaning of different types of words and phrases.

• Use phonological awareness • Use context clues • Use meaning and knowledge of words across

content areas to develop vocabulary • Recognize purpose and type of text • Analyze the text format • Use dictionary skills • Use self-monitoring comprehension strategies • Demonstrate understanding and interpretation



techniques • Distinguish fact and opinion statements. • Pre-write using graphic organizers • Generate rough draft • Revise, edit, and publish written work. • Organize writing in a logical order providing






cited evidence

29

Time Frame



COMPLETE AFTER EVERY FIVE LESSONS TWO DAYS PER SHORT STORY

Vocabulary, Comprehesion, and Literary Skills Literary Elements and Terms: Setting, character, plot, conflict, climax, resolution, theme Figurative Language: Simile, metaphor, personification, alliteration, hyperbole, idiom, onomatopoeia Variety of Genres: Realistic fiction, historical fiction, science fiction, fable, myth, essay, biography, autobiography, magazine article, speech, drama, poetry, expository nonfiction Vocabulary Skills: Context clues, application, dictionary skills, academic vocabulary, synonym, antonym, multiple meanings, homophones, make extensions beyond text and show connections to text Comprehension Strategies: Main idea, sequence of events, drawing conclusions, predicting outcomes, cause and effect, fact and opinion, inferences, visual aids, self-questioning

Short Stories Grade 6 • After Shocks Grade 7 • More Twists Grade 8 • Conflicts • More Encounters Scholastic Scope Literary Magazine

• Read, understand, recognize, identify and


• Identify and define literary elements and terms • Interpret figurative language • Respond to a written prompt • Respond to literal and inferential

comprehension questions • Apply comprehension strategies • Summarize main points and paraphrase • Apply vocabulary strategies and skills • Read with fluency • Use a variety of methods to interpret and

evaluate text (author’s purpose and perspective)

• Analyze text structure Headings Captions Pictures Charts Tables

30

Time Frame



OPTIONAL ONGOING

Vocabulary Development Novels

Word Analysis Prefixes and Suffixes Greek and Latin Roots Required for Grade 6 • Hatchet by Gary

Paulsen

Required for Grade 7 • Guts by Gary Paulsen Required for Grade 8 • Harris and Me by Gary

Paulsen • Woodsong by Gary

Paulsen

Refer to list of approved novels in each grade for additional titles.

• Use word analysis to comprehend unfamiliar

words inflectional endings derivational endings Latin roots Greek roots

• Apply correct spelling using word analysis

• Read, understand, recognize, identify and

respond to novels • Apply a variety of reading strategies • Identify and define literary elements and terms • Interpret figurative language • Respond in oral and written form • Apply vocabulary strategies and skills • Read with fluency • Use a variety of methods to interpret and

evaluate text • Make extensions from text and show personal

connections

31

CURRICULUM UNITS

LANGUAGE! 6

UNIT: Knowledge/Skill Area: Phonemic Awareness and Phonics, Word Recognition and spelling, Vocabulary and morphology, Grammar and Usage, Listening and Reading Comprehension, and Speaking and Writing

Standards and Benchmarks: Reading/English • Utilize comprehension, decoding, and vocabulary skills

to become a fluent independent reader who understand and appreciates a variety of texts.

• Demonstrate competence in applying the

characteristics of effective writing (focus, content, organization, style, and conventions) as well as the writing process to express ideas in all modes.

• Demonstrate competence in listening for a variety of

audiences and purposes as a tool for learning.

Content Mastery • Syllable Awareness • Spelling Words Lessons 1-5. • Word Relationships; Prefixes • Spelling Words 6-10. • Helping Verbs; Nouns or

Pronouns; and Nouns and Pronouns as Direct Objects

District Assessment –

• Selected Response • “Blue Eyes Far Away”

• Constructed Response • “Blue Eyes Far Away”

Essential Learning Targets: • Read with fluency • Comprehend text • Use word analysis to interpret the meaning of words in

context. • Use various methods to interpret and evaluate text • Improve test-taking strategies

Materials: • Textbook: Language! Level C • Textbook: After Shocks • Vocabulary “ Greek and Latin Roots” and “Prefixes

and Suffix”

Instructional Plan Capsule (Unit 13 – Quarters 1-4) • Review and apply reading

skills and strategies, genres, vocabulary skills, and test taking strategies

32

HEMPFIELD AREA SCHOOL DISTRICT LESSON GUIDE

Grade/Subject: LANGUAGE! 6

STANDARDS LINK Standard(s) I, II, III Benchmark Objective(s) 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7 Performance Indicator(s) 1.1 A-E, 1.2 A-E, 1.3 A, 1.4 B, 1.5 A-F, 1.6 A-B, 1.7 A

Knowledge/Skill Area: Phonemic Awareness and Phonics, Word Recognition and Spelling, Vocabulary and Morphology, Grammar and Usage, Listening and Reading Comprehension, and Speaking and Writing. (Quarters 1-4)

INSTRUCTIONAL OBJECTIVE(S): Date Completed The student will: • identify closed syllables. • identify stressed and unstressed syllables in multisyllable words. • recognize the schwa in multisyllable words. • spell words composed of closed syllables. • spell the Essential Words: gone, look, most, people, see, water. • read fluently words composed of closed syllables and words with prefixes dis-, in-, non-, un-. • read fluently the Essential Words: gone, look, most, people, see, water • read and spell contractions with am and is. • identify synonyms, antonyms, homophones, and attributes for Unit Words. • identify the meaning of prefixes in words. • identify and use be as a helping verb. • identify the noun or pronoun as subject. • identify direct objects. • read phrases and passages fluently. • define vocabulary using context-based strategies or a reference source. • preview reading selection using text features. • identify factual information in informational text. • generate sentences using a six-stage process. • write responses to questions with the signal words: use, generalize, infer, illustrate, explain. • write an expository paragraph. • record information in an informal (two-column) outline. • identify and write parts of an expository report including introductory paragraph, transition topic sentence, E’s, and concluding paragraph. • write an expository report. Refer to text: Language! 6 Book C Unit 13 NOTE: Bold print indicates objective critical to Essential Learning Targets

33

LANGUAGE! 6


Standards and Benchmarks: Reading/English

• Utilize comprehension, decoding, and vocabulary skills to become

a fluent independent reader who understand and appreciates a variety of texts.

• Demonstrate competence in applying the characteristics of

effective writing (focus, content, organization, style, and conventions) as well as the writing process to express ideas in all modes.

• Demonstrate competence in listening for a variety of audiences and

purposes as a tool for learning.

Content Mastery • Syllable Awareness • Spelling Words Lessons 1-5 • Word Relationships; Morphology • Spelling Words Lessons 6-10 • Parts of Speech; Complete Subjects

and Predicates; Compound Subjects and Predicates

District Assessment – Selected Response • “The Love Powder” Constructed Response • “The Love Powder”

Essential Learning Targets: • Read with fluency • Comprehend text • Use word analysis to interpret the meaning of words in context. • Use various methods to interpret and evaluate text • Improve test-taking strategies

Materials: • Textbook: Language! Level C • Textbook: After Shocks • Vocabulary “ Greek and Latin Roots” and “Prefixes and Suffix”

Instructional Plan Capsule (Unit 14 - Quarters 1-4) • Review and apply reading skills

and strategies, genres, vocabulary skills, and test taking strategies

34



STANDARDS LINK Standard(s) I, II, III Benchmark Objective(s) 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7 Performance Indicator(s) 1.1 A-E, 1.2 A-E, 1.3 A, 1.4 C, 1.5 A-F, 1.6 A-B, 1.7 A


INSTRUCTIONAL OBJECTIVE(S): Date Completed The student will:

• say the sounds for ar, er, ir, ur. • write the letters for sounds /âr/, /ôr/,/ệr/ • identify syllables in words including r-controlled. • identify stressed syllables. • spell words with sound-spelling correspondences for this and previous units. • spell the Essential words:: day, little, may, new, say, way. • read fluently words composed of sound-spelling correspondences for this and previous units. • read fluently the Essential Words: day, little, may, new, say, and way • read and spell contractions with are. • identify synonyms, antonyms, and attributes for Unit Words. • use comparative and superlative adjectives er, est. • identify and use nouns, verbs, adjectives, and prepositions. • identify complete subjects and complete predicates. • form sentences with compound parts using or. • read phrases and passages fluently. • preview nonfiction reading selection using text features. • define vocabulary using context-based strategies. • read and understand informational text. • generate sentences using a six stage process. • distinguish fact and opinion statements. • answer comprehension questions using infer, define, predict, generalize, use, explain, show and

classify. • organize ideas and information in a two-column outline for an expository (opinion) essay. • write an expository (opinion) essay including an introduction and concluding paragraph. • edit and revise an expository (opinion) essay.

Refer to text: Language! 6 Book C Unit 14

NOTE: Bold print indicates objective critical to Essential Learning Targets

35

LANGUAGE! 6


Standards and Benchmarks: Reading/English

• Utilize comprehension, decoding, and vocabulary skills to

become a fluent independent reader who understand and appreciates a variety of texts.

• Demonstrate competence in applying the characteristics of

effective writing (focus, content, organization, style, and conventions) as well as the writing process to express ideas in all modes.

• Demonstrate competence in listening for a variety of audiences

and purposes as a tool for learning.

Content Mastery • Syllable Awareness • Spelling Words Lessons 1-5 • Word Relationships; Participles • Spelling Words Lessons 6-10 • Main Verb or Helping verb;

Prepositions, Compound Direct Objects

District Assessment – Selected Response • “Dear Amanda” Constructed Response • “Dear Amanda”

Essential Learning Targets: • Read with fluency • Comprehend text • Use word analysis to interpret the meaning of words in context. • Use various methods to interpret and evaluate text • Improve test-taking strategies

Materials:

• Textbook: Language! Level C • Textbook: After Shocks • Vocabulary “ Greek and Latin Roots” and “Prefixes and

Suffix”

Instructional Plan Capsule (Unit 15 – Quarters 1-4)

• Review and apply reading skills and strategies, genres, vocabulary skills, and test taking strategies

36



STANDARDS LINK Standard(s) I, II, III Benchmark Objective(s) 1.1, 1.2, 1.3, 1.4, 1.5. 1.6, 1.7 Performance Indicator(s) 1.1 A-E, 1.2 A-E, 1.3 A, 1.4 C, 1.5 A-F, 1.6 A-B, 1.7 A


INSTRUCTIONAL OBJECTIVE(S): Date Completed The student will:

• say the long vowel sounds for :a, e, i, o, and u. • identify open syllables in words. • identify stressed syllables. • spell words with sound spelling correspondences, syllable types, and prefixes from this and previous units. • read fluently and spell the essential words: good, great, right, though, through, year. • read fluently words composed of sound spelling correspondences, syllable types, an prefixes for this and

previous units. • read and spell contractions with have. • identify synonyms, antonyms, and attributes for Unit Words. • identify verbs with ing endings (present participles) that act as adjectives. • identify prepositions and the meaning of prepositional phrases. • identify and use have as a main or helping verb. • identify and write sentences with compound direct objects. • read phrases and passages fluently • preview nonfiction reading selection using text features. • define vocabulary using context-based strategies. • read and understand informational text. • answer multiple-choice and open-ended comprehension questions. • set a purpose, use a two column, outline, and write a concluding paragraph for an opinion essay. • generate sentences using a six-stage process. • distinguish fact and opinion statements. • answer comprehension questions using infer, identify, list, state, sue, name, discuss, explain, and describe. • write an expository (opinion)essay. • edit and revise an expository (opinion) essay.

Refer to text: Language! 6 Book C Unit 15


37




Knowledge/Skill Area: Phonemic Awareness and Phonics, Word Recognition and Spelling, Vocabulary and Morphology, Grammar and Usage, Listening and Reading Comprehension, and Speaking and Writing. (Quarters 1-4) INSTRUCTIONAL OBJECTIVE(S): Date Completed

The student will: • practice syllable segmentation and identify stressed syllables in multisyllable words. • identify final silent e syllables in words. • identify vowel phonemes. • spell words with sound-spelling correspondences, syllable types, and prefixes from this and previous units. • spell the Essential Words: again, sound, today, tomorrow, want, work. • read fluently words composed of sound-spelling correspondence, syllable types, and prefixes. • read fluently the Essential Words: again, sound, today, tomorrow, want, work. • read and spell contractions with had and has. • use antonyms, synonyms, and attribute relationships to define Unit Words. • identify past and present participles used as adjectives. • identify plural and possessive noun forms. • identify prepositions and propositional phrases. • identify and use the verbs be and have. • identify adjectives of the same kind in sentences. • read phrases and passages fluently. • preview nonfiction reading selection using text features. • define vocabulary using context-based strategies. • read and understand informational text. • review the components and label the parts of a business letter. • generate sentences using a six-stage process. • distinguish fact and opinion statements. • answer comprehension questions using describe, use, infer, explain, select, distinguish, tell. • write a business letter. • write an expository essay using a two-column outline, and including an introductory paragraph, body

paragraphs, and concluding paragraph. • edit and revise an expository report.

Refer to text: Language! Book C Unit 16 NOTE: Bold print indicates objective critical to Essential Learning Targets

38



Knowledge/Skill Area: Phonemic Awareness and Phonics, Word Recognition and Spelling, Vocabulary and Morphology, Grammar and Usage, Listening and Reading Comprehension, and Speaking and Writing. (Quarters 1-4) INSTRUCTIONAL OBJECTIVE(S): Date Completed

The student will: • segment syllables in multisyllable words. • say the vowel sounds represented by y /ĭ/, /ī /, /ē/. • identify the stress pattern and conditions for each vowel sound represented by y. • spell words with sound-spelling correspondences, syllable types, and prefixes from this and previous units. • spell the Essential Words: answer, certain, engine, laugh, oil, poor. • read fluently words composed of sound-spelling correspondence, syllable types, and prefixes. • read fluently the Essential Words: answer, certain, engine, laugh, oil, poor. • spell words following the Change y rule. • use antonyms, synonyms, and attribute relationships to define Unit Words. • use suffixes -er, -est, and -ly to change the meaning of words. • write phrases using a possessive noun. • identify and use adverbs and prepositional phrases that act as adverbs. • identify do as a main verb or helping verb. • identify and analyze sentences with indirect objects. • read phrases and passages fluently. • preview nonfiction reading selection using text features. • define vocabulary using context-based strategies. • read and understand informational text. • answer multiple choice comprehension questions. • generate sentences using a six-stage process. • distinguish fact and opinion statements. • answer comprehension questions using list, organize, select, explain, describe, infer, tell, outline, and

distinguish. • write an expository (explanatory) essay using a two-sentence introductory paragraph, body paragraphs,

and concluding paragraph. • edit and revise an expository (explanatory) essay.



39





INSTRUCTIONAL OBJECTIVE(S): Date Completed

The student will: • segment syllables in multisyllable words. • identify stressed syllables in multisyllable words. • identify closed, open, r-controlled, and final silent e syllables. • End-of-Book Content Mastery: Phonemic Awareness and Phonics • read fluently and spell words with sound-spelling correspondence, syllable types, and prefixes from this

and previous units. • read fluently and spell the Essential Words: to, there, answer, their, people, what, too, want, who, two. • Progress Indicator: Test of Silent Contextual Reading Fluently • Progress Indicator: Test of Written Spelling = 4 • use antonyms, synonyms, homophones, and attributes to define Unit Words. • use suffixes to form singular, plurals, and possessives with nouns. • review prefixes. • End-of-Book Content Mastery: Vocabulary and Morphology • use and, but, and or in compound sentences. • review noun categories and functions. • review helping verbs be, have, and do. • End-of-Book Content Mastery: Grammar and Usage • read phrases and passages fluently. • preview nonfiction reading selection using text features. • define vocabulary using context-based strategies. • read and understand informational text. • Progress Indicator: Language! Reading Scale • generate sentences using a six-stage process. • distinguish fact and opinion statements. • answer comprehension questions using explain, distinguish, infer, use, describe, contrast. • write an informal outline, introductory, body paragraphs, and conclusion for an expository (explanatory)

essay. • revise an expository (explanatory) essay. • Progress Indicator: Writing


40


Grade/Subject: LANGUAGE! 6 - Reading 6

STANDARDS LINK Standard(s) I Benchmark Objective(s) I: 1.1, 1.5 Performance Indicator(s) I: 1.1.6B, 1.5.6F

Strand: Spelling (All year) INSTRUCTIONAL OBJECTIVE(S): Date Completed 5 lists per nine weeks The student will:

• Decode Greek and Latin roots, prefixes, and suffixes • Spell Greek and Latin roots, prefixes, and suffixes

Refer to text: Greek and Latin Roots,and Prefixes and Suffixes- Resource Packet Lessons 1-20 NOTE: Bold print indicates objective critical to Essential Learning Targets

41



STANDARDS LINK Standard(s) 1 Benchmark Objective(s) 1.1, 1.2, 1.3 Performance Indicator(s) 1A, 1B, 1C, 2A, 3A, 3B

Knowledge/Skill Area: Comprehension/Literary (Quarters 1-4)


The student will:

• connect to genre • build background • set purposes for reading • identify literary elements • use reading comprehension skills and strategies • apply selection vocabulary • read a variety of current genres Refer to text: Scholastic Scope Literary Magazine


42



STANDARDS LINK Standard(s) I Benchmark Objective(s) I: 1.3 Performance Indicator(s) I: 1-1A,1- 1B, 1-1C, 3- 3B

Knowledge/Skill Area: Comprehension/Literary (Quarters 1-4) INSTRUCTIONAL OBJECTIVE(S): Date Completed The student will:

• recall major facts from story • make inferences to enhance understanding • develop vocabulary using skills and strategies • identify literary elements (character, setting, plot, theme, conflict, climax, point of view) • identify figures of speech • recognize literary devices (foreshadowing, flashback, mood, author’s purpose)

Refer to List of Approved Novels:

Required: • 6th Grade: Hatchet by Gary Paulsen • 7th Grade: Guts by Gary Paulsen • 8th Grade: Harris and Me by Gary Paulsen & Woodsong by Gary Paulsen


43




Knowledge/Skill Area: Vocabulary/Comprehension/Literary Skills (Quarter 1 & 2) INSTRUCTIONAL OBJECTIVE(S): Date Completed

The student will: • identify setting of story • identify character traits • identify plot • identify theme • identify mood • identify conflict • identify author’s purpose • use prior knowledge and experience to interact with text • use context to understand new words • make inferences using clues from the story • recall major facts from the story • identify figures of speech

Refer to text: After Shocks – Complete one story after every five lessons. “The Jigsaw Puzzle”, “A Horseman in the Sky”, “The Eyes Have It”, & “The Bus” The Tell-Tale Heart”, “Otero’s Visitor”, “The Falcon”, & “The Leopard Man’s Story NOTE: Bold print indicates objective critical to Essential Learning Targets

44




Knowledge/Skill Area: Vocabulary/Comprehension/Literary Skills- (Quarter 3 and 4)


The student will:

• identify setting of story • identify character traits • identify plot • identify theme • identify mood • identify conflict • identify author’s purpose • use prior knowledge and experience to interact with text • use context to understand new words • make inferences using clues from the story • recall major facts from the story • identify figures of speech

Refer to text: After Shocks – Complete one story after every five lessons. “The Story of an Hour”, “Anansi’s Fishing Trip”, “A Lodging for the Night”, “A Work of Art” “”Mrs. Hinck”, “August Heat”, & “The Flying Machine” NOTE: Bold print indicates objective critical to Essential Learning Targets

hempfield area school district€¦ · -fantasy -historical fiction -fable -biography -tall tale...

Documents