instructional materials adoption publisher: … · · 2006-09-114. provide exemplars of...

INSTRUCTIONAL MATERIALS ADOPTION

PUBLISHER: SUBJECT: SPECIFIC GRADE: COURSE: TITLE: COPYRIGHT DATE: SE ISBN: TE ISBN:

GENERIC EVALUATION CRITERIA GROUP VI – 2007 TO 2013

Reading/Literature K-12

R-E-S-P-O-N-S-E

Yes No N/A

CRITERIA

NOTES

I. INTER-ETHNIC The instructional material meets the requirements of inter-ethnic: concepts, content and illustrations, as set by West Virginia Board of Education Policy (Adopted December 1970).

II. EQUAL OPPORTUNITY The instructional material meets the requirements of equal opportunity: concept, content, illustration, heritage, roles contributions, experiences and achievements of males and females in American and other cultures, as set by West Virginia Board of Education Policy (Adopted May 1975).

1

GROUP VI – 2007 TO 2013

Reading/Literature, K-12

(IMR Committee) Responses (Vendor/Publisher) SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT

I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent Less than 60% I A M N

In addition to alignment of Content Standards and Objectives (CSOs) materials must also clearly connect to Learning for the 21st Century which includes opportunities for students to develop A. Learning Skills

Thinking and Problem-Solving Skills. Information and Communication Skills. Interpersonal and Self-Direction Skills and use these

21 Century Tools

B. 21st Century Tools

Problem-solving tools (such as spreadsheets, decision support, design tools)

Communication, information processing and research tools (such as word processing, e-mail, groupware, presentation, Web development, Internet search tools)

Personal development and productivity tools (such a e-learning, time management/calendar, collaboration tools)

2

INSTRUCTIONAL MATERIALS ADOPTION: GENERAL EVALUATION CRITERIA

The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of information critical to the development of reading/literature at all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means “examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the combined general and specific criteria must be met with I (In-depth) or A (Adequate) in order to be recommended.

GROUP VI – 2007 TO 2013 Reading/Literature, K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


For student mastery of content standards and objectives the instructional materials will

A. MULTIMEDIA

1. offer appropriate multimedia (e.g., software, audio, visual, internet access) materials.

2. provide a website which provides links to relevant sites as well as lesson plans, student activities and parent resources.

3. integrate technology into the curriculum. B. SCIENTIFICALLY-BASED READING RESEARCH STRATEGIES

1. provide explicit instructional strategies to present varied teaching models including but not limited to: webbing, mapping, Venn diagrams and inverted pyramids.

2. promote independent reading skills and study techniques (e.g., DRTA, SQ3R, ReQuest, Feature Analysis, QAR).

3. present varied teaching models. C. CRITICAL THINKING

1. emphasize questioning models to promote higher order thinking skills in all levels of comprehension (literal, interpretive, critical/evaluative).

2. emphasize questioning models to promote higher order thinking skills based on Bloom’s Taxonomy.

3


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


D. LIFE SKILLS

1. address life skills (e.g., reading road maps, using reference tools, researching, reading a newspaper, using want ads, completing an application, applying the interview process and goal setting).

2. address habits of mind activities (e.g., literacy skills, interpersonal communications, problem solving and self-directional skills).

E. CLASSROOM MANAGEMENT

1. include opportunities for large group, small group and independent learning.

2. provide classroom management suggestions. F. INSTRUCTIONAL MATERIALS

1. address varied learning styles and multiple intelligences of students including models for insightful decision-making by the instructor.

2. provide extensive and varied opportunities to practice skills.

3. provide intervention, practice and enrichment materials.

4. provide exemplars of narrative, descriptive and expository writing types.

5. provide exemplars of editing/revision for writing.

6. provide leveled texts to allow students to read independently (grades K-4) or include a Handbook of English Language Arts, which will include an extensive glossary of literary and grammatical terminology as well as background on authors (grades 5-12).

7. include teacher and student study guides for literary works.

8. continue skill or strategy instruction across several instructional sessions to expand the applicability and utility of the skill or strategy.

4


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


9. connect previously taught skills and strategies with new content and text.

10. cumulatively build a repertoire of multiple strategies that are introduced, applied and integrated throughout the course of study.

H. ASSESSMENT

1. provide assessment formats commensurate with WV assessment programs (WESTEST, NAEP, State Writing Assessment, informal assessments, PLAN, EXPLORE, ACT and SAT).

2. provide preparation for standardized tests.

3. provide opportunities for assessment based on performance-based measures, open-ended questioning, portfolio evaluation, rubrics and multimedia simulations.

4. provide benchmark and ongoing progress monitoring.

5

READING/LITERATURE SPECIFIC CRITERIA FOR CONTENT AND SKILLS

KINDERGARTEN Kindergarten instructional materials will provide a comprehensive program targeting scientifically-based reading research strategies to teach the five components of reading with an emphasis on phonemic awareness and phonics and also inclusive of vocabulary, fluency, comprehension and written application. Students will learn, practice and apply strategies focusing on preparing literate, independent and self-motivated readers. Students will be engaged in activities to master essential reading components. The core reading program will provide ample opportunities for spiraling and differentiating instruction. The core program will provide opportunities for reading, writing, listening, speaking and viewing. West Virginia teachers are responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in the students’ learning environment.


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


For student mastery of content standards and objectives the instructional materials will A. PHONEMIC AWARENESS: presenting and explicitly teaching the sound

structure of language following a phonemic awareness hierarchy (easy to difficult)

1. provide activities and word lists to segment phonemes - /c/ /a/ /t/.

2. include activities to identify syllables in words.

3. incorporate rhymes and opportunities to identify and reproduce rhymes.

4. provide opportunities to manipulate onset and rime.

5. apply phoneme knowledge to blend a word.

6. use a strategy to isolate and identify sounds (beginning, middle, end).

7. include familiar stories, poems, nursery rhymes, songs and stories with repeated patterns.

B. PHONICS: understanding the relationship between sounds and letters

1. introduce letters (capital and lowercase) and sounds in a developmentally appropriate, logical sequence.

6


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


2. model and explicitly teach beginning consonant sounds.

3. provide guided practice in the use of short and long vowels with one or more short vowels introduced early in the sequence.

4. incorporate and review letters and sounds to form word patterns (CVC).

5. provide explicit strategies and multiple opportunities for blending words.

6. introduce high frequency words, regular and irregular (e.g. color words, number words, positional words, high frequency words).

C. VOCABULARY: using words to communicate effectively

1. provide direct instruction of specific concepts and vocabulary.

2. provide repeated and multiple exposures to critical and diverse vocabulary.

3. provide activities to explore story vocabulary (e.g. webbing, graphic organizers).

4. integrate words into sentences and ask students to tell the meaning of the word in the sentence and to use it in a variety of contexts.

5. review previously introduced words cumulatively. D. COMPREHENSION: listening to stories, answering questions, sequencing

events, learning new vocabulary and retelling information heard

1. model and provide extensive guided practice through continual review of critical comprehension strategies i.e.,

characters setting sequence predicting retelling main idea picture details

7


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


2. provide experiences to master concepts about print i.e.,

letters words left to right top to bottom one-to-one match front and back of the book title title page author/illustrator use of capital letters

3. guide students to establish a purpose for reading and to identify the author’s purpose i.e.,

to persuade for pleasure

4. include a wide variety of genres.

5. insert questions at strategic levels to guide comprehension.

E. FLUENCY: identifying letters, sounds and words quickly and accurately

1. provide numerous activities to create automaticity of letters and sounds.

2. include additional library and reference materials for independent reading and viewing.

3. introduce oral activities to develop prosody.

8


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


F. WRITTEN APPLICATION: responding in written form to information heard

or read

1. provide activities for letter and sound dictation.

2. provide activities for labeling.

3. identify punctuation marks as an aide to understanding a story.

4. provide suggestions for student response to stories

through drawing, pictures, graphic organizers, and journal entries.

5. provide lessons for modeled writing (e.g., word lists, story dictation, vocabulary, and retelling).

9


FIRST GRADE First grade instructional materials will provide a comprehensive program targeting scientifically-based reading research strategies to teach the five components of reading and written application. The essential components will be learned through reading a variety of text types and a variety of literature. Students will learn, practice and apply strategies focusing on preparing literate, independent, and self-motivated readers. Students will be engaged in activities to master essential reading components. The core program will provide an explicit and systematic phonics component. The core reading program will provide ample opportunities for spiraling and differentiated instruction. The core program will provide opportunities for reading, writing, listening, speaking and viewing. West Virginia teachers are responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in the students’ learning environment.


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


For student mastery of content standards and objectives the instructional materials will A. PHONEMIC AWARENESS: presenting and explicitly teaching the sound

structure of language following a phonemic awareness hierarchy (easy to difficult)

1. provide appropriate amount of time daily to blend

and segment phonemes of most one-syllable words.

2. progress from identifying or distinguishing the positions of sounds in words to producing the sounds by adding, deleting and changing selected sounds (e.g., various games emphasizing the use of sounds).

3. provide for the substitution, deletion and manipulation of phonemes in all positions in words (e.g., elkonin boxes, picture sorting sounds).

4. provide the opportunity for the students to develop rhythm and rhymes of words (e.g., nursery rhymes, songs, poems, tongue twisters).

5. provide opportunities to hear and manipulate more complex phonemic structures (consonant blends) by using poem and picture sorts.

6. provide a periodic review of phonemic awareness skills previously taught.

10


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


B. PHONICS: understanding the relationship between sounds and letters

1. progress systematically from simple word types i.e.,

consonant, vowel, consonant and word lengths number of phonemes to more complex words

2. use basic elements of phonetic analysis to decode unknown words i.e.,

sound relationships beginning/ending consonants vowel sounds blends

3. use basic elements of structural analysis to decode unknown words i.e.,

basic prefixes/suffixes compound words root words contractions

4. begin instruction and provide adequate activities for students to master word families and word patterns (word chunking such as at, sat, rat, fat).

5. provide activities that teach students to process represented patterns to increase fluency in word recognition.

6. provide adequate differentiated instruction and activities for mastery of phonics skills.

7. provide a spiraling review of previously taught phonics skills.

8. provide modeling instruction at each of the fundamental stages i.e.,

letter-sound correspondences blending reading whole words

11


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


9. provide teacher-guided practice in controlled word lists and connected text in which students apply newly learned skills successfully.

10. use decodable texts based on specific phonic lessons in the early part of the first grade as an intervening step between explicit skill acquisition and the student’s ability to read quality trade books; decodable texts contain phonics elements and sight words that students have been taught.

11. provide integrated, proactive instruction and practice in words that students first read, spell and write.

12. sequence words strategically to incorporate known letters or letter sound combinations.

C. VOCABULARY: using words to communicate effectively

1. provide direct instruction of specific concepts of vocabulary.

2. select words of level appropriate sight words and vocabulary with ample practice for automaticity (e.g., high frequency words, Dolch list, antonyms, synonyms, multiple meaning words).

3. provide repeated and multiple exposures to critical vocabulary.

4. control the number of irregular words introduced and point out irregularities while focusing student attention on all letters that the word contains.

5. introduce high frequency words that are confusing to students first in isolation (e.g., was, saw).

6. integrate words into sentences and ask students to use a variety of context clues to determine word meaning.

7. provide ample opportunity for students to tell the meaning of a word in a sentence and to use it in a variety of contexts.

12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


8. provide opportunity for daily listening, speaking, and language experience.

9. review previously introduced words cumulatively.

10. provide explicit vocabulary explanations, including modeling, “think alouds” and guided practice with a gradual transfer of responsibility to the students through a wide range of diverse stories and informational texts.

11. provide instructional materials for the use of vocabulary work stations including differentiated activities.

12. provide in-depth and multiple assessments for vocabulary taught.

D. COMPREHENSION: listening, reading and understanding texts and tasks

1. guide students through texts in which teachers think out loud as they identify the components of story structure with a gradual transfer of responsibility to the students.

2. provide ample opportunities to listen to and respond to both literal and interpretive comprehension questions after reading a short story selection that is developmentally appropriate.

3. provide explicit strategies for teaching comprehension i.e.,

main idea literal inferential retell prediction

4. provide ample opportunities to listen to and explore narrative and expository text forms and to engage in interactive discussion of the messages and meanings of the texts.

5. provide opportunity to establish a purpose for reading.

13


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent I A M Less than 60% N

6. provide use of reading skills and strategies to

understand a variety of informational resources to support literacy learning (e.g., environmental print, written directions, signs).

7. provide the use of Blooms taxonomy to teach higher level questions.

8. provide opportunities to make connections in literary work and people in their own life and other cultures (e.g., include specific topics to coincide with various seasons and holidays).

9. provide many supplemental activities and materials to teach comprehension (e.g., whole group activities, work station activities).

10. provide in depth and multiple assessments for comprehension included in the weekly stories and skills taught.

E. FLUENCY: reading words, phrases and sentences in a given text with speed,

accuracy and expression to understand what is read

1. provide activities and materials to read lists and individual words with speed and accuracy.

2. provide explicit strategies to move from reading words in lists to reading words in sentences and passages.

3. provide passage reading soon after students can read a sufficient number of words accurately.

4. provide passages comprised of letter-sound patterns and word types that have previously been taught.

5. provide many opportunities to read passages containing high frequency words that have been previously taught.

6. provide initial stories/ passages composed of a high percentage of regular words (minimum of 75-80% decodable words).

14


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


7. provide the opportunity for ample practice activities to read and re-read passages that will help build toward a 60 word per minute fluency goal by the end of the grade.(e.g., repeated readings, readers theatre, phrase reading).

8. include sufficient independent practice materials of appropriate difficulty for students to develop fluency.

9. provide read aloud opportunities of familiar stories, poems and passages for the students to demonstrate fluent reading with expression (e.g., rhythm, flow meter, tempo, pitch, tone, intonation).

10. provide a variety of literary works for student self selection to increase the amount of independent reading. (e.g., fiction and non-fiction grade appropriate).

11. provide a variety of activities to increase fluency skills.

12. provide audios for lesson stories.

13. include assessments to measure fluency.

F. WRITTEN APPLICATION: responding in written form to information heard

or read

1. provide ample opportunities for students to compose written works using appropriate parts of the writing process (e.g., initial attention to planning; drafting; rereading for meaning; some self correcting; class and individual publishing).

2. provide activities for developing a story with appropriate sequence (e.g., beginning; middle; end).

3. provide activities to write in a variety of forms or genres (e.g., journals, written response to literature, writing poems).

15


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


4. provide connections to phonetic skills by spelling words in written composition (e.g., letter/sound relationships, high frequency words from appropriate grade level list, transition from invented spelling to conventional spelling).

5. provide the use of a variety of sources to gather information to share thoughts and ideas (e.g., informational books, pictures, charts, indexes, videos, television programs, graphs).

6. apply capitalization, punctuation and sentence structure skills in responding to narrative and expository texts.

7. provide activities for writing literacy work station to include differentiated instruction.

16


SECOND GRADE

Second grade instructional materials will provide a comprehensive program targeting scientifically-based reading research strategies to teach the essential components of reading. Emphasized elements will include phonics, fluency, vocabulary, comprehension and written application to text read and heard. Second grade materials will provide instructional support so that students can develop from dependent to independent readers. The materials will foster moving students to making their own choices for recreational and informational reading. Students will be able to read with comprehension to write, speak and listen effectively and to develop both literal and critical thinking skills. West Virginia teachers are responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in the students’ learning environment.


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


For student mastery of content standards and objectives the instructional materials will A. PHONICS: understanding the relationship between sounds and letters

1. provide instruction in basic elements of phonetic analysis and structural analysis to decode unknown words taught first in isolation and then in connected text.

2. introduce and apply phonetic rules i.e.,

syllabication diphthongs diagraphs variant vowel-sounds word patterns segmenting and blending words

3. provide teacher guided practice in word lists and controlled contexts in which students can apply new skills.

4. offer repeated opportunities for students to read words in context and apply new skills.

5. provide periodic review of previously taught phonics skills.

6. teach explicit skills to read multi-syllabic words by using root words, prefixes, suffixes and known word parts.

7. teach the structure of compound words and contractions.

17


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


8. provide instruction to separate auditory and visually similar letter combinations in instructional sequence and not introducing both sounds of a combination simultaneously (e.g., ai, au).

9. review the sounds of individual letters prior to introducing larger orthographic units.

10. incorporate spelling to reinforce word analysis.

11. demonstrate clear connection between decoding (symbol to sound) and spelling (sound to symbol).

12. use decodable texts based on specific phonic lessons.

B. VOCABULARY: using words to communicate effectively

1. identify and use grade level appropriate sight words and reading vocabulary as part of daily reading instruction.

2. recognize and apply vocabulary rules i.e.,

high frequency words homonyms homophones multiple-meaning words synonyms antonyms word meanings based on affixes

3. provide context clues and build on prior knowledge to decode unknown words.

4. sequence instruction in teaching high frequency words.

5. provide direct instruction and multiple instruction of specific concepts and critical vocabulary.

6. provide diverse vocabulary from stories and informational text.

18


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


7. limit the number of vocabulary words introduced at any given time to a maximum of ten.

8. provide cumulative review of vocabulary.

9. provide instructional materials for the use of differentiated activities.

10. provide multiple assessment for vocabulary taught.

11. pre-teach vocabulary prior to reading a selection.

C. COMPREHENSION: understanding texts and task read

1. guide students through texts in which teachers think out loud as they identify the components of story structure with a gradual transfer of responsibility of thinking to the student.

2. read grade appropriate material with accuracy and understanding.

3. use clues to aid comprehension and make predictions about content.

4. respond to both literal and interpretive comprehension questions before, during and after reading of a developmentally appropriate reading selection.

5. establish a purpose for reading.

6. make connections to self, text and the world.

7. provide opportunity to read and understand a variety of literature passages and texts (e.g., fairy tales, folk tales, nonfiction, poems).

8. teach explicit strategies to interpret information from graphs, diagrams and charts.

9. teach conventions of informational text to locate important information.

10. teach analyzing elements of narrative text.

19


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


11. teach analyzing elements of expository text.

12. cumulatively build a repertoire of skills and strategies that are introduced, applied and integrated with appropriate texts and for authentic purposes over the course of the year.

13. teach comprehension skills to understand a selection i.e.,

story elements activate prior knowledge main idea sequence cause and effect predicting drawing conclusions fact and opinion compare and contrast summarize

14. use graphic organizers to interpret information.

15. continue comprehension skill(s) across several instructional sessions to illustrate the applicability and utility of the skill(s).

16. teach skill or strategy explicitly with the aid of carefully designed examples and practice.

17. use multiple measures to assess comprehension.

D. FLUENCY: reading words, phrases and sentences in a given text with speed,


1. provide the opportunity for ample practice activities to read and re-read passages that will help build toward a 90 word per minute fluency goal by the end of the year.

2. provide the opportunity to practice high frequency and irregular words for speed and accuracy.

20


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


3. introduce repeated reading after students read words in passages accurately.

4. provide sufficient independent practice materials of appropriate difficulty for students to develop fluency (e.g., reader’s theater, repeated reading, phrase reading).

5. provide audios for lesson stories.

6. provide a variety of activities to increase fluency skills.

7. provide read aloud opportunities of familiar stories, poems and passages for the students to demonstrate fluent reading with expression (e.g. rhythm, flow meter, tempo, pitch, tone, intonation).

8. provide a variety of literary works for student self selection to increase the amount of independent reading.

E. WRITTEN APPLICATION: responding in written form to information and

texts

1. connect sounds to make words in phonics instruction.

2. apply vocabulary in writing to real life situations.

3. provide practice writing beginning, middle and end of a story.

4. develop a story with proper sequence.

5. apply capitalization, punctuation and sentence structure skills in responding to narrative and expository texts.

21


THIRD GRADE The third grade reading program will provide a comprehensive reading program targeting scientifically-based reading research (SBRR) with emphasis on vocabulary, fluency, and comprehension. Students will be engaged in reading and responding to a variety of literature using literal and critical comprehension skills. Students will learn, practice, and apply strategies focusing on preparing literate, independent, and self-motivated readers in order to become critical thinkers. Proficiency in written application will allow students to effectively communicate for various purposes by developing the writing process. West Virginia teachers are responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in the students’ learning environment.


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


For student mastery of content standards and objectives the instructional materials will A. VOCABULARY: using words to communicate effectively

1. review and practice grade level appropriate sight words.

2. review and practice high frequency irregular words from list of commonly used words.

3. introduce, review and practice content vocabulary.

4. provide explicit instruction in specific concepts and vocabulary essential to understanding text (e.g., synonyms, antonyms, homonyms, compound words, multi-meaning words).

5. introduce, review and practice multi-syllabic words (e.g., base words, prefixes, suffixes).

6. provide opportunities to read multi-syllabic words fluently.

7. apply context clues to gain meaning of unfamiliar words.

8. expose students to a broad and diverse vocabulary through listening, reading and explicit instruction.


10. provide on-going, spiral review of skills previously taught.

22


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


11. provide adequate practice, intervention and enrichment for differentiated instruction.

12. provide explicit instructional strategies using modeling “think-alouds” and guided practice with the gradual transfer of responsibility to students.

13. provide in-depth and multiple assessment for vocabulary as it relates to the weekly story and skills taught.

B. COMPREHENSION: reading and responding to texts and tasks

1. apply reading skills and strategies to comprehend a variety of literary genres.

2. teach and activate prior knowledge.

3. apply each of the following comprehension skills to understand and retell a story i.e.,

story elements sequence expository works drawing conclusions compare/contrast prediction cause and effect summarize infer main idea and details paraphrase

4. apply figurative language within the text (e.g., simile, metaphor, idiom).

5. apply graphic organizers to interpret meaning (e.g., charts, graphs, diagrams, time lines, Venn diagrams, webs).

6. explain the purpose for reading i.e.,

for information for pleasure for understanding the point of view

23


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


7. define the author’s purpose i.e.,

to explain to inform

8. provide connections between text, self and the world.

9. provide a variety of informational resources to support literacy learning (e.g., signs, captions, written directions, informational books, labels, environmental print).


11. provide on-going, spiral review of skills previously taught.

12. use text in which the comprehension skills are explicitly stated and follow a logical order.

13. provide adequate practice, remediation and enrichment for differentiated instruction.

14. provide opportunities for independent reading i.e.,

list of books related to specific stories and units leveled readers decodable readers

15. provide explicit instructional strategies using modeling, “think-alouds”, guided practice, with the gradual transfer of responsibility to students.

16. provide in-depth and multiple assessment for comprehension of the weekly story and skills taught.

24

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT

I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


C. FLUENCY: reading words, phrases and sentences in a given text with speed,


1. provide instructional text at appropriate readability levels designed for 3rd graders to read with accuracy and comprehension.

2. provide familiar stories, poems and passages to be read with fluency and expression (e.g., rhythm, flow, meter, tempo, pitch, tone, intonation).

3. provide fluency materials which contain words comprised of phonetic elements and word types that have been introduced.

4. assess fluency regularly.

5. build automaticity to 120 words per minute by end of 3rd grade.

6. include sufficient independent practice materials of appropriate difficulty for students to develop fluency.

7. provide opportunities to read multi-syllabic words more fluently.

8. provide explicit explanations including modeling, “think-alouds”, guided practice with the gradual transfer of responsibility to students.

9. provide fluently read audios of each story.

10. provide opportunities to build fluency using sentence structure and punctuation.

25


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


D. WRITTEN APPLICATION: responding in written form to information and

texts

1. provide daily reader response activities which relate to the text.

2. provide explicit explanations including modeling, “think-alouds”, guided practice with the gradual transfer of responsibility to students.

3. provide activities which use the five step writing process (graphic organizers for prewriting activities, drafting, revision, editing, publishing).

4. provide a variety of strategies to plan simple

research.

5. provide a variety of sources to gather information.

6. provide activities that foster the development of specific mechanics of grammar (e.g., capitalization, punctuation and sentence structure in written composition).

26


FOURTH GRADE

Fourth grade students continue to develop as independent, motivated readers and writers who think critically and take responsibility for their learning. Students will engage in vocabulary, fluency and comprehension strategies applied across the content areas. At this level, children will interact with a wide range of literary forms, building the foundation for lifelong reading and writing. West Virginia teachers are responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in the students’ learning environment.


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent

Less than 60%

I A M N

For student mastery of content standards and objectives the instructional materials will provide opportunities for the student to A. VOCABULARY: the use of words to comprehend and produce language

1. provide direct and rich vocabulary instruction.

2. provide level-appropriate vocabulary strategies i.e.,

multiple meaning words synonyms antonyms homonyms content area vocabulary context clues

3. provide opportunities to apply structural analysis and context clues to decode and encode words.

4. use graphic organizers to visualize thinking, make connections, utilize prior knowledge and explore unknown content.

5. use resource materials to determine the meaning of unknown words or multiple meaning words.

6. determine the meaning of words from their use in context to aid comprehension and make predictions i.e.,

pictures picture captions titles headings story structure story topics

27


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


B. FLUENCY: the ability to read with accuracy, expression, comprehension and

appropriate rate

1. read instructional level texts with fluency in order to

support comprehension.

2. increase reading rate, verbal expression, and accuracy during oral and silent reading.

3. use self-correction strategies i.e.,

search for clues identify miscues reread

4. increase amount of independent reading.

C. COMPREHENSION: active process of constructing meaning from text

1. use comprehension skills to understand literary works of various genres i.e.,

summarize identify story elements skim and scan draw conclusions make predictions use context clues define expository text compare/contrast identify imagery paraphrase compose personal response make inferences distinguish fact and opinion determine sequence distinguish cause/effect answer questions generate questions

2. determine a purpose for reading across the curriculum.

28


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


3. summarize the author’s purpose including but not limited to persuading, informing and expressing a specific viewpoint.

4. recognize the characteristics of a variety of literary forms and genre i.e.,

fairy tales folk-tales fiction non-fiction myths poems fables fantasies biographies autobiographies chapter books

5. make connections between self and text with people and events in ones own culture and other cultures.

6. use graphic organizers and visualization techniques to interpret information i.e.,

charts graphs diagrams non-verbal symbols

7. recognize the ways in which language is used in literary texts i.e.,

simile metaphor idioms analogies and puns

29


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


D. WRITTEN APPLICATION: employing a wide range of writing strategies to

communicate effectively for different purposes what has been read

1. provide strategies for the five-step writing process i.e.,

prewriting drafting revision editing publishing

2. gather and record information for research topics i.e.,

notes maps charts graphs tables summarize paraphrase describe in narrative form gather direct quotes

3. use writing prompts for a variety of compositions and purposes.

4. practice multiple strategies to improve writing skills i.e.,

organization clear focus sentence structure and variety clear and effective word choice language conventions

5. practice strategies for compiling information into written reports or summaries i.e.,

incorporate notes into a finished product incorporate support through facts, details,

explanations, examples draw conclusions from materials use appropriate visual aids and media

30


FIFTH GRADE

Fifth grade students will develop as readers and writers who are independent, self-motivated and critical thinkers who take responsibility for their learning by strengthening knowledge and abilities learned in earlier grades. Students will be engaged in vocabulary, fluency, and comprehension strategies, along with written application, that will be applied to the content areas. At this level, children are provided with a variety of opportunities to interact with a wide-range of literary forms, building the foundation for lifelong reading and writing. West Virginia teachers are responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in the students’ learning environment.


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent

Less than 60%

I A M N


1. use direct and rich vocabulary instruction.

2. identify level appropriate vocabulary i.e.,

multiple-meaning words synonyms antonyms homonyms content area vocabulary context clues

3. use denotation to understand word meaning.

4. use graphic organizers to make connections to prior knowledge and unknown content.

5. use resource materials i.e.,

dictionary glossary to determine the meaning of unknown

words or multiple meaning words

6. identify figurative language in text i.e.,

hyperbole alliteration

31


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


B. FLUENCY: the ability to read with accuracy, expression, comprehension and

appropriate rate

1. read instructional level texts with fluency in order to support comprehension.

2. increase reading rate, verbal expression, and accuracy during oral and silent reading.

3. use self-correction strategies i.e.,

search for clues identify miscues reread

4. increase amount of independent reading


1. use comprehension skills to understand literary works of various genres i.e.,

summarize draw conclusions story structure predict use context clues infer clarify question answering question generation

2. determine main idea and locate supporting details in a literary passage.

3. summarize the author’s purpose including but not limited to persuading, informing and expressing a specific viewpoint.

4. identify literary techniques used to interpret literature including but not limited to compare/contrast and cause/effect.

5. analyze text to determine time and sequence.

32


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


6. make text connections to self, to other text and to the world.

7. use graphic organizers and visualization techniques to interpret information i.e.,

charts graphs diagrams non-verbal symbols

8. determine the elements of literature including but not limited to setting, characterization, conflict, and plot to construct meaning and recognize author’s and/or reader’s purpose.

9. interpret text to determine a character’s feelings, motives, traits and causal relation with the ability to describe characters based on their thoughts and actions.

10. read types of poetry that use inversion, rhyme and rhythm i.e.,

diamante shape haiku limerick name poems bio poems cinquain quatrain

33


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%




1. use the five-step writing process i.e.,

prewriting drafting revision editing publishing

2. write for a specific purpose i.e.,

creative narrative informative persuasive

3. develop a 3-5 paragraph composition.

4. use a writing prompt to develop a composition that is well organized, has clear focus, uses varied sentence structure and word choice, and demonstrates effective use of mechanics.

5. apply capitalization rules, punctuation rules, a variety of sentence types, correct pronoun case and pronoun/antecedent agreement, correct verb tense and subject/verb agreement in all composition writing.

34


SIXTH GRADE

Sixth grade students continue to develop as independent, motivated readers and writers who think critically and take responsibility for their learning. Students will engage in vocabulary, fluency and comprehension strategies applied across the content areas. At this level, children will interact with a wide range of literary forms, building the foundation for lifelong reading and writing. West Virginia teachers are responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in the students’ learning environment.


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent

Less than 60%

I A M N


1. provide direct and rich vocabulary.

2. determine the meaning of words from their use in context.

3. determine the definition of multiple-meaning words used in context.

4. determine the synonym for words in text to improve quality (e.g. precise verbs, descriptive modifiers, sensory details).

5. recognize and use root origins as structural cues in determining word meaning.

6. recognize root words, prefixes and suffixes as cues in determining word meaning.

7. use resource materials (e.g. dictionary; glossary; thesaurus) to determine the meaning of unknown words or multiple meaning words.

8. use connotation and denotation to understand meaning.

9. analyze text to determine transitional words.

10. use graphic organizers during vocabulary instruction to make connections between prior knowledge of words/vocabulary to unfamiliar or new content.

35


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


B. FLUENCY: Explore vocabulary words through multiple exposure

1. read with accuracy and comprehension instructional level texts designed for the sixth grade and use self-correction strategies.

2. read familiar stories, poems and passages with fluency.

3. read orally with expression literary texts across the curriculum.

4. increase amount of independent reading.


1. read literary works by national and international authors to include but not limited to the following: short stories, science fiction, contemporary fiction, historical fiction, biographies, narratives, and poetry.

2. read literary works by West Virginia authors.

3. determine the main idea of a passage whether stated or inferred.

4. determine the author’s purpose by analyzing information on tone, style, and technique of writing.

5. determine the appropriate reading strategy (e.g., rereading) to acquire specific information.

6. locate specific details in a literary selection to promote initial understanding including but not limited to vocabulary, cause-effect, classifying, compare and contrast, sequence, etc.

7. determine plot, style, mood, characterization, and time/sequence order words to construct initial meaning and genre (e.g., science fiction, folktales, etc.).

8. practice the skill of developing graphic organizers.

36


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


9. use graphic organizers to construct meaning of a literary selection showing main ideas, supporting details, and the relationship among those ideas.

10. interpret text to determine a character’s feelings, motives and traits from the text.

11. draw a conclusion to describe characters based on their thoughts and actions.

12. justify conclusions or opinions reached from textbook information.

13. identify and apply comprehension strategies through the critical thinking of summarizing and interpreting.

14. justify conclusions drawn by the student, based on textbook information.

15. use context clues to determine the meaning of a word or phrase.

16. determine the sequence of events in a text to determine and enhance understanding.

17. use setting, plot, characterization and style to determine a text’s genre (e.g., science fiction, folktale).

18. locate specific details in both functional (e.g., advertisements) and recreational materials to promote understanding .

19. distinguish between fact and opinion.

20. determine the meaning of persuasive language and propaganda in functional text (e.g., advertisements, magazine articles, pamphlets, etc.).

21. locate specific details in ads and other functional material to verify initial understanding.

37


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%




1. use writing strategies to compose various types of compositions i.e.,

informative descriptive narrative expository persuasive chronologically ordered explanatory compare/contrast cause/effect

2. use a writing prompt to develop a composition that contains specific, relevant details and transitions.

3. provide opportunities to use the five-step writing process i.e.,

prewriting drafting revising editing publication throughout the text

4. make use of functional types of writing i.e.,

book reports friendly letter essay questions outlining

38


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


5. use writing strategies to address specific writing purposes i.e.,

creative journalistic essay descriptive narrative informative persuasive expository

and address various audiences (e.g., peers, teacher; employers).

6. identify and use correct note taking process.

7. organize information into an outline by categorizing information into topic, subtopic and detail.

8. respond in writing to recreational and functional text using a variety of strategies and styles including but not limited to newspaper article, essay, journal, friendly letter, business letter, research and poetry.

9. demonstrate the use of personal writing for pleasure and enjoyment including but not limited to journals and friendly letters.

10. use traditional organizers to create, read, interpret and organize information in the form of tables, graphs, diagrams and charts.

39


SEVENTH GRADE

Seventh grade students continue to develop as independent, motivated readers and writers who think critically and take responsibility for their learning. Students will engage in vocabulary, fluency and comprehension strategies applied across the content areas. At this level, children will interact with a wide range of literary forms, building the foundation for lifelong reading and writing. West Virginia teachers are responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in the students’ learning environment.


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent

Less than 60%

I A M N

For student mastery of content standards and objectives the instructional materials will provide opportunities for the student to A. VOCABULARY: the use of words to enhance and improve reading

comprehension and fluency

1. use root words, prefixes, and suffixes to spell and comprehend word meanings.

2. understand and use resource materials (e.g., thesaurus, dictionaries).

3. recognize and understand the use of abbreviated words.

4. understand connotation and denotation associated with words, sentences and passages.

5. use graphic organizers to increase comprehension of words, their definitions and usage.

6. determine the meaning of words from their use in context, including multiple meaning words.

7. determine synonyms for words in texts (e.g., precise verbs, descriptive modifiers, sensory details, transitional cues).

40


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


B. FLUENCY: the ability to read orally and silently with accuracy, expression,

comprehension and appropriate rate

1. recognize and exhibit oral communication skills by monitoring tone, rate and volume.

2. read a variety of stories, poems and passages with fluency.

3. perform dramatizations to increase fluency.

4. increase amount of independent/individual reading.

5. use reading partners to refine/perfect reading fluency.

C. COMPREHENSION: active processing of constructing meaning in a variety of

literary works

1. apply reading skills while reading literary work by national and international authors to include but not limited to the following: short stories, science fiction, contemporary fiction, historical fiction, biographies, narratives, poetry.



4. determine the elements of literature i.e.,

plot style mood characterization time/sequence order words

to construct initial meaning and identify genre (e.g.,

science fiction, folktales, etc.).

5. use the elements of literature to recognize author’s and/or reader’s purpose.

41


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


6. recognize common themes through a variety of literary works and genres.

7. make inferences from functional materials to analyze information.

8. use comprehension strategies to generalize, evaluate, infer, and paraphrase.

9. recognize and evaluate the effects of figurative language in literary works/passages i.e.,

similes metaphors jargon idioms personification imagery alliteration

10. relate personal and real world experiences to text materials.

11. use previewing and scanning to make predictions about text.

12. use skimming to retrieve information.

13. define and apply literary terms in order to analyze and interpret literature.

14. read a variety of poetic forms to recognize the use of inversion, rhyme, and rhythm in narrative poems, ballads, and lyrics.

15. use graphic organizers to construct meaning of textbook passage showing main ideas, supporting details, and the relationship among those ideas.

42


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


16. analyze text to make character generalizations and descriptions i.e.,

feelings motives traits thoughts actions

17. justify and support conclusions or opinions reached from textbook information.

18. identify and apply comprehension skills through summarizing, interpreting, critical thinking through projects (e.g., debates, written responses, posters, tableaux, etc.).


communicate effectively for different purposes as it applies to literature

1. use a prompt to develop a focused composition that addresses a specific literary passage.

2. respond in writing to recreational and functional texts using a variety of strategies and styles (e.g., newspaper article, essay, journal, friendly letter, business letter, research, and poetry).

3. use prewriting and drafting strategies to address specific writing purposes.

4. develop a composition that is focused, coherent, and has a clear and logical progression of ideas and smooth transitions.

5. use writing strategies to write for different audiences.

6. develop a composition with a beginning, middle, and ending, using relevant details and complete and varied sentences.

7. use graphic organizers to outline a written response.

8. use critical thinking to develop constructed responses to literary passages.

43


EIGHTH GRADE

Eighth grade students continue to develop as independent, motivated readers and writers who think critically and take responsibility for their learning. Students will engage in vocabulary, fluency and comprehension strategies applied across the content areas. At this level, children will interact with a wide range of literary forms, building the foundation for lifelong reading and writing. West Virginia teachers are responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in the students’ learning environment.


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent

Less than 60%

I A M N

For student mastery of content standards and objectives the instructional materials will provide opportunities for the student to

A. VOCABULARY: the use of words to enhance and improve reading comprehension and fluency

1. determine the meaning of words from their use in context, including multiple-meaning words.

2. develop vocabulary by following explicit instructional strategies.

3. use root words, prefixes, and suffixes to spell and comprehend word meanings.

4. determine synonyms for words in texts (e.g., precise verbs, descriptive modifiers, sensory details, transitional cues).

5. use graphic organizers to increase comprehension of words, their definitions and usage.

6. understand and use resource materials (e.g., thesaurus, dictionaries).

7. recognize and understand acronyms.

44


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


B. FLUENCY: the ability to read orally and silently with accuracy, expression,

comprehension and appropriate rate

1. recognize and exhibit oral communication skills by monitoring tone, rate and volume.

2. read a variety of stories, poems and passages with fluency.

3. perform dramatizations to increase fluency.

4. increase amount of independent/individual reading.

5. use reading partners in to refine/perfect reading fluency.

C. COMPREHENSION: the active processing of constructing meaning in a variety

of literary works

1. apply reading skills while reading literary work by national and international authors to include but not limited to the following: short stories, science fiction, contemporary fiction, historical fiction, biographies, narratives, poetry.



4. determine the elements of literature i.e.,

plot style mood characterization time/sequence order words

to construct initial meaning and identify genre (e.g.,

science fiction, folktales, etc.).

5. recognize common themes through a variety of literary works and genres.

45


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


6. make inferences from functional materials to analyze information.

7. provide direct instruction of comprehension strategies i.e.,

generalize evaluate infer paraphrase make judgments hypothesize critique analyze

8. recognize and evaluate the effects of figurative language in literary works/passages i.e.,

onomatopoeia pun

9. make text connections to self, to other texts and to the real world.

10. read a variety of poetic forms to recognize the use of inversion, rhyme and rhythm in narrative poems, ballads, lyrics and epic.

11. use graphic organizers to construct meaning of a textbook passage showing main ideas, supporting details and the relationship among those ideas.

12. analyze text to make character generalizations and develop descriptions i.e.,

feelings motives traits thoughts actions

13. justify and support conclusions or opinions reached from textbook information.

14. identify and apply comprehension skills through summarizing, interpreting and critical thinking.

46


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%



communicate effectively for different purposes as it applies to literature

1. use a prompt, use the writing process to develop a focused composition that addresses a specific literary passage.

2. respond in writing to recreational and functional texts using a variety of strategies and styles (e.g., newspaper article, essay, journal, friendly letter, business letter, research and poetry).

3. use prewriting and drafting strategies to address specific writing purposes.

4. develop a composition that is focused, coherent, and has a clear and logical progression of ideas and smooth transitions.

5. use writing strategies to write for different audiences.

6. develop a composition with a beginning, middle and ending, using relevant details and complete and varied sentences.

7. use graphic organizers to outline a written response.

8. use critical thinking to develop constructed responses to literary passages.

9. conduct research using parts of a book to gather, evaluate and synthesize data from a variety of sources (e.g., print, non-print, people).

10. Follow instruction on the use of the writing process i.e.,

prewriting drafting revision editing publication

47

READING/LITERATURE

SPECIFIC CRITERIA FOR CONTENT AND SKILLS NINTH GRADE

Reading and English Language Arts ninth grade students will focus on the effective use of written language in educational, occupational and interpersonal endeavors. To meet the needs of the 21st Century student, a wide range of media should enhance instructional delivery. Frequent interaction with a broad array of literature, both classic and contemporary, will encourage an appreciation for the power of the written and spoken word. West Virginia teachers are responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in the students’ learning environment.


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


For student mastery of content standards and objectives the instructional materials will provide opportunities for the student to A. VOCABULARY: use a variety of techniques to enhance vocabulary

development

1. expand the use of various strategies to establish word meanings i.e.,

context clues affixes multiple meanings

2. expand vocabulary through various literary works.

3. identify and apply word etymologies to determine meaning.

4. recognize choices of pronunciation and spelling (dictionary, spell check, thesaurus).

B. FLUENCY: increase personal reading fluency, both silent and oral, through a

variety of genres to enhance reading development

1. participate in independent and directed reading with emphasis on fiction and nonfiction, classic and contemporary.

48


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


2. practice using various reading skills for literary experience, information and/or performing a task i.e.,

skimming scanning note-taking SQ3R

3. provide practice in the location of specific information from various genres i.e.,

main and supporting ideas specific facts statistics definition

C. COMPREHENSION: understand and relate to a variety of genres on literal, interpretive and critical levels using effective reading strategies

1. identify historical, cultural and biographical influences of literary works.

2. recognize literary styles according to genre.

3. recognize and explain the purpose of illustration within a specific text (e.g., pictures, artwork, graphic organizers such as maps, charts, lists and graphs).

4. recognize literary devices i.e.,

personification symbolism imagery metaphor simile humor rhythm rhyme meter alliteration assonance

49


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


5. identify literary elements within a specific genre (e.g., point of view, theme, conflict, characterization, voice).

6. form supportable predictions, opinions, inferences and conclusions based upon text.

7. recognize the elements, structures and tone of various genres.

8. perform a task from written directions.

D. Writing: employ a wide range of writing strategies to communicate effectively

for different purposes

1. address specific writing purposes (e.g., narrative, expository, persuasive, descriptive).

2. provide strategies for the five-step writing process i.e.,

prewriting drafting revising editing publication

3. create a well-developed composition from a prompt.

4. use a clearly worded and correctly placed thesis statement to develop a composition that addresses the assigned topic.

5. use a clear, logical progression of ideas (e.g., spatial order in descriptive essay, chronological order in process essay, to develop a composition that is focused and coherent).

6. use different transitional devices (e.g., introductory and transitional phrases and conjunctions) within and between paragraphs.

7. use complete and varied sentences to develop a composition.

50


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


8. use appropriate and precise word choice to develop a composition.

9. access and evaluate a variety of sources i.e.,

Reader’s Guide card catalog electronic media

10. extend note-taking skills to process and organize information.

11. recognize the concept of intellectual property and plagiarism (e.g., media copyright laws, public/private domain, primary/secondary sources).

12. differentiate between plagiarism and paraphrasing.

13. develop outlining skills to organize text and composition information by selecting main points and supporting details.

14. practice correct use of bibliographic format in research documentation (e.g., MLA and APA).

15. integrate writing skills and assignments using literary text and grammar.

16. provide supplemental language materials to support writing.

17. provide supplemental materials on literary criticism for the advanced student: literary criticism, graphic organizers, essential questions and researched based strategies.

51


TENTH GRADE Reading and English Language Arts tenth grade students will use written language for educational, occupational and interpersonal endeavors. Preparation will include critiquing oral presentations and using listening, speaking and viewing while reading and writing. To meet the needs of the 21st Century student, a wide range of media should enhance instructional delivery. Frequent interaction with a broadened array of literature will encourage an increased appreciation and understanding of the power of the spoken and written word across the curriculum. West Virginia teachers are responsible for the benefits of technology for learning and for integrating technology appropriately in the students’ learning environment


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent

Less than 60%

I A M N

For student mastery of content standards and objectives the instructional materials will provide opportunities for the student to A. VOCABULARY: use vocabulary skills to read for literacy experience, read to

inform and read to perform a task

1. expand the use of various strategies to establish word meaning i.e.,

context clues affixes multiple word meanings

2. expand vocabulary through reading various literary works.

3. explain and apply knowledge of word etymologies to determine word meaning.

4. develop vocabulary skills through direct instruction.

5. compare and contrast pronunciation of words and different spellings.



1. participate in independent and directed reading selections with emphasis on fiction and nonfiction, classic and contemporary.

2. use texts for practice in rate, accuracy and prosody (e.g., Readers Theatre).

52


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


C. COMPREHENSION: understand and relate to a variety of genres on literal,

interpretive and critical levels using effective reading strategies

1. analyze and research historical, cultural and biographical influences of literary works.

2. compare and contrast literary styles according to genre.

3. recognize characteristics of author’s style, purpose and tone.

4. form supportable predictions, opinion, inferences and conclusions based upon a text and/or implicit ideas.

5. recognize and interpret author’s choice of literary devices (e.g., personification, symbolism, imagery, metaphor, simile, humor, rhythm, rhyme, meter and alliteration).

6. recognize persuasive language and techniques (e.g., advertisements, junk mail and news stories).

7. access and evaluate a variety of sources (e.g., Reader’s Guide, card catalog, electronic media and newspapers).

8. apply note-taking skills to process and organize information such as paraphrasing, summarizing and quoting.

9. organize text and composition information and outline by selecting main points and supporting details.

10. communicate and follow intricate directions.

11. employ appropriate classroom communications skills such as asking and answering questions to foster comprehension and communication in the appropriate tone, and at the appropriate time.

12. practice various reading skills for literary experience, information and/or performing a task (e.g., skimming, scanning, note-taking, SQ3R).

53


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


13. practice locating specific information from various genres (e.g., main and supporting ideas, specific facts, statistics, definition).

D. WRITTEN APPLICATION: use writing application and the writing process to

enhance understanding of a wide variety of literature

1. employ writing strategies to address specific audiences.

2. use prewriting strategies to generate topics and plan approaches to writing.

3. use various points of view to create a well-developed composition from a writing prompt.

4. develop worded and correctly placed thesis statement that is supported by relevant details to develop a composition that addresses the assigned topic.

5. develop writing that is focused and coherent and has a clear, logical progression of ideas.

6. use different transitional devices within and between paragraphs.

7. develop a composition with vivid, precise and economical word choice.

8. explain and identify the concept of intellectual property and plagiarism in all media.


10. integrate writing skills and assignments using literary text and grammar.

11. use supplemental language materials to support writing.

12. use supplemental materials to develop literary criticism for different student developmental levels (e.g., graphic organizers, essential questions, and research-based strategies).

54


ELEVENTH GRADE Reading and English Language Arts eleventh grade students will refine and enhance foundational literary and communication skills through academic rigor and depth. Career formalization, including college entrance exam preparation and workplace readiness skills, will become a primary focus. Challenging research and writing skills will be emphasized across the curriculum. Instruction across the curriculum will integrate technology appropriately in the students’ learning environment. To meet the needs of the 21st Century student, will enhance instructional delivery through a wide range of media.


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


For mastery of Content Standards and Objectives, the instructional materials will provide opportunities for students to A. VOCABULARY: use a variety of reading skills that includes appropriate

reading strategies and more independent reading

1. expand vocabulary through reading literary works and applying word etymologies to determine meaning.

2. understand and apply knowledge of literary devices.

3. analyze text, using proper terminology, according to content, structure and tone.

4. understand the terminology used in literary criticism.

5. use persuasive language.

6. use vivid and precise vocabulary.



1. use appropriate reading strategies for various purposes.

2. participate in independent and directed reading with emphasis on classic literature.

3. practice to increase reading rate, accuracy, prosody and comprehension.

55


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


C. COMPREHENSION: understand and relate to a variety of genres on literal, interpretive and critical levels using effective reading strategies

1. research, analyze and evaluate historical, cultural and biographical influences of literary works.

2. analyze literary styles by genre.

3. increase the amount of independent reading.

4. select and use appropriate reading strategies.

5. analyze characteristics of author’s style.

6. draw conclusions, make inferences and generalizations, and interpret character traits.

7. analyze a variety of texts according to content, structure and tone.

8. evaluate persuasive language and techniques.


D. WRITING: employ a wide range of writing strategies to communicate

effectively for different purposes including developing the writing process, gathering and using information for research purposes, and applying mechanical and grammatical properties

1. employ writing strategies to address specific purposes and audiences.

2. generate topics and plan approaches to writing using prewriting strategies.

3. employ drafting strategies for interdisciplinary writing tasks.

4. develop a clearly worded and correctly placed thesis statement.

5. develop a focused and coherent composition.

6. identify and use subtle forms of transition in a composition.

56


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


7. identify rhetorical devices.

8. produce functional writing for job application letters, scholarship letters, essays and personal letters.

9. develop a personal style and voice in writing.

10. use information necessary to aid research and compile an essay or project following an accepted format, using printed and electronic sources.

11. use revision and editing strategies to correct errors in organization, content, usage, mechanics and spelling in functional and research writing.

12. use note-taking skills with specific attention to purpose, main ideas/key facts and overall themes in order to synthesize information into a well-developed essay.

13. explain the concept of intellectual property and plagiarism in all media.


15. produce a suitable outline for use in a researched essay or project.

16. integrate writing skills and assignments using literary text.

17. provide supplemental language materials to support writing.

18. Use supplemental materials on literary criticism for the advanced student: literary criticism, graphic organizers, essential questions and researched based strategies.

57


TWELFTH GRADE Reading and English Language Arts twelfth grade students will focus and polish personal skills and goals. Experiences such as a senior project or a sophisticated persuasive research paper will culminate the graduation experience. Readiness for the work place or post secondary education is the final educational reality check during the twelfth grade year. The expansion and appreciation of language and literature in spoken and written for is a primary focus. West Virginia teachers are responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in the students’ learning environment. To meet the needs of the 21st Century student, instructional delivery should be enhanced through a wide range of media.


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent

Less than 60%

I A M N

For student mastery of content standards and objectives the instructional materials will provide opportunities for the student to A. VOCABULARY: use a variety of techniques to enhance vocabulary

development

1. expand vocabulary by reading various literary works and applying word etymologies to determine meaning.

2. recognize vocabulary that is vivid, precise and economical.



1. provide independent reading.

2. increase reading rate, accuracy, prosody and comprehension.

C. COMPREHENSION: use comprehension skills to read for literacy experience, read to inform, and read to perform a task

1. research, analyze and evaluate historical, cultural and biographical influences to determine the impact on literary works.

2. analyze and evaluate author’s choice of genre.

58


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


3. analyze and evaluate characteristic of author’s style, purpose and techniques from a variety of selections by the same author such as critical review and literary character analysis.

4. construct supportable conclusions, make inferences and generalizations, and interpret character traits.

5. analyze and evaluate persuasive language and techniques (e.g., advertisements, junk mail, web sites and news stories).

6. analyze and evaluate types of text according to content, structure and tone.

7. read and evaluate literary criticism applicable to the genre being studied.


D. WRITING: employ a wide variety of writing strategies to communicate

effectively for different purposes

1. employ writing strategies to address specific purposes: narrative, expository, persuasive, research and creative.

2. employ drafting strategies for writing tasks involving literature.

3. develop a focused composition that has a clear and logical progression of ideas supported by relevant details.

4. use subtle forms of transition in a composition (e.g., sentence links, repetition of key words and sentences).

5. apply rhetorical devices (e.g., parallel structure, antithesis and narrative pace).

6. produce functional writing related to life skills (e.g., letter of job application, scholarship application, essay and personal letter).

59


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


7. explain the concept of intellectual property and plagiarism(e.g., media copyright laws and private/public domain).


9. correct errors in sentence structure and usage (e.g., parallelism, redundancy, misplaced modifiers and subordination).

10. integrate writing skills and assignments using literary text.

11. use supplemental language materials to support writing.

12. provide supplemental materials on literary criticism for the advanced student (e.g., literary criticism, graphic organizers, essential questions and researched based strategies).

60

instructional materials adoption publisher: … · · 2006-09-114. provide exemplars of...

Documents