This document contains the Westlake City Schools’ Language
Arts Course of Study, completed at the end of the 2000-2001 school year. The Language
Arts Course of Study has been reviewed and was approved by the Westlake City Schools’
Board of Education on
Cindy Archer |
Amy Klenz |
Jenni Sammon |
Lela Bakos |
Marilyn Krock |
Tracy Sawitzke |
Donna Barr |
Nancy Laing-Driver |
Colleen Scavuzzo |
Rosie Blayney |
Jenny Larcey |
Jackie Schaefer |
Rita Brown |
Stephanie Mavis |
Lanalee Scott |
Mary Buckingham |
Trudy Pauken |
Debra Schrembeck |
Mimi Bush |
Kathleen Petrus |
Janet Strauss |
Mindy
|
Susie Pocos |
Tharasa Szabo |
Barb Derethik |
Diane Reisdorff |
Leslie Telloni |
Tina Fouts |
Val Roberts |
Sue Walz |
Karen Huber |
Judy Rumsey |
Cheryl Watterson |
Beliefs are the principles and concepts that govern the district’s decisions and actions. They influence the district’s picture of the future (vision) and the reason the district exists (mission). The beliefs, vision and mission of the Westlake City Schools District follow.
The Westlake city Schools believe that students come first, that dignity and worth of each individual is to be respected, and that learning is a lifelong process. We further believe that:
Successful students are ready to learn, display
appropriate behavioral and social skills, assume responsibility, and work to
reach their full potential. They are
enthusiastic about learning, possess basic academic skills and strive for
excellence.
Supportive families are proactive and involved
in all aspects of their children’s education, assist their children with
schoolwork, encourage their children to make positive choices and to be
responsible for their actions, offer guidance and motivation so their children
reach their full potential, and work in partnership with school.
Exemplary teachers care for their students, are
knowledgeable regarding subject matter and effective instructional strategies,
and engage students in meaningful learning experiences.
Exemplary administrators are knowledgeable and
provide meaningful instructional and managerial leadership. They create a safe, orderly, professional and
supportive environment, empower all staff by providing opportunities for
professional development and communicate effectively with all constituents.
Exemplary support personnel assist in the education of
our children by providing a healthy, safe, nurturing and responsive learning
climate.
Ideal learning environments are child-centered,
stimulating and positive, free from distractions, appropriate in class size,
and include ample and varied resources.
Students and staff feel safe physically and emotionally, and devote
themselves to academic and personal achievement.
Helpful community members,
organizations and businesses celebrate their schools’ and students’
accomplishments, share resources and engage in dialogue.
VISION STATEMENT
The
Empowering all students to
achieve their education goals,
to direct their lives, and to
contribute to society
Westlake City Schools
Language Arts Committee
Position Statement
The Language Arts program is based on current research and reflects the following recommendations of the National Council of Teachers of English and the guidelines and standards set by the Ohio Department of Education:
q
Students need to experience a wide range of texts, print and non-print,
to build an understanding of text, themselves, and of the cultures of the
q
Students need to become aware and develop an understanding of the human
experience by reading a wide range of literature, including classic and
contemporary.
q
Students need to apply a wide range of strategies to comprehend,
interpret, evaluate and appreciate texts
q
Student need to communicate effectively using spoken, written, and
visual language for a variety of audiences and purposes.
q
Students need to employ a wide range of writing strategies and use
different process elements to communicate with different audiences.
q
Students need to apply knowledge of language structures (narrative,
expository, persuasive), language conventions, and media technique to create
and discuss print and non-print texts.
q
Students need to research an interest by generating ideas and questions
and by posing problems. They need to
gather, evaluate, and synthesize this data from a variety of sources.
q
Students need to use a variety of technological and information
resources to gather and synthesize information.
q
Students need to participate as reflective, creative, and critical
members of a variety of literacy communities
In order to support the vision and mission of the Westlake Schools within the core curriculum area of Language Arts we must ask the question:
“What needs to be done to ensure that children
become literate?”
In order to answer this question current research
indicates we, as a district, must commit to the goal of ensuring a balanced
literacy program for all students that integrates reading and writing across
the curriculum.
Although we believe that a balanced literacy program
may look different at different grade levels and the implementation of these
elements should be focused on the needs and developmental readiness of each
student, the essential elements of a balanced literacy program in grades K-4
include the following:
Reading Aloud
Shared
Guided
Independent
Shared Writing
Interactive Writing
Guided Writing or Writing Workshop
Independent Writing
Word Study
Individual conferences, small group, and whole class instruction are components of the balanced literacy program.
The use of these strategies should be informed by
appropriate assessment strategies that are employed consistently within and
across grade levels. The use of this
information will enable teachers to make adjustments and design instruction
based on individual student strengths and needs. Teachers will also use ongoing
observation, assessment, and documentation of individual student progress.
We recognize that achieving this goal is a process
that will require time, training and commitment by staff and parents.
This course of study and the supporting materials
represents the sustained work of a considerable number of staff members over an
extended period of time. The
extraordinary time and energy put into the development of this document
represents the collective realization of the fundamental nature that language
arts play in the literacy development of each child and how essential literacy
is to each child’s successful development.
The work on this course of study proceeded on two
levels.
q
A research and theoretical level where we worked to identify the best
thinking and research on language arts skill development. We did this by both reading key parts of the
literature ourselves and reflecting on this reading during our study groups as
well as using the services of well respected consultants.
q
The second level focused on the application and use of effective
language arts practices. We worked to
identify effective language arts practices from the field both in our own
school system, visits to other districts and from the descriptive
literature. During this entire process
we adopted a collaborative manner and maintained a commitment to systematic,
comprehensive, consistent and cohesive K-12 implementation.
q
An expanded process
Read and study: for the past two years K-12 teachers in
various study groups have read and studied the current literature on how
students learn and develop literacy
q
Data collection
In addition to the research,
data was collect on all
q Collaboration and input
Drafts of our work were regularly shared with all teachers and administrators as our learning and writing progressed. These sessions regularly involved grade level colleagues in monitoring and shaping the work, and provided increased and comprehensive feedback along the way.
q
Professional development
The strength of this program has been the significant learning that has been achieved by a large part of the staff in developing and defining writing, reading, listening and speaking standards at each level. The staff has committed to becoming a professional learning community. The many staff who have had a part in this process and development of the document are particularly appreciative of the steadfast support, patience and commitment of the superintendent and the Board of Education to undertake such a comprehensive and thorough review.
All students are unique. They have special abilities and needs, as well as different ways and rates of learning. Therefore, teachers have the flexibility to make appropriate adjustments in activities and instruction based upon the students’ strengths and needs.
Bold
face type indicates a current proficiency outcome.
Reading
Standards:
|
Alphabetic
Principle Students know how to translate
letter patterns into spoken language using phonics, syllables and word parts,
and apply this knowledge for fluent oral and silent reading. Technology Competencies: -Research Tools |
q Identify all uppercase and
lowercase letters q Recite and sequence
letters of the alphabet q Identify consonant sounds Be able to use teacher-generated links to specific
Internet sites. Suggested Activities: §
Use Online activities |
|
Phonemic
Awareness Students know how to translate
letter patterns into spoken language using phonics, syllables and word parts,
and apply this knowledge for fluent oral and silent reading. Technology Competencies: -Basic Operations |
q Distinguish beginning
sounds in words q Identify rhyming words Locate alphabet letters and numbers on the keyboard. Suggested Activities: §
Use an appropriate CD ROM program to practice |
|
Acquisition
and Application of New Vocabulary Students
use their knowledge of word parts, word relationships, word origins, and
context clues to determine the meaning of specialized vocabulary and new
words encountered in reading. |
q Begins to develop a sight
word vocabulary |
|
Expository
and Literary Text Students
apply a wide range of strategies to comprehend, interpret and evaluate text,
representing a variety of authors, cultures and eras. Technology Competencies: -Productivity Tools -Communication Tools |
q Sequence events q Retell a story with a
beginning, middle and an end q Predict upcoming events q Compare/contrast stories q Recall information q Use variety of reading
strategies: picture clues, context, phonemic awareness, rhyme, repetition q Recognize text as
fiction/non-fiction Enter and text into the computer with support. Suggested Activities: §
Use Power Point to retell a story recording students’ voices and
using pictures. |
|
Independent
Technology Competencies: -Productivity Tools |
q Understand conventions of
print Suggested Activities: §
Create an alphabet book using a multimedia program (Power Point, Appleworks Slideshow) |
Writing
Standards:
|
Writing
Strategies Students
address purpose and audience through use of effective writing processes:
research, prewriting, drafting, revising, editing and publishing. |
q Begin to use the writing
process |
|
Grammar
and Conventions Students compose text and exhibit
English language conventions of mechanics, grammar, usage, and spelling
appropriate to the audience, purpose and topic. |
q Form uppercase and
lowercase letters with D’Nealian q Apply conventions of print q Use transition spelling |
|
Narrative,
Persuasive, and Expository Writing Students write several kinds of
texts including narrative and persuasive, as well as a variety of expository
texts. They demonstrate an awareness
of audience, purpose and form, using stages of the writing process. |
q
Dictate complete sentences in response to prompts |
Listening,
Speaking and Viewing Standards:
|
Listening
and Viewing: Students attend
respectfully, listen actively and respond critically to oral and visual
communications. |
q
Attend appropriately to speaker or presentation q
Follow directions q
Listen for information and pleasure q
Begin to participate in various forms of oral
communication, with support |
|
Speaking
Strategies and Applications: Students communicate
effectively to a variety of audiences, situations and purposes. Technology Competencies:
-Communication Tools
|
q Face person or persons
when speaking q Speak clearly at an
understandable pace q Use complete sentences when
appropriate q Begin to participate in
various forms of oral communication, with support q Develop specific
vocabulary for a variety of purposes Suggested
Activities:
§
Share the Alphabet book Presentation or story retelling |
Reading
Standards:
Alphabetic Principle
Students
know how to translate letter patterns into spoken language using phonics and
word parts, and apply this knowledge for fluent oral and silent reading. Technology Competencies: -Research
Tools |
q
Identify all uppercase and lowercase letter names q
Generate the sounds from all letters and from a variety of letter
patterns (consonant blends, long and short vowel patterns) q
Blend these sounds into recognizable words Be
able to use teacher-generated links to specific Internet sites to locate
information Suggested Activities: §
Use Online activities |
Phonemic Awareness
Students
know how to translate letter patterns into spoken language using phonics and
word parts, and apply this knowledge for fluent oral and silent reading. Technology Competencies: -Research Tools |
q
Distinguish beginning, middle and ending sounds in words q
Distinguish long and short vowel sounds q
Identify and produce rhyming words q
Blend vowel – consonant sounds, consonant blends and vowel – vowel
sounds to make words q
Add, delete and change target sounds to change words (in to pin) q
Segment words into individual sounds, including consonant blends Be
able to use teacher-generated links to specific Internet sites to locate
information. Suggested Activities: §
Use Online activities |
|
Acquisition and
Application of New Vocabulary Students
use their knowledge of word parts, word relationships and context clues to
determine the meaning of vocabulary and new words encountered in reading. Technology Competencies: -Research Tools |
q
Use knowledge of common word families to decode unfamiliar words q
Know high frequency words and common sight words (have, said, the) q
Use sentence and word context to understand new words and words with
multiple meanings q
Use knowledge of individual words in unknown compound words to
predict their meaning (raindrop, lunchtime, daydream) q
Identify contractions (isn’t, can’t), and common abbreviations
(Jan. Fri.) q
Use a resource such as the dictionary Be
able to use teacher-generated links to specific Internet sites to locate information Suggested Activities: §
Use Online dictionaries and dictionaries on CD ROM |
|
Expository (Informational and Technical) Text Students
apply a wide range of strategies to comprehend, interpret and evaluate texts,
representing a variety of authors, cultures and eras. Technology Competencies: -Research Tools -Productivity Tools |
q
Use common text features including title page, table of contents and
illustrations to locate information in text q
Use features of informational text such as maps, charts,
illustrations and diagrams to interpret information q
Use graphic organizers such as webs, venn
diagrams and illustrations to show information q
Follow simple multi-step written instructions q
Recall major points in text and make predictions about coming
information (orally or written) q
Identify the central ideas and supporting details of informational
text (orally or written) q
Ask clarifying questions concerning essential elements of
informational text (why, who, where, what, if, how) q
Relate prior knowledge and experience to information found in text q
Explain the connections between illustrations and text and how
illustrations support the text Enter
and edit text into the computer (fonts, centering, color, etc.) Able
to use teacher-generated links to specific Internet sites to locate information Suggested Activities: §
Do Web activities |
|
Literary Text Students apply a wide range of strategies to comprehend, interpret and evaluate texts, representing a variety of authors, cultures and eras. Technology
Competencies: -Research Tools
-Problem-solving and Decision-making Tools |
q
Identify genres of literature such as poetry, fiction and non-fiction q
Identify the elements of main idea, character and setting q
Determine what a character is like from what he or she says or does
and from how the author/illustrator portrays the character q
Compare and contrast different versions of the same story q
Explain how an author’s choice of words appeals to the senses,
suggests mood and sets tone q
Constructs Meaning: §
Retell the story/poem (orally or written) §
Identify characters and setting
§
Identify and interpret beginning, middle and ending §
Identify problem and solution when appropriate §
Draw in response to story q
Examines/Extends Meaning: §
Makes simple inferences, with teacher support §
Makes predictions §
Compares/contrasts stories §
Summarizes texts §
Determines cause and effect §
Separates between real and fantasy Search
the online catalog to find a book or information by title, author, subject or keyword Be
able to use teacher-generated links to specific Web sites to locate information Use
Information CD’s online databases or other reference materials to locate information Introduce
the concept of plagiarism Collect
information and share verbally and visually using varied technologies Introduce
the concept of plagiarism Collect
information and share verbally and visually using varied technologies Suggested Activities: §
Read an online story §
Research an author §
Students compare and contrast two stories using a word processing program |
|
Independent Students apply a wide range of strategies to comprehend, interpret and evaluate texts, representing a variety of authors, cultures and eras. Technology Competencies: -
Communication |
q
Read at least 25 books or book equivalents independently or with
assistance and regularly participate in discussions of their reading q
Independently choose books he/she likes to look at and read q
Sustain independent reading of a “just right” book Send,
receive and print an email message
Suggested Activities: §
Email other classrooms, students, teachers and parents §
Post to a threaded discussion their ideas about the reading
selections |
Print Awareness
|
q
Demonstrate directionality q
Knows how to hold books q
Demonstrate return sweep q
Knows where to begin reading and when to turn the page q
Tracks print when reading or listening to a familiar text and when
rereading own writing q
Identify title page, including title, author and illustrator of text |
|
Silent/Oral
Technology
Competencies:
-Research |
q
Self-corrects reading miscues that interfere with meaning q
Integrates cueing systems (picture, semantic, syntactic, graphophonic) q
Orally reads a first grade benchmark text with fluency and expression Be
able to use teacher-generated links to specific Web sites to locate
information Suggested Activities: §
Read Online story with a partner |
|
Choosing
Materials Related to Purposes |
q
Select fiction and non-fiction materials in response to a topic or
theme with teacher support q
Choose appropriate resources and materials to solve problems and make
decisions with teacher support |
Writing
Standards:
|
Prewriting Students
address purpose and audience through use of effective writing processes:
independently prewriting and drafting.
Technology Competencies: -Basic Operations -Productivity Tools -Research Tools |
q
Brainstorm ideas before writing q
Use graphic organizers for writing Demonstrate
awareness of proper finger placement on keyboard Enter
and edit text into the computer (fonts, centering, cut/paste, copy, color, etc.) Suggested Activities: §
Evaluate Online resources (compare and contrast) §
Create a word processing document as a draft and use the writing
process to edit. |
Drafting, Editing, and Revising
Students
address purpose and audience through use of effective writing processes:
revising and editing with teacher support. Technology Competencies: -Productivity Tools -Research Tools -Basic Operations
|
q
Use the writing process to create a draft q
Share writing to obtain feedback from peers and teacher q
Use resources such as a dictionary and a word wall to revise and
clarify word choice q
Edit for appropriate use of grammar (word usage) and mechanics
(capitalization and ending punctuation) q
Revise writing to improve quality, uses feedback/rubrics,
checklists and/or other scoring guides Enter
and edit text into computer (fonts, centering, spacing, color, etc.) Be
able to use teacher-generated links to specific Internet Web sites to locate information Demonstrate
awareness of proper finger placement on keyboard Enter
and edit text into the computer (fonts, centering, cut/paste, copy, color, etc.) Suggested Activities: §
Use Online activities §
The Monster Project §
The |
Publishing
Students
address purpose and audience through use of effective writing processes: publishing with teacher support. Technology Competencies:
-Communication Tools
-Research Tools -Productivity Tools |
q Prepare writing for
publication with teacher support Enter
and edit text into computer (fonts, centering, spacing, cut/paste, copy,
color, etc.) Be
able to use teacher-generated links to specific Internet Web sites to locate information Send,
receive, forward and print an email message. Suggested Activities: §
Publish writing products on the Web site |
Grammar and Conventions
Students
compose text that exhibit English language conventions of mechanics, grammar,
usage, and spelling appropriate to the audience, purpose and topic. Technology Competencies: -Productivity Tools -Research Tools -Basic Operations |
q
Print and write legibly in D’Nealin
manuscript, leaving space between words in a sentence q
Demonstrate subject and verb agreement q
Demonstrate sentence completeness q
Use a variety of sentence patterns q
Include descriptive words q
Use end punctuation q
Use correct capitalization
(proper nouns, first word in a sentence, “I”) q
Use transitional spelling (spell most words like they sound, with
high frequency words spelled correctly)
q
Use spelling patterns and rules (word families, c/v/c, c/vv/c,
c/v/c/e) Enter
and edit text into computer (fonts, centering, spacing, color, etc.) Be
able to use teacher-generated links to specific Internet Web sites to locate information Demonstrate
awareness of proper finger placement on keyboard Enter
and edit text into the computer (fonts, centering, color, etc.) Suggested Activities: §
Use Online activities §
Electronic journal |
|
Narrative Students
write several kinds of texts including narrative. They demonstrate an awareness of audience,
purpose and form. Technology Competency: -Productivity Tools -Communication Tools |
q
Write narratives that convey a message q
Contain a beginning, middle and end q
Use vivid language
Enter
and edit text into the computer (fonts, centering, color, etc.) Suggested Activities:
§
Keep an electronic journal §
Write a story using a word processing program, showing beginning,
middle and end. |
|
Expository Students
write several kinds of texts including expository. They demonstrate an awareness of audience,
purpose and form. Technology Competency: -Communication
Tools
|
q
Create one paragraph that includes a topic sentence and relevant
information across content areas q
Write descriptions that demonstrate a beginning, middle and end
moving through a logical sequence of steps or events (directions) q
Write a friendly letter complete with date, salutation, body and
closing that includes relevant information q
Write a journal entry with 2-3 sentences based on one topic Send, receive, and print an email message. Suggested Activities: §
Email other classrooms in and out of the district, utilizing the
writing genres. |
Listening,
Speaking and Viewing Standards:
|
Listening and Viewing Strategies Students
attend respectfully, listen actively and respond critically to oral and
visual communication. Technology
Competencies: -Research
Tools -Problem-solving and Decision-making Tools |
q
Demonstrate active listening such as orienting to speaker, making
visual contact and asking appropriate questions q
Recall basic ideas in oral and visual communications q
Identify main ideas in oral and visual communications q
Follow multi-step oral directions q
Recognize the musical elements of language (rhymes, rhythms and
repeated sounds) q
Connect prior experiences to those of the speaker q
Work in small groups in which the student displays appropriate
turn-taking behaviors and recognizes the rights of others q
Listen for information and pleasure Be
able to use teacher-generated links to specific Web sites to locate information Introduce
the concept of plagiarism. Collect
information and share verbally and visually using varied technologies Suggested
Activities: §
Students use a multimedia rubric while viewing fellow students
multimedia presentations (ex: Power Point, Appleworks
Slideshow) |
|
Speaking Strategies Students communicate effectively for a variety of audiences, situations and purposes. Technology Competencies: -Research
Tools
-Problem-solving and Decision-making Tools |
q
Speak clearly at an understandable pace q
Speak with appropriate volume q
Use clear and specific vocabulary to communicate ideas q
Use standard English language conventions (sentence structure,
grammar, usage) Introduce
the concept of plagiarism. Collect
information and share verbally and visually using varied technologies Suggested Activities: §
Present multimedia presentations to various audiences |
|
Speaking Applications Students communicate effectively for a variety of audiences, situations and purposes. |
q
Present dramatic interpretations (stories, poems, plays) q
Begin to participate in various forms of oral communications with
teacher support (conversation, book talks, presentations) q
Respond appropriately to read-alouds and
questions q
Demonstrate growing knowledge and use of vocabulary |
Alphabetic
Principle
Students know how to translate
letter patterns into spoken language using phonics, syllables and word parts,
and apply this knowledge for fluent oral and silent reading.
|
q
Generate the sounds from all the letters and from a variety of letter
patterns, including consonant blends and long- and short-vowel patterns, and
blend those sounds into recognizable words |
Phonemic Awareness
Students
know how to translate letter patterns into spoken language using phonics,
syllables and word parts and apply this knowledge for fluent oral and silent
reading. |
q Use
knowledge of short vowel pattern (cvc), long vowel
patterns (1) vce (2) cvvc
(3) cv, consonant blends,
digraphs, diphthongs to decode words including nonsense words
q Identify and produce
rhyming words q Add, delete and change
target sounds to change words q Recognize syllables,
prefixes (un-, re-, dis-), suffixes (-full, -less, -ness, -ly)
inflectional endings (ing, ed, s, es).
|
Acquisition and
Application of New Vocabulary
Students
use their knowledge of word parts, word relationships, word origins, and con
text clues to determine the meaning of specialized vocabulary and new words
encountered in reading. |
q
Use knowledge of prefixes (un-, re-, pre-, bi-, mis-,
dis-), and suffixes (-ed,
-er, -est, -ful, -less) to
determine
the meaning of words
q
Know root words (smile) and their various inflections (smiles, smiling,
and smiled) q
Use knowledge of common and complex word families to decode unfamiliar
words (gate, late, kite, bite) q
Know high frequency and common irregular sight words (have, said, the,
of) q
Use sentence and word context to understand new words and words with
multiple meanings (quarters) q
Use knowledge of individual words in unknown compound words
(lunchtime, lunchroom, daydream, raindrop) to predict their meaning q
Identify contractions (isn’t, aren’t, can’t, won’t), and common
abbreviations (Jan., Fri.) q
Use knowledge of antonyms, synonyms, homophones and homographs to
determine the meaning of words- The pencil has lead in it, I will lead the
way q
Use resources such as the dictionary, thesaurus, and glossary to
determine the meaning and pronunciation of unknown words q Identify and interpret
vocabulary critical to the meaning of text with teacher support |
Expository
(Informational and Technical) Text
Students
apply a wide range of strategies to comprehend, interpret, and evaluate text,
representing a variety of authors, cultures and eras. Technology
Competencies: -Productivity
Tools |
q
Use commmon features including title page,
table of contents, chapter headings, captions, glossaries, indexes and
illustrations to locate information in text
q
Use features of informational text such as maps, charts,
illustrations and diagrams to interpret information
q Use graphic organizers such
as webs, Venn diagrams and illustrations to show information q Follow simple multiple-step
written instructions q Evaluate two and three-step
directions for proper sequencing and completeness q
Recall major points in text and make predictions about coming
information q
Identify the central ideas and supporting details of informational
text q Ask clarifying questions
concerning essential elements of informational text (who, what, where, why,
how) q Answer questions by
pinpointing information in text. q Relate prior knowledge and
experience to information found in text q Explain the connections
between illustrations and text, and how illustrations support the text q Differentiate and
understand font awareness (bold print, italicized words) to extend
understanding of text Enter
and edit text into the computer (fonts, centering, cut/paste, copy, color,
etc.) Suggested Activities:
§
Create a Power Point Presentation or a word process document of a
book review §
Create a graphic organizer showing cause and effect, or fact and
opinion §
Web Projects: Ex:
Research Abe Lincoln, organize information into an outline or web,
storyboard and then create a Power Point presentation |
Literary Text
Students
apply a wide range of strategies to comprehend, interpret, and evaluate
texts, representing a variety of authors, cultures and eras. Technology Competencies: -
Research Tools -
Problem-Solving and Decision-Making Tools |
q
Identify common genres of literature such as poetry, drama, fiction
and non-fiction
q Identify the
characteristics of various imaginative forms of literature, including
fantasies, fables, fairy tales and folk tales q
Determine and summarize the themes and authors’ messages in fictional
and non-fictional work q
Identify the elements of plot, character and setting in literary works q
Determine and summarize the themes and authors’ messages in fictional
and non-fictional work q
Identify and retell orally and in writing the elements of plot
(problem and solution), character and setting in literary works q
Distinguish between cause and effect, as well as, fact and opinion q
Determine what a character is like from what he or she says and does,
and from how the author/illustrator portray the
character q
Compare and contrast different versions of the same stories reflecting
different cultures from around the world q Identify the speaker or
narrator in a selection q Recognize the rhythm and
patterns in sounds (onomotopoeia, alliteration,
assonance), and how they affect meaning q Describe techniques authors
use to influence readers’ feelings and attitudes (appeal of characters in a
picture book, logic and believability of plots, and settings, use of
figurative language) q Explain how an author’s
choice of words appeals to the senses, suggests moods and sets tone q Recall major points in text
and make predictions about coming information Search
the online catalog to find a book or information by title, author, subject or keyword Be
able to use teacher-generated links to specific Web sites to locate information Use
Information CD’s online databases or other reference materials to locate information Use
a simple, modified bibliographic format to cite sources. (Author, Title) Introduce
the concept of plagiarism Collect
information and share verbally and visually using varied technologies Suggested Activities: §
Read an online story §
Research an author |
Independent
Students
apply a wide range of strategies to comprehend, interpret, and evaluate
texts, representing a variety of authors, cultures and eras. Technology Competencies: -Communication |
q Self
corrects miscues that interfere with meaning
q
Integrates the three-cueing systems (meaning cues, structural cues, grapho-phonemic cues) q
Selects a book appropriate to the child’s reading level or purpose q
Engages is sustained independent reading q
Read at least 25 books or book equivalents independently or with assistance,
and regularly participate in discussions of their reading with other students
or adults Send,
receive, forward and print an email message Suggested Activities: §
Email other classrooms, students, teachers and parents discussing
reading selections §
Post to a threaded discussion their ideas about the reading
selections |
|
Writing
Strategies Students
address purpose and audience through use of effective writing processes:
research, prewriting, drafting, revising, editing and publishing. Technology Competencies: -Basic Operations -Productivity Tools -Research Tools |
Prewriting and Research
q Brainstorm ideas from
personal experience, interest and books q Construct questions about
a topic q Develop graphic organizers
for writing assignments q Assess and select
information from print, video and online resources, using the resources of
the media center (for example: card
catalogue, Web sites, electronic mail, CD ROMs) Drafting, Editing, and Revising
q Use writing process to
draft, improve writing and publish writing with teacher and peer support q Share writing to obtain
feedback from peers and teacher q Use resources such as a
dictionary and a word wall to revise and clarify word choice q Edit for appropriate use
of grammar and mechanics. q
Revise writing to improve quality, use feedback/rubrics, checklists
and/or other scoring guides
q
Prepare writing for publication by purposefully using illustration
and legible writing Demonstrate
awareness of proper finger placement on keyboard Enter
and edit text into the computer (fonts, centering, cut/paste, copy,
color, etc.) Suggested Activities: §
Evaluate Online resources (compare and contrast) §
Create a word process document as a draft and use the writing process
to edit. |
|
Grammar
and Conventions Students
compose texts that exhibit English language conventions of mechanics,
grammar, usage and spelling appropriate to the audience, purpose and topic. Technology Competencies: -Productivity Tools -Research Tools -Basic Operations |
q
Write legibly in D’Nealian manuscript and
cursive, leaving space between words in a sentence, and between words and the
edges of the paper q
Demonstrate understanding of the rules of the English language in written
and oral work by automatically selecting the structures and features of the
language appropriate to purpose, audience and context of the work, including:
§
Grammar: Nouns; regular and irregular plurals; verbs, adjectives and pronouns. §
Sentence Structure: Simple and compound
sentences that are complete and exhibit correct word order. §
Usage: Subject-verb agreement. §
Punctuation: Regular use of end marks,
commas in a short series, greetings and closures in a letter, dates. §
Capitalization: Proper nouns, the first
word in a sentence, the pronoun I. q
Spell Correctly in a written form: §
Multisyllabic
words using regularly spelled phonogram patterns; Contractions, compounds and
common homophones (hair/hare) §
Words with inflectional endings, including plurals and past tense and
words that drop the final “e” when such endings as -ing, -ed, or –
able are added; §
Using spelling patterns and rules such as: oil/toy, match/speech, badge/cage and
consonant doubling; and high frequency words Enter
and edit text into computer (fonts, centering, spacing, cut/paste, copy,
color, etc.) Be
able to use teacher-generated links to specific Internet Web sites to locate information Demonstrate
awareness of proper finger placement on keyboard Enter
and edit text into the computer (fonts, centering, cut/paste, copy,
color, etc.) Suggested Activities: §
Use Online activities |
|
Writing Students
write several kinds of texts, including narrative and persuasive, as well as
a variety of expository texts. They
demonstrate an awareness of audience, purpose and form, using stages of the
writing process. Technology Competencies: -Productivity Tools -Communication |
q
Write narratives that: §
Convey a message §
Include well-chosen detail to develop the impressions §
Contain a beginning, middle and end §
Use vivid language Enter
and edit text into the computer (fonts, centering, cut/paste, copy,
color, etc.) Send,
receive, forward and print an email message Suggested Activities:
§
Email other classrooms in and out of the district, utilizing the
writing genres §
Keep an electronic journal |
|
Expository
Writing Students
write several kinds of texts including narrative and persuasive, as well as a
variety of expository texts. They
demonstrate an awareness of audience, purpose and form, using stages of the
writing process. |
q
Create paragraphs that include topic sentences, relevant information,
group related ideas and maintain a consistent focus q
Write summaries across content areas that contain the main ideas and
the most significant detail (book reports, science experiments) q
Write descriptions that demonstrate a beginning, middle and end, and
move through a logical sequence of step or events (directions) q
Write a friendly letter and invitation complete with date, salutation,
body, closing and signature that addresses the knowledge and interest of the
recipient and includes relevant information q
Write a journal paragraph, including dates, based on one topic |
Listening,
Speaking and Viewing Standards:
|
Listening
and Viewing Strategies Students
attend respectfully, listen actively and respond critically to oral and
visual communications. Technology
Competencies: -Research
Tools -Problem-Solving and Decision-Making Tools |
q
Demonstrate active listening strategies such as orienting to speaker,
making visual contact and asking questions. q
Identify different purposes for listening q
Recall basic ideas in oral and visual communication q
Identify main ideas in oral and visual communications q
Follow multi-step oral directions q
Ask clarifying questions and respond to questions with appropriate
elaboration q
Determine a speaker’s general purpose q
Identify the musical elements of language and how they affect the
listener (rhymes, rhythms, repeated sounds) q
Connect prior experiences, insights and ideas to those of the speaker q
Compare ideas and points of view on issues in the media q
Work in small groups in which the students demonstrate appropriate
turn-taking behaviors, solicit comments from other group members, respond
appropriately to comments and questions and recognize the rights of others in
a discussion, avoiding the use of “put-downs” and inappropriate slang Be able to use teacher-generated links to specific Web sites to locate information Introduce
the concept of plagiarism Collect
information and share verbally and visually using varied technologies Suggested
Activities: §
Students use a multimedia rubric while viewing fellow students
multimedia presentations (ex: Power Point, Appleworks
Slideshow) |
|
Speaking
Strategies Students
communicate effectively for a variety of audiences, situations and purposes. Technology
Competencies: -Research Tools -Problem-Solving and Decision-Making Tools |
q
Speak clearly at an understandable pace q
Use clear and specific vocabulary to communicate ideas and establish
tone appropriate to the topic, audience, setting and purpose q
Clarify spoken text through the use of appropriate props (objects,
pictures, charts) q
Use Standard English to communicate clearly Introduce
the concept of plagiarism Collect information
and share verbally and visually using varied technologies Suggested Activities: Present
multimedia presentations to various audiences |
|
Speaking
Applications Students
communicate effectively for a variety of audiences, situations and purposes. |
q
Present dramatic interpretations, including multimedia presentations
of experiences, stories, poems or plays, using clear diction, pitch, tempo
and tone |
Reading Standards:
|
Alphabetic
Principle
© Students
know how to translate letter patterns into spoken language using phonics,
syllables and word parts, and apply this knowledge for fluent oral and
silent reading. |
q Generate the sounds from
all the letters and from a variety of letter patterns, including consonant
blends and long and short-vowel patterns and blend those sounds into
recognizable words |
|
Phonemic
Awareness
Students know how to translate letter patterns into spoken language using
phonics, syllables and word parts, and apply this knowledge for fluent oral and
silent reading. |
q Distinguish long and short
vowel sounds q Identify and produce
rhyming words q Blend vowel-consonant sounds, consonant blends and vowel-vowel
sounds to make words or syllables q Add delete and change
target sounds to change words q Segment words into
individual sounds, including consonant blends q Count the number of
syllables in words q Decode two syllable
nonsense words q
Segment regular multi-syllable words |
|
Acquisition and
Application of New Vocabulary Students
use their knowledge of word parts, word relationships, word origins and
context clues to determine the meaning of specialized vocabulary and new
words encountered in reading. |
q
Use knowledge of prefixes (for example, un-,re-,pre-, bi-, mis-, dis-), and suffixes (-ed, -er,
-est, -ful, -less) to
determine the meaning of words q
Know root words (for example, smile) and their various inflections
(for example, smiles, smiling, smiled) q
Use knowledge of common and complex word families to decode
unfamiliar words q
Know high frequency and common irregular sight words (for example,
have, said, the, of) q
Use sentence and word context to understand new words and words with
multiple meanings (for example, quarters) q
Use knowledge of individual words in unknown compound words (for
example, lunchtime, lunchroom, daydream, raindrop) to predict their meaning q
Identify contractions (for example, isn’t, aren’t, can’t, won’t) and
common abbreviations (for example Jan.
Fri.) q
Use knowledge of antonyms, synonyms, homophones and homographs to
determine the meaning of words q
Use resources such as: the dictionary, thesaurus and glossary to
determine the meaning and pronunciation of unknown words q
Identify and interpret vocabulary critical to the meaning of text
with teacher support |
|
Expository
(Informational and Technical) Text Students
apply a wide range of strategies to comprehend, interpret and evaluate texts,
representing a variety of authors, cultures and eras. Technology
Competencies: - Productivity
Tools |
q
Use common text features including title page,
table of contents, chapter headings, captions, glossaries, indexes and
illustrations to locate information in text
q
Use features of informational text such as maps,
charts, illustrations and diagrams to interpret information
q Use graphic organizers such
as webs, Venn diagrams, and illustrations to show information q Follow simple multiple-step
written instructions q Evaluate two and three-step
directions for proper sequencing and completeness q
Recall major points in text and make predictions about coming
information q
Identify the central ideas and supporting details of informational
text q Distinguish between cause
and effect, fact and opinion q Ask clarifying questions
concerning essential elements of informational text (who, what, where, why,
how) q Answer questions by
pinpointing information in text. q Relate prior knowledge and
experience to information found in text q Explain the connections
between illustrations and text, and how illustrations support the text q Differentiate and
understand font awareness (bold print, italicized words) to extend
understanding of text Enter
and edit text into the computer (fonts, centering, cut/paste, copy, color,
etc.) Suggested Activities:
§
Create a Power Point Presentation or a word process document of a
book review §
Create a graphic organizer showing cause and effect, or fact and
opinion q
Web Projects: Ex:
Research
|
Literary Text
Students apply a wide range of strategies to
comprehend, interpret, and evaluate texts, representing a variety of authors,
cultures and eras. Technology
Competencies: -Research Tools -Problem-solving and Decision-making Tools |
q
Identify common genres of literature such as poetry, drama, fiction
and non-fiction
q
Identify the characteristics of various imaginative forms of
literature, including fantasies, fables, myths, fairy tales and folk tales q Determine and summarize the
themes and authors’ messages in fictional and nonfictional
work q Identify and retell orally
and in writing the elements of plot (problem and solution), character and
setting in literary works q Distinguish between cause
and effect, as well as, fact and opinion q Determine what a character
is like from what he or she says and does, and from how the
author/illustrator portray the character
q Compare and contrast
different versions of the same stories reflecting different cultures from
around the world q
Identify the speaker or narrator in a selection q
Recognize the rhythm and patterns in sounds (onomotopoeia,
alliteration, assonance), and how they affect meaning q
Describe techniques authors use to influence readers’ feelings and
attitudes (appeal of characters in a picture book, logic and believability of
plots, and settings, use of figurative language) q
Explain how an author’s choice of words appeals to the senses,
suggests moods, and sets tone q
Recall major points in text and make predictions about coming
information Search
the online catalog to find a book or information by title, author, subject, or keyword Be
able to use teacher-generated links to specific Web sites to locate information Use
Information CD’s online databases or other reference materials to locate information Use
a simple, modified bibliographic format to cite sources. (Author, Title) Introduce
the concept of plagiarism Collect
information and share verbally and visually using varied technologies Suggested Activities: §
Read an online story §
Research an
author |
Independent
Students apply a wide range of strategies to
comprehend, interpret, and evaluate texts, representing a variety of authors,
cultures and eras. TechnologyCompetency: -
Communication |
q Self
corrects miscues that interfere with meaning.
q Integrates the
three-cueing systems (meaning cues, structural cues, grapho-phonemic
cues) for fluency and comprehension q
Selects a book appropriate to the child’s reading level or purpose q Engages in sustained
independent reading q Read at least 25 books or
book equivalents independently or with assistance, and regularly participates
in discussions of their reading with other students or adults Send,
receive, forward and print an email message Suggested Activities: §
Email other classrooms, students, teachers, and parents discussing
reading selections §
Post to a threaded discussion their ideas about the reading
selections |
Writing Standards
Writing Strategies
Students
address purpose and audience through use of effective writing processes;
research, prewriting, drafting, revising, editing and publishing.
|
Prewriting and Research q Construct questions about a
topic q Develop graphic organizers
for writing assignments q Assess
and select information from print, video, and online resources, using the
resources of the media center (for example:
card catalogue, Web sites, electronic mail, CD ROMs)
q Evaluate and synthesize information from dictionaries, encyclopedias, atlases, almanacs, newspapers, periodicals, trade books, catalogs and other references q Communicate the information and findings in written and oral form q Use observations, videos, interviews, and cassette recordings to locate and learn information q Acknowledge resources when they are used Drafting, Editing, Revising q Used resources such as
dictionary and a word wall to revise and clarify word choice q Use a revision checklist developed by peers and teachers to improve sequence and provide appropriate descriptive detail q Edit for appropriate use of grammar and mechanics, as described in the Conventions section |
|
|
Technology Competencies: -Basic
Operations -Productivity
Tools -Research
Tools |
Publishing q Prepare writing for
publication by purposefully using illustrations and legible writing Demonstrate
awareness of proper finger placement on keyboard Enter
and edit text into the computer (fonts, centering, cut/paste, copy,
color, etc.) Suggested Activities: §
Evaluate Online resources (compare and contrast) §
Create a word process document as a draft and use the writing process
to edit |
|
|
Grammar
and Conventions Students compose texts that exhibit English
language conventions of mechanics, grammar, usage and spelling appropriate to
the audience, purpose and topic. Technology Competencies: -Productivity Tools -Research Tools -Basic Operations |
q
Write legibly in D’Nealian manuscript and
cursive, leaving space between words in a sentence, and between words and the
edges of the paper q Demonstrate habitual
understanding of the rules of the English language in written and oral work
by automatically selecting the structures and features of the language
appropriate to purpose, audience, and context of the work, including: §
Grammar: Nouns; regular and irregular plurals; nominative, objective and
possessive pronouns; simple and progressive past, present, and future verb
tenses; adjectives; §
Sentence Structure: Simple and compound
sentences that are complete and exhibit correct word order. §
Usage: Subject-verb agreement and conjugation of regular verbs in simple and
simple progressive past, present and future tenses; §
Punctuation: Regular use of endmarks, commas in a short series, greetings and
closures in a letter, dates. §
Capitalization: Proper nouns, the first
word in a sentence, the pronoun I. q Spell Correctly in a
written form: §
Multisyllabic
words using regularly spelled phonogram patterns; Contractions, compounds and
common homophones (hair/hare). §
Words with inflectional endings, including plurals and past tense and
words that drop the final “e” when such endings as -ing, -ed, or –
able are added; §
Using spelling patterns and rules such as: oil/toy, match/speech, badge/cage and
consonant doubling; §
and high frequency irregular words (for example, who, what, why) Enter
and edit text into computer (fonts, centering, spacing, cut/paste, copy,
color, etc.) Be
able to use teacher-generated links to specific Internet Web sites to locate information Demonstrate
awareness of proper finger placement on keyboard Suggested Activities: §
Use Online activities |
|
Writing Students
write several kinds of texts, including narrative and persuasive, as well as
a variety of expository texts. They
demonstrate an awareness of audience, purpose and form using stages of the
writing process. Technology Competencies: -Productivity Tools -Communication |
Write
narratives that: q Convey a message q
Include well-chosen detail to develop the impressions q
Contain a beginning, middle, and end q
Use vivid language q Create
paragraphs that include topic sentences, relevant information, group related
ideas and maintain a consistent focus q Write summaries across
content areas that contain the main ideas and the most significant details
(book reports, science experiments) q
Write descriptions that demonstrate a beginning, middle and end, and
move through a logical sequence of steps or events (How To essay/ directions) q Write a friendly letter,
thank you letter, and invitation complete with date, salutation, body,
closing and signature that addresses the knowledge and interests of the
recipient, and includes relevant information q Write to express a clear
opinion (persuasive) q In writing, identify and
retell the elements of plot, character and setting of a literary work q Write journal entries
(diary) in paragraph form that include at least three consecutive days based
on the daily life of: a character from a novel student historic figure, etc. Enter
and edit text into the computer (fonts, centering, cut/paste, copy,
color, etc.) Send,
receive, forward, and print an email message Suggested Activities:
§
Email other classrooms in and out of the district, utilizing the
writing genres §
Keep an electronic journal |
Listening,
Speaking and Viewing Standards:
|
Listening
and Viewing Strategies Students
attend respectfully, listen actively and respond critically to oral and
visual communications. Technology
Competencies: -Research Tools -Problem-solving and Decision-making Tools |
q Demonstrate active
listening strategies such as orienting to speaker, making visual contact and
asking questions q Identify different purposes
for listening q Recall basic ideas in oral
and visual communication q Identify main ideas in oral
and visual communications q Paraphrase what is
presented in oral communications or visual media q Follow multi-step oral
directions q Ask clarifying questions
and respond to questions with appropriate elaboration q Determine a speaker’s
general purpose (for example to inform, persuade, solve problems, entertain) q Identify the musical
elements of language (for example rhymes rhythms, repeated sounds instances
of onomatopoeia) and how they affect the listener q Connect prior experiences,
insights and ideas to those of the speaker q Compare ideas and points of
view on issues in the media q Work in small groups in
which the students demonstrates appropriate turn-taking behaviors, solicits
comments from other group members, responds appropriately to comments and
questions and recognizes the rights of others in a discussion, avoiding the
use of “put-downs” and inappropriate slang Be
able to use teacher-generated links to specific Web sites to locate information Introduce
the concept of plagiarism Collect
information and share verbally and visually using varied technologies Suggested
Activities: §
Students use a multimedia rubric while viewing fellow students multimedia
presentations (ex: Power Point, Appleworks
Slideshow) |
|
Speaking
Strategies Students
communicate effectively for a variety of audiences, situations and purposes. Technology
Competencies: -Research Tools -Problem-solving and Decision-making Tools |
q Organize presentations to
provide a beginning, middle and ending q Include concrete details
that elaborate a central impression q Speak clearly at an
understandable pace q Use clear and specific
vocabulary to communicate ideas and establish tone appropriate to the topic,
audience, setting and purpose q Clarify spoken text through
the use of appropriate props (objects, pictures, charts) q Acknowledge resources when
they are used and document them in written or visual materials q Use standard English
language conventions to communicate clearly, including: §
sentence structure, e.g. simple, compound and complex sentences;
correct word order; complete vs. incomplete sentences; §
grammar e.g., singular and plural forms of regular and irregular nouns,
contractions, and singular possessives; past, present, and future verb
tenses; subject-verb agreement; §
usage e.g., subject-verb agreement by number, pronoun
agreement. Introduce the concept of plagiarism Collect
information and share verbally and visually using varied technologies Suggested Activities: §
Present multimedia presentations to various audiences |
|
Speaking Applications Students
communicate effectively for a variety of audiences, situations and purposes. |
q Make descriptive
presentations, including multimedia presentations, that use concrete sensory
details to present and support unified impressions of people, places, things
or experiences q Deliver informative
presentations, including multimedia presentations, that demonstrate an
understanding of the topic and contain facts, details, examples and
descriptions that clearly support the main idea q Deliver persuasive
presentations, including multimedia presentations, that express a clear
opinion q Present dramatic
interpretations, including multimedia presentations of experiences, stories,
poems or plays, using clear diction, pitch, tempo, and tone |
Reading
Standards:
|
Acquisition
and Application of New Vocabulary Students
use their knowledge of word parts, word relationships, word origins and context
clues to determine the meaning of specialized vocabulary and new words
encountered in reading. |
q Introduce strategies to
understand and interpret vocabulary critical to the meaning of text q
Use resources such as the dictionary, thesaurus and glossary to determine
the meaning, pronunciation and related words, and concepts of unknown words q
Utilize context clues to understand new words and words with multiple
meanings q
Use knowledge of roots and affixes to determine the meaning of words q
Use knowledge of antonyms, synonyms and homonyms to determine the
meaning of unknown words and phrases q
Use knowledge of metaphors and similes to understand new words and
phrases |
|
Expository
(Informational and Technical) Text Students apply a wide range of strategies to comprehend,
interpret, and evaluate text, representing a variety of authors, cultures and
eras. Technology
Competencies: -Research Tools -Problem-solving and Decision-making Tools |
q Summarize the text in
writing q Write a retelling that
includes significant events in
sequential order to demonstrate an understanding of a text q Use features of
informational text such as key words, headings, subheadings, maps, charts,
graphics, diagrams, timelines and captions to locate or interpret information
in text q Identify the main ideas
and supporting details of informational text q Ask clarifying questions
to identify relevant information contained within text q
Analyze text examining compare/contrast, cause/effect, fact/opinion q Follow two- and three-step
directions, instructions or procedures q
Use text and prior knowledge to infer information q Use prior knowledge and
ideas presented in text to make and confirm predictions q Determine the author’s
purpose q Adjust reading strategies
for different purposes Enter
and edit text into the computer (fonts, centering, cut/paste, copy,
color, etc.) Search the online catalog to find a book or
information by title, author,
subject or keyword Be able to use
teacher-generated links to specific Web sites to locate information Use
Information CD’s online databases or other reference materials to locate information Use
a simple, modified bibliographic format to cite sources. (Author, Title) Introduce
the concept of plagiarism Collect
information and share verbally and visually using varied technology. Suggested Activities:
§
Create a Power Point Presentation or a word process document of a
book review §
Create a graphic organizer showing cause and effect, or fact and
opinion §
Complete a Web Project:
ex. Research |
|
Literary Text Students
apply a wide range of strategies to comprehend, interpret, and evaluate
texts, representing a variety of authors, cultures and eras. Technology
Competencies: -Research Tools -Problem-Solving and Decision-Making Tools |
q
Summarize the text in writing q Write a retelling in own
words that includes significant events in sequential order to demonstrate an
understanding of a text q Identify and describe the
common characteristics of genres of literature. q
Use graphic aids (for example, a table or graph) or illustrations to
locate or interpret information q Identify main idea and
supporting details of literary text q
Analyze the text by identifying actions of characters, descriptions
of settings, plot, problems/solutions and point of view q Use prior knowledge and
ideas presented in text to make and confirm predictions q Analyze and use text to
support fact/opinion q Use text to draw conclusions and make inferences, compare/contrast and identify cause/effect q Make connections with
personal experience/knowledge to demonstrate understanding of text q Determine the author’s
purpose q Identify figurative language
in literary works q Analyze and identify
poetry Search
the online catalog to find a book or information by title, author, subject or keyword Be
able to use teacher-generated links to specific Web sites to locate information Use
Information CD’s online databases or other reference materials to locate information Use
a simple, modified bibliographic format to cite sources. (Author, Title) Introduce
the concept of plagiarism Collect
information and share verbally and visually using varied technologies Suggested Activities: §
Read an online story §
Research an author §
Read online book reviews |
|
Independent
Technology Competency: -Communication |
q Self correct miscues that
interfere with meaning q Integrate the three cueing
systems (meaning cues, structural cues, grapho-phonemic
cues) q
Select a book appropriate to the child’s reading level or purpose q Engage in sustained
independent reading q Read at least 25 books or
book equivalents independently or with assistance, and regularly participate
in discussions of their reading with other students or adults Send, receive, forward, and print an email message Suggested Activities: §
Email other classrooms, students, teachers and parents discussing
reading selections. §
Post to a threaded discussion their ideas about the reading
selections. |
Writing
Standards:
|
Writing
Strategies Students
address purpose and audience through use of effective writing processes:
research, prewriting, drafting, revising, editing and publishing. Technology Competencies: -Productivity Tools -Communication |
Prewriting / Creative Storiesq Develop graphic organizers
to organize ideas q
Focus on the topic q Use details to support
topic q
Research for
Expository Writing
q
Formulate open-ended research questions suitable for inquiry and
investigation q Access and select
information from print, video and online resources q Skim materials to develop
a general overview of content or to locate specific information q Develop notes that
paraphrase, summarize and include important concepts q
Create a list of sources used to gather research q Develop graphic organizers
for writing assignments q Record information on
charts, maps and graphs Drafting, Editing and Revising for Creative Stories and Expository Writingq Use checklist to self
evaluate and revise q Edit for appropriate use
of grammar and mechanics, as described in the Conventions section q Use resources to check
spelling and clarify word choice q Organized and logical
responses that flow naturally and have beginning, middle and end q
Use a variety of words (i.e. antonyms, synonyms, and homonyms) Publishing for Creative Stories and Expository Writingq
Publish in a variety of ways, using technology and
traditional methods
Enter and edit text into the computer (fonts,
centering, spacing, cut/paste, copy, color, etc.) Suggested Activities: §
Write a poem or story using a word processing program §
Publish on Web site |
|
Grammar
and Conventions Students compose texts that exhibit English language conventions of
mechanics, grammar, usage and spelling appropriate to the audience, purpose
and topic. Technology Competencies: -Productivity Tools -Research Tools -Basic Operations |
q
Write legible in cursive or print
q Demonstrate understanding
of the rules of the English language in written and oral work by
automatically selecting the structures and features of the language
appropriate to purpose, audience and context of the work including: §
Grammar: nouns, pronouns, verbs (past, present, future, helping, linking),
adjectives and adverbs §
Sentence Structure: simple and compound
sentences that are complete and exhibit correct word order §
Usage: subject verb agreement with proper verb tense §
Punctuation: regular use of end marks, commas and
apostrophes §
Capitalization: proper nouns, first
letter at the beginning of a sentence and titles q
Show an awareness of spelling patterns for commonly used words Enter
and edit text into computer (fonts, centering, spacing, cut/paste, copy,
color, etc.) Be
able to use teacher-generated links to specific Internet Web sites to locate information Demonstrate
awareness of proper finger placement on keyboard Enter
and edit text into the computer (fonts, centering, cut/paste, copy,
color, etc.) Suggested Activities: §
Use
Online activities
|
|
Writing Students
write several kinds of texts, including narrative and persuasive, as well as
a variety of expository texts. They
demonstrate an awareness of audience, purpose and form, using stages of the
writing process. Technology Competencies: -Productivity Tools -Communications |
q
Write narratives (both personal experience and fictional) that: §
Convey a message §
Include well-chosen detail to develop the impressions §
Contain a beginning, middle and end § Use vivid language§
Establish a point of view and develop characters
q
Write persuasively (i.e. a letter to the editor) by: §
Establishing a clear position §
Support the position with organized relevant evidence Enter
and edit text into the computer (fonts, centering, cut/paste, copy, color,
etc.) Send,
receive, forward and print an email message. Suggested Activities:
§
Email other classrooms in and out of the district, utilizing the
writing genres. §
Keep an electronic journal §
Create a class database of book reviews §
Post to the a threaded discussion |
|
Expository
Writing
Students write several kinds of texts including narrative and persuasive, as
well as a variety of expository texts.
They demonstrate and awareness of audience, purpose and form, using
stages of the writing process. Technology
Competencies: - Productivity Tools -Research Tools |
q Create multi-paragraph
essay that: §
Include a topic sentence for each paragraph and supporting sentences
with relevant details and explanations §
Group related ideas and maintain a consistent focus §
Use specific details and choose exact verbs, nouns and adjectives
that convey concrete images to the mind of the reader q
Write summaries across content areas that contain the main ideas and
details to support it q Write a retelling in own
words that includes significant events in sequential order to demonstrate an
understanding of a text q Write a description that: §
Demonstrates beginning, middle and end §
Moves through a logical sequence of steps or events §
Includes written directions q Write a friendly and
formal letter, invitation, thank you letter complete with date, salutation,
body, closing and signature q
Write reports for an intended purpose that: §
Provide answers to open ended questions §
Include facts, details and examples that present a literal
understanding of the topic q
Write journal entries in paragraph form that: §
Include 3-5 consecutive dates (i.e. based on daily life of student,
character from novel or historical figure, etc.) Enter
and edit text into the computer (fonts, centering, cut/paste, copy,
color, etc.) Search the online catalog to find a book or
information by title, author,
subject or keyword Be
able to use teacher-generated links to specific Web sites to locate information Use
Information CD’s online databases or other reference materials to locate information Use
a simple, modified bibliographic format to cite sources. (Author, Title) Introduce
the concept of plagiarism. Collect
information and share verbally and visually using varied technologies Suggested Activities:
§
Create a Power Point Presentation or a word process document of a
book review §
Create a graphic organizer showing cause and effect, or fact and
opinion §
Complete a Web Projects: Ex:
Research |
|
Listening
and Viewing Strategies Students
attend respectfully, listen actively, and respond critically to oral and
visual communication. Technology
Competencies: -Research Tools -Problem-solving and Decision-making Tools |
q Demonstrate active
listening strategies in a variety of settings, such as orienting to speaker,
making visual contact, asking questions, following directions and responding
to cues q Identify different
purposes for listening q Distinguish the main idea
from the supporting details q Ask clarifying and
thoughtful questions and respond to relevant questions with appropriate
elaboration q Determine the speaker’s
general purpose (for example to inform, persuade, solve problems, entertain)
and attitude through verbal and nonverbal cues q Connect prior experiences,
insights and ideas to those of the speaker q Compare ideas and points
of view on issues in the media q Work in small groups in
which the student displays appropriate turn-taking behaviors; solicits
comments from other groups members; q Respond appropriately to
comments and questions, and recognize the rights of others in a discussion,
avoiding the use of “put-downs” and inappropriate slang q Identify how language use
reflects regions and cultures Be
able to use teacher-generated links to specific Web sites to locate
information. Introduce
the concept of plagiarism. Collect
information and share verbally and visually using varied technologies. Suggested
Activities: §
Students use a multimedia rubric while viewing fellow students
multimedia presentations (ex: Power Point, Appleworks
Slideshow) |
|
Speaking
Strategies: Students communicate
effectively for a variety of audiences, situations and purposes. Technology
Competencies: -Research Tools -Problem-Solving and Decision-Making Tools |
q
Organize a presentation keeping in mind the
purpose and audience
q Include appropriate details that support the topic q
Use clear and specific vocabulary to communicate
ideas
q Clarify spoken text
through use of appropriate props q Use verbal and nonverbal
techniques to enhance communication q
Use standard English
language conventions to communicate clearly, including:
§
Sentence Structure: simple, compound and complex sentences; correct
word order, complete vs. incomplete sentences §
Grammar: singular and plural forms of regular and irregular nouns,
contractions, and singular possessives; past, present and future verb tenses;
subject-verb agreement §
Usage: subject-verb, agreement by number, pronoun agreement Introduce
the concept of plagiarism. Collect
information and share verbally and visually using varied technologies. Suggested Activities: §
Present multimedia presentations to various audiences. |
|
Speaking
Applications
Students communicate effectively for a variety of audiences, situations and
purposes. |
q
Make descriptive presentations using an appropriate organizational
pattern to inform or relate experiences q
Deliver informative presentations, using a visual aid that
demonstrates an understanding of topic and contains facts, details, examples
and descriptions to support the main idea q
Deliver persuasive presentations that express and support a clear
opinion q
Present dramatic interpretations of experiences, stories, poems or
plays, using clear diction, pitch, tempo and tone |
Reading
Standards:
|
Acquisition
and Application of New Vocabulary Students
use their knowledge of word parts, word relationships, word origins, and
context clues to determine the meaning of specialized vocabulary and new
words encountered in reading. Technology Competencies: -Productivity Tools |
q
Use knowledge of roots, affixes and syllabication to determine the
meaning of complex and unknown words (example: bio=life, auto=self,
graph=writing…autobiography, autograph) q
Use knowledge of word origins, derivations, synonyms, antonyms and
idioms to determine the meaning of unknown words and phrases (example:
understand the phrase “Herculean task” after reading the myth of Hercules) q
Apply context clues, such as definition and example, to determine the
meaning of words q
Interpret metaphors and similes to understand the new words and
phrases in literary text (example: A simile is a comparison using like or as.
“The stars were like a million diamonds in the sky.” Metaphors are implied
comparisons. “The stars were brilliant diamonds in the sky”) q
Use resources such as the dictionary, thesaurus and glossary to
determine the meaning, pronunciation and related words and concepts of
unknown words Utilize
word processor tools (spell check, thesaurus, etc) Suggested
Activities: §
Use with all typed assignments §
Discover online dictionaries and thesaurus’ |
|
Expository
(Informational and Technical) Text Students apply a wide range of strategies to
comprehend, interpret, and evaluate text, representing a variety of authors,
cultures and eras. Technology Competencies: -Basic Operations -Productivity Tools -Research Tools |
q
Preview text, establish a purpose for reading, and monitor own
reading strategies and make modifications as needed q
Adjust speed of reading to suit purpose and difficulty of the
material q
Analyze common organizational structures such as compare/contrast,
cause and effect, fact and opinion, and chronological order to gain
meaning from text q
Use various parts of a book (table of contents, glossary, index) and
features from the text key words, headings, subheadings, maps, charts,
graphics, diagrams, captions, sidebars and timelines) to locate information
in text q
Clarify and follow steps in a set of directions, instructions or
procedures, revising them if necessary q
Distinguish relevant from irrelevant information contained within
text and identify possible points of confusion q
Identify and summarize the stated or implied main ideas and
supporting details within a text q
Locate important and significant information in text, including
problems and solutions, major points and central ideas q
Distinguish between cause and effect, fact and opinion, main
idea and supporting details in expository text q
Use prior knowledge and ideas presented in text (for example titles,
illustrations, topic sentences, key words, foreshadowing clues) to make and
confirm predictions, inferences, and conclusions q
Explain how the author’s choice of words creates mood, and how the
tone is reflected in the author’s style q
Identify author’s point of view and explain how an author uses
contents of a text to support purpose for writing q
Adjust reading strategies for different purposes, i.e. skim and scan,
adjust speed to fit selection, read on, look back (example: read and take
notes on an informational text that will be used for a report; skim a text to
locate specific information; use graphic organizers to show the relationship
of ideas in the text) q
Respond to text, for example make connections with personal experiences/knowledge to
demonstrate understanding of text q
Select information from a variety of resources to support ideas,
concepts and interpretations q
Express reasons for recommending or not recommending the text for a
particular audience or purpose Create
documents using application software Utilize
word processor tools, compose documents using editing skills, and integrate drawing/paint tools
in word processing documents Correctly
and successfully operate hardware and software to access information from all sources
(computer, CD-ROMs ,etc) Suggested Activities: §
Research online sources §
Create a compare and contrast using pictures, graphics or sound §
Create Powerpoint presentations |
|
Literary
Text Students
apply a wide range of strategies to comprehend, interpret and evaluate texts,
representing a variety of authors, cultures and eras. Technology Competencies: -Basic Operations -Productivity Tools -Communication Tools |
q
Describe the characteristics of genres of literature such as poetry,
drama, fiction and nonfiction q
Preview text, establish a purpose for reading, monitor own reading
strategies and make modifications as needed q
Adjust speed of reading to suit purpose and difficulty of the material q
Determine author’s purpose and theme (moral of a selection) and
whether it’s implied or stated directly q
Critique and/or evaluate how a piece of literature is related to the
themes and issues of its historical period (example: discuss the importance of the setting,
including the place, the time period and the customs in a particular
selection) q
Identify the main events of a plot sequence, their causes and critique
and/or evaluate how they influence future action and how they are
resolved (example: after reading a selection, discuss the causes and effects
of the main event of the plot, predict what will happen next) q
Use knowledge of the situation, setting and character’s traits and
motivations to determine the causes for a character’s actions (example: after
reading a selection, tell how a character’s actions are influenced by the
setting, and what motivates or changes that character’s actions) q
Compare and contract characters in similar tales from diverse
cultures (example: after reading a variety of stories from different
cultures, describe the similarities and differences among the characters) q
Identify the speaker and recognize the difference between first and
thirst person (example: autobiography verses biography) q
Critique and/or evaluate the influence of setting on a selection q
Identify figurative language including simile, metaphor and
personification q
Use graphic organizers to show the relationship of ideas in the text q
Analyze aspects of the text examining characters, setting, plot,
problem/solutions q
Identify and summarize the stated or implied main ideas and
supporting details within a text q
Use text to identify fact and opinion, cause and effect, draw
conclusions, make inferences and compare and contrast q
Respond to text, (for example, make connections with personal experience/knowledge
to demonstrate understanding of text) q
Use prior knowledge and ideas presented in text to make and confirm
predictions q
Express reasons for recommending or not recommending the text for a
particular audience or purpose q
Explain how an author uses contents of a text to support his/her
purpose for writing Create documents using
application software Utilize
word processor tools, compose documents using editing skills and integrate drawing/paint tools in
word processing documents Send
an email message with an attachment Suggested Activities: §
Participate in online activities including those that allow for
student/student and student/teacher collaboration and discussion §
Create descriptive and explanatory presentations supporting ideas in
a literary text assignment |
|
Independent
Technology Competencies -Research Tools |
q
Select a variety of reading materials appropriate to their reading
level, based on personal and/or teacher criteria q
Read at least 25 books or book equivalents (pamphlet) independently
or with assistance, and regularly participate in discussions of their reading
with other students or adults q
Preview text, establish a purpose for reading, and monitor own
reading strategies and make modifications as needed q
Read daily for a silent, sustained period of time q
Self-correct miscues that interfere with meaning q
Adjust speed of reading to suit purpose and difficulty of the
material q
Express reasons for recommending or not recommending text for a
particular audience or purpose Correctly
operate hardware and software to access information from all sources) computer, CD-ROMs, etc) Locate
information from various sources using keyword searches. Suggested Activities: §
Read an online story §
Research an author §
Read online book reviews |
Writing
Standards:
|
Writing
Strategies/Process Students address purpose and audience through use of effective
writing processes: research, prewriting, drafting, revising, editing and
publishing. Technology Competencies: -Basic Operations -Productivity Tools |
Prewriting / Creative Storiesq Independently develop and use different forms of prewriting, including brainstorming and graphic organizers to organize ideas (web, lists, wheel, Venn diagram, outlines) q
Focus on the topic q
Use details to support topic Research for Expository Writingq
With teacher guidance, formulate open-ended research questions
suitable for inquiry and investigation q
Understand the organizational features of various print and
electronic resources such as preface, afterword,
table of contents, chapter headings, subtitles, glossary, index, endnotes,
word searches, bulletin boards and e-mail
addresses, and use them to locate information q
Access and select information from print, video and online resources q
Skim materials to develop a general overview of content or to locate
specific information q
Develop notes that paraphrase, summarize and include important
concepts q Create a list of sources used to gather researchq
Develop graphic organizers for writing assignments q
Record information on charts, maps and graphs Drafting, Editing and Revising for Creative Stories and Expository Writingq
Use checklist to self-evaluate and revise q
Edit for appropriate use of grammar and mechanics, as described in
the Grammar and Conventions section q
Use resources to check spelling and clarify word choice q
Create organized and logical responses that flow naturally and have a
beginning, middle and end q
Communicate clarity of thought Publishing for Creative Stories and Expository Writingq
Publish in a variety of ways, using technology & traditional
methods Access
reference materials on local area network, the internet and other electronic
reference resources Integrate
drawing/painting tools in word processing documents Suggested Activities: §
Use digital camera/scanner to insert pictures into writing documents §
Participate in an online web project |
|
Grammar
and Conventions Students compose texts that exhibit English language conventions of
mechanics, grammar, usage and spelling appropriate to the audience, purpose
and topic. Technology Competencies: -Basic Operations -Productivity Tools |
q
Write legibly in written work
q
Demonstrate understanding of the rules of the English language in
written and oral work by automatically selecting the structures and features
of the language appropriate to purpose, audience and context of the work
including: §
Grammar: nouns, pronouns, verbs (past, present,
future, helping, linking), adjectives, adverbs, and
prepositions §
Sentence Structure: use a variety of
sentences
(declarative, imperative, interrogative,
exclamatory) including simple and compound
sentences that are complete and exhibit correct word
order §
Usage: subject verb agreement with proper verb
tense §
Punctuation: regular use of end marks,
commas, apostrophes, hyphens, quotation marks and
colons §
Capitalization: proper nouns, first
letter at the
beginning of a sentence, titles, headings,
salutations and closings of letters §
Show an awareness of spelling patterns for commonly used words,
content and grade level words, roots, prefixes, suffixes and correct
syllabication Create documents using application
software. Utilize word processor tools to set
fonts, styles, margins, columns, spacing,
justification, etc. Suggested Activities: §
Use online activities §
Publish original work to a web page |
|
Writing
Forms, Audiences and Purposes Students
write several kinds of texts, including narrative and persuasive, as well as
a variety of expository texts. They
demonstrate an awareness of audience, purpose, and form, using stages of the
writing process. Technology Competencies: -Basic Operations -Productivity Tools -Communication Tools |
q
Write for a variety of audiences and purposes q
Use correct format when writing a friendly letter, invitation, thank
you note, business letter, journal entry and poetry q
Write summaries of stories and informational text that: § Concisely restates the topic§ Lists main ideas and important detailsq
Write responses to literature that: §
Summarize the text read §
Describe impressions §
Make and support judgments about the text q
Write narratives (including fictional and personal) that: §
Establish a point of view and develop characters using
dialogue and description (example: write a story,
modeling the style of the story after a type of
writing recently read in class such as a folk tale,
myth, mystery or science fiction story) §
Organize logically, demonstrate a sense of flow and completeness (clear beginning, middle
and
end) §
Use story elements (setting, plot, message/theme) §
Use variety of words and descriptive
techniques appropriate to audience, purpose and
topic in
order to engage the reader (imagery,
figurative language i.e. similes,
metaphors, personification) q Write friendly letters, invitations and
thank you notes that: §
Clearly state the purpose for writing and the
details to support that purpose §
Contain date, salutation, body, closing and signature q Write multi-paragraph
essays/reports that: §
Include a topic sentence for each indented paragraph and supporting sentences with relevant details and explanations §
Group related ideas and maintain a consistent focus §
Use explicit transitional devices §
Use specific details and choose exact verbs, nouns, and adjectives than convey
concrete images to the mind of the reader §
Use cause and effect, similarity and difference, and
posing and answering a question in order to convey
information q Write descriptions that: §
Use concrete sensory details to support impressions of people, places and
things (example: write a letter to a penpal in another country describing family, school, and
town and asking questions about himself/herself) §
Follow an organizational pattern that is appropriate for type of description
(person, place, thing, problem/solution) q Write to persuade an
intended audience that: §
Defines purpose and author’s point of view §
Supports the position with effective arguments and some evidence or supporting details
(example: interview others, compile
their opinions, write a persuasive article for the
newspaper) Create
documents using application software Utilize
word processor tools, compose documents using editing skills, and integrate drawing/paint tools
in word processing documents Send
an email message with an attachment Suggested Activities: §
Participate in an online communication activity §
Write documents or presentations that include sound and graphics |
|
Listening
and Viewing Strategies Students
attend respectfully, listen actively, and respond critically to oral and
visual communication. Technology Competencies: -Productivity Tools |
q
Demonstrate active listening strategies in a variety of settings,
such as orienting to speaker, making visual contact, asking questions,
following directions and responding to cues q
Identify different purposes for listening (gain information,
enjoyment, learn how to solve a problem) q
Distinguish the main idea from the supporting details q
Ask clarifying and thoughtful questions and respond to relevant
questions with appropriate elaboration q
Determine the speaker’s general purpose (for example: to inform,
persuade, solve problems, entertain), attitude through verbal and nonverbal
cues, and distinguish opinions and verifiable facts q
Connect prior experiences, insights and ideas to those of the speaker q
Identify the role of the media as information provider, persuader,
and transmitter of culture q
Recognize and compare ideas, points of view, and bias on issues in
the media and in presented material q
Recognize the effects of word choice on comprehension when using
figures of speech, slang, idioms and jargon q
Work in small groups in which the students specify goals and the best
course of action; share ideas, opinions and information, take turns speaking
and soliciting comments from others; respond appropriately to comments and
questions; and clarify, illustrate or expand on a response when asked to do
so q
Recognize the differences among oral, written and visual
presentations of material q
Identify how language use reflects regions and cultures q
Begin to demonstrate active listening through note taking and
following directions q
Begin to reconstruct meaning gained from listening/viewing activities
into another form of communication (paraphrase, summary, critique) Utilize
presentation software/hardware in constructing creative works Suggested Activities: §
Video tape activities/speeches for use as feedback to students |
|
Speaking
Strategies Students communicate effectively for a
variety of audiences, situations and purposes. Technology Competencies: -Productivity Tools -Problem-solving Tools . |
q
Plan and deliver a variety of forms of oral
communication (storytelling, poetry, commercials)
q
Select a topic and organization appropriate to the
topic, audience, setting and purpose
q
Present effective introductions, appropriate details that support the
topic and conclusions that guide and inform the listener q
Use clear and specific vocabulary and structures
(cause and effect, similarity and difference, posing and answering a
question, problems and solutions) to communicate ideas
q
Clarify spoken text through use of appropriate technology, media,
props, anecdotes, details and examples q
Use verbal (timing, emphasis, volume) and nonverbal (posture, eye
contact, facial expressions, gestures) techniques to enhance communication q
Use standard English language conventions to communicate clearly,
including: sentence structure, grammar and usage q
Respond constructively and respectfully to the ideas of others Utilize presentation software/hardware in constructing
creative works Suggested Activities: §
Video tape activities/speeches for use as feedback to students §
Present multimedia presentations to various audiences |
|
Speaking
Applications
Students communicate effectively for a variety of audiences, situations and
purposes. Technology Competencies: -Productivity Tools -Problem-solving Tools |
q
Make descriptive presentations using an appropriate organizational
pattern to inform or relate experiences q
Deliver informative presentations, including multimedia presentations
that frame a key question; establish a topic; and contain facts, details,
examples and descriptions that clearly support the main idea q
Deliver persuasive presentations designed to convince the listener to
accept a proposal including multimedia presentations that state a clear
position and support a position with organized and relevant evidence q
Present dramatic interpretations of experiences, stories, poems or
plays, using clear diction, pitch, tempo and tone Utilize
presentation software/hardware in constructing creative works Suggested
Activities: §
Video tape activities/speeches for use as feedback to students §
Present multimedia presentations to various audiences |
Reading Standards:
|
Acquisition
and Application on New Vocabulary Students
use their knowledge of word parts, word relationships, word origins, and
context clues to determine the meaning of specialized vocabulary and new
words encountered in reading. Technology Competencies: -Productivity Tools |
q Use knowledge of roots,
affixes and syllabication to determine the meaning of complex and unknown
words (example: bio=life, auto=self, graph=writing…autobiography, autograph) q Use knowledge of word
origins, derivations, synonyms, antonyms, and idioms to determine the meaning
of unknown words and phrases (example: understand the phrase “Herculean task”
after reading the myth of Hercules) q Apply context clues, such
as definition and example, to determine the meaning of words q Interpret metaphors and
similes to understand the new words and phrases in literary text (example: A
simile is a comparison using like or as. “The stars were like a million
diamonds in the sky.” Metaphors are implied comparisons. “The stars were
brilliant diamonds in the sky”) q Use resources such as the
dictionary, thesaurus and glossary to determine the meaning, pronunciation
and related words and concepts of unknown words q Show evidence of expanding
vocabulary with teacher support Utilize word processor tools (spell check, thesaurus, etc) Suggested Activities: §
Use with all typed assignments §
Discover online dictionaries and thesaurus |
|
Expository
(Informational and Technical) Text Students apply a wide range of strategies to
comprehend, interpret, and evaluate text, representing a variety of authors,
cultures and eras. Technology Competencies: -Basic Operations -Productivity Tools -Research Tools |
q Preview text, establish a
purpose for reading, and monitor own reading strategies and make modifications
as needed q Adjust speed of reading to
suit purpose and difficulty of the material q Analyze common organizational
structures such as compare/contrast, cause and effect, fact and
opinion and chronological order to gain meaning from text q Use various parts of a
book (table of contents, glossary, index) and features from the text key
words, headings, subheadings, maps, charts, graphics, diagrams, captions,
sidebars and timelines) to locate information in text q Clarify and follow steps
in a set of directions, instructions or procedures, revising them if
necessary q Distinguish relevant from
irrelevant information
contained within text and identify possible points of
confusion q Identify and summarize the stated or implied main
ideas and supporting details within a text q Locate and categorize
important and significant information in text, including problems and
solutions, major points and central ideas q Distinguish between cause
and effect, fact and opinion, main idea and supporting details in
expository text q Use prior knowledge and
ideas presented in text (for example titles, illustrations, topic sentences,
key words, foreshadowing clues) to make and confirm predictions, inferences
and conclusions q Explain how the author’s
choice of words creates mood, and how the tone is reflected in the author’s
style q
Identify author’s point of view and explain how an author uses
contents of a text to support purpose for writing q Adjust reading strategies
for different purposes, i.e. skim and scan, adjust speed to fit selection,
read on, look back (example: read and take notes on an informational text
that will be used for a report; skim a text to locate specific information;
use graphic organizers to show the relationship of ideas in the text) q Respond to text, for example make
connections with personal experiences/knowledge to demonstrate understanding
of text q
Select information from a variety of resources to support ideas,
concepts and interpretations q Express reasons for
recommending or not recommending the text for a particular audience or
purpose Create
documents using application software Utilize
word processor tools, compose documents using editing skills, and integrate drawing/paint tools
in word processing documents Correctly
and successfully operate hardware and software to access information from all sources
(computer, CD-ROMs, etc) Suggested Activities: §
Research online sources §
Create a compare and contrast using pictures, graphics or sound §
Create PowerPoint presentations |
|
Literary
Text Students apply a wide range of strategies to
comprehend, interpret, and evaluate texts, representing a variety of authors,
cultures and eras. Technology Competencies: -Basic Operations -Productivity Tools -Communication Tools |
q
Describe the characteristics of genres of literature such as poetry,
drama, fiction and nonfiction q
Preview text, establish a purpose for reading, and monitor own
reading strategies and make modifications as needed q
Adjust speed of reading to suit purpose and difficulty of the
material q
Determine author’s purpose and theme (moral of a selection)
and whether it’s implied or stated directly q
Critique and/or evaluate how a piece of literature is related to the themes
and issues of its historical period (example: discuss the importance of the
setting, including the place, the time period and the customs in a particular
selection) q
Identify the main events of a plot sequence, their causes, and critique
and/or evaluate how they influence future action and how they are
resolved (example: after reading a selection, discuss the causes and effects
of the main event of the plot, predict what will happen next) q
Use knowledge of the situation, setting and characters, traits and
motivations to determine the causes for a characters actions (example: after
reading a selection, tell how a character’s actions are influenced by the
setting, and what motivates or changes that characters actions) q
Compare and contrast characters in similar tales from diverse
cultures (example: after reading a variety of stories from different
cultures, describe the similarities and differences among the characters) q
Identify the speaker and recognize the difference between first and
third person (example: autobiography verses biography) q
Critique and/or evaluate the influence of setting on a selection q
Identify figurative language including simile, metaphor, hyperbole
and personification q
Use graphic organizers to show the relationship of ideas in the text q Analyze aspects of the text examining characters, setting, plot, problem/solutions q
Identify and summarize the stated or implied main idea and
supporting details within a text q
Use text to identify fact and opinion, cause and effect, draw
conclusions, make inferences and compare and contrast q
Respond to text, for example make connections with personal experience/knowledge to
demonstrate understanding of text q
Use prior knowledge and ideas presented in text to make and confirm
predictions q
Express reasons for recommending or not
recommending the text for a particular audience or purpose q
Explain how an author uses contents of a text to support his/her
purpose for writing Create
documents using application software Utilize
word processor tools, compose documents using editing skills, and integrate drawing/paint tools
in word processing documents Send an email message
with an attachment Suggested Activities: §
Participate in online activities including those that allow for
student/student and student/teacher collaboration and discussion §
Create descriptive and explanatory presentations supporting ideas in
a literary text assignment |
|
Independent
Technology Competencies: -Research Tools |
q Select a variety of
reading materials appropriate to their reading level, based on personal
and/or teacher criteria q Read at least 25 books or
book equivalents (pamphlet) independently or with assistance, and regularly
participate in discussions of their reading with other students or adults q Preview text, establish a
purpose for reading, and monitor own reading strategies and make
modifications as needed q Read daily for a silent,
sustained period of time q Self-correct miscues that
interfere with meaning q Adjust speed of reading to
suit purpose and difficulty of the material q Express reasons for
recommending or not recommending text for a particular audience or purpose Correctly
operate hardware and software to access information from all sources) computer, CD-ROMs, etc) Locate
information from various sources using keyword searches Suggested Activities: §
Read an online story §
Research an author §
Read online book reviews |
Writing Standards:
|
Writing
Strategies/Process Students address purpose and audience through use of effective
writing processes: research, prewriting, drafting, revising, editing and
publishing. Technology Competencies: -Basic Operations -Productivity Tools |
Prewriting / Creative Storiesq Independently develop and use different forms of prewriting, including brainstorming and graphic organizers to organize ideas (web, lists, wheel, Venn diagram, outlines) q
Focus on the topic q Use details to support
topic Research for Expository Writingq
Formulate open-ended research questions suitable for inquiry and
investigation q Understand the
organizational features of various print and electronic resources such
as preface, afterword, table of contents, chapter
headings, subtitles, glossary, index, endnotes, word searches, bulletin
boards and e-mail addresses, and use them to locate information q Access and select
information from print, video and online resources q Skim materials to develop
a general overview of content or to locate specific information q Develop notes that
paraphrase, summarize and include important concepts q Create a list of sources used to gather researchq Develop graphic organizers
for writing assignments q Record information on
charts, maps and graphs Drafting, Editing and Revising for Creative Stories and Expository Writingq Use checklist to self
evaluate and revise q Edit for appropriate use
of grammar and mechanics, as described in the Grammar and Conventions section q Use resources to check
spelling and clarify word choice q
Create organized and logical responses that flow naturally and have a
beginning, middle and end q
Communicate clarity of thought Publishing for Creative Stories and Expository Writingq Publish in a variety of
ways, using technology and traditional methods Access
reference materials on local area network, the internet and other electronic reference resources Integrate
drawing/painting tools in word processing documents Suggested Activities: §
Use digital camera/scanner to insert pictures into writing documents §
Participate in an online web project |
|
Grammar
and Conventions Students
compose texts that exhibit English language conventions of mechanics,
grammar, usage and spelling appropriate to the audience, purpose and topic. Technology Competencies: -Basic Operations -Productivity Tools |
q
Write legibly in written work
q Demonstrate understanding
of the rules of the English language in written and oral work by
automatically selecting the structures and features of the language appropriate
to purpose, audience and context of the work including: §
Grammar: nouns, pronouns, verbs (past, present, future, helping, linking),
adjectives, adverbs, and prepositions §
Sentence Structure: use a variety of
sentences (declarative, imperative, interrogative, exclamatory) including
simple and compound sentences that are complete and exhibit correct word
order except where purposeful phrases or clauses are desirable §
Usage: subject verb agreement with proper verb
tense §
Punctuation:
regular use of end marks, commas, apostrophes, hyphens, quotation
marks and colons §
Capitalization: proper nouns, first
letter at the beginning of a sentence, titles, headings, salutations and
closings of letters q Show an awareness of
spelling patterns for commonly used words, content and grade level words,
roots, prefixes, suffixes and correct syllabication Create
documents using application software. Utilize
word processor tools to set fonts, styles, margins, columns, spacing,
justification, etc. Suggested Activities: §
Use online activities §
Publish original work to a web page |
|
Writing
Forms, Audiences and Purposes Students
write several kinds of texts, including narrative and persuasive, as well as
a variety of expository texts. They
demonstrate an awareness of audience, purpose, and form using stages of the
writing process. Technology Competencies: -Basic Operations -Productivity Tools -Communications Tools |
q Write for a variety of
audiences and purposes q Consistently use correct
format when writing a friendly letter, invitation, thank you note, business
letter and poetry q Write paraphrases or
summaries of stories and informational text that: § Concisely restates the topic§ Lists main ideas and important detailsq Write responses to
literature that: §
Summarize the text read §
Describe impressions §
Make and support judgments about the text q Consistently write
extended, detailed narratives (including fictional and personal) that: §
Establish a point of view and develop characters using dialogue and
description (example: write a story, modeling the style of the story after a
type of writing recently read in class such as a folk tale, myth, mystery or
science fiction story) §
Organize logically, demonstrate a sense of flow and completeness
(clear beginning, middle and end) §
Use story elements (setting, plot, message/theme) §
Use variety of words and descriptive techniques appropriate to
audience, purpose and topic in order to engage the reader (imagery,
figurative language i.e. similes, metaphors, hyperbole and personification) q Write friendly letters,
business letters, letters to the editor, invitations and thank you notes
that: §
Clearly state the purpose for writing and the details to support that
purpose §
Contain date, salutation, body, closing and signature q Write multi-paragraph
informational essays/reports that: §
Include a topic sentence for each indented paragraph and supporting
sentences with relevant details and explanations §
Group related ideas and maintain a consistent focus §
Use explicit transitional devices §
Use specific details and choose content vocabulary, exact verbs,
nouns and adjectives that convey concrete images to the mind of the reader §
Use cause and effect, similarity and difference, and posing and
answering a question in order to convey information §
Choose effective (in-depth, high quality, little known facts)
information to explain familiar topics q Write descriptions that: §
Use concrete sensory details to support impressions of people, places
and things (example: write a letter to a penpal in
another country describing family, school and town and asking questions about
himself/herself) §
Follow an organizational pattern that is appropriate for type of
description (person, place, thing, problem/solution) q Write to persuade an
intended audience that: §
Define purpose and author’s point of view §
Support the position with effective arguments and some evidence or
supporting details (example: interview others, compile their opinions, write
a persuasive article for the newspaper) q Write directions in
paragraph or line by line form that: §
Clearly state the purpose for writing
§
Organize steps in sequential order
§
Use transitional words to assist the reader’s understanding and
signature Create documents
using application software Utilize
word processor tools, compose documents using editing skills, and integrate drawing/paint tools
in word processing documents Send
an email message with an attachment Suggested Activities: §
Participate in an online communication activity § Write documents or presentations that include sound and graphics |
|
Listening
and Viewing Strategies Students
attend respectfully, listen actively and respond critically to oral and
visual communication. Technology Competencies: -Productivity Tools |
q
Demonstrate active listening strategies in a variety of settings,
such as orienting to speaker, making visual contact, asking questions,
following directions and responding to cues q
Identify different purposes for listening (gain information,
enjoyment, learn how to solve a problem) q
Distinguish the main idea from the supporting details q
Ask clarifying and thoughtful questions and respond to relevant
questions with appropriate elaboration q
Determine the speaker’s general purpose (for example: to inform,
persuade, solve problems, entertain), attitude through verbal and nonverbal
cues, and distinguish opinions and verifiable facts q
Connect prior experiences, insights and ideas to those of the speaker q
Identify the role of the media as information provider, persuader and
transmitter of culture q
Recognize and compare ideas, points of view and bias on issues in the
media and in presented material q
Recognize the effects of word choice on comprehension when using
figures of speech, slang, idioms and jargon q
Work in small groups in which the students specify goals and the best
course of action; share ideas, opinions and information, taking turns
speaking and soliciting comments from others; respond appropriately to
comments and questions; and clarify, illustrate or expand on a response when
asked to do so q
Recognize the differences among oral, written and visual
presentations of material q
Identify how language use reflects regions and cultures q
Demonstrate active listening through note taking and following
directions q
Reconstruct meaning gained from listening/viewing activities into
another form of communication (paraphrase, summary, critique) Utilize presentation software/hardware in constructing creative works Suggested
Activities: §
Video tape activities/speeches for use as feedback to students |
|
Speaking
Strategies Students
communicate effectively for a variety of audiences, situations and purposes. Technology Competencies: -Productivity Tools -Problem-solving Tools . |
q
Plan and deliver a variety of forms of oral
communication (drama, discussions, role playing, interviews)
q
Select a topic and organization appropriate to the
topic, audience, setting and purpose
q
Present effective introductions, appropriate details that support the
topic and
conclusions that guide and inform the listener q
Use clear and specific vocabulary and structures
(cause and effect, similarity and difference, posing and answering a
question, problems and solutions) to communicate ideas
q
Clarify spoken text through use of appropriate technology, media,
props, anecdotes, details and examples q
Use verbal (timing, emphasis, volume) and nonverbal (posture, eye
contact, facial expressions, gestures) techniques to enhance communication q
Engage the audience; interpret and respond to audience q
Use standard English language conventions to communicate clearly,
including: sentence structure, grammar and usage q
Respond constructively and respectfully to the ideas of others Utilize
presentation software/hardware in constructing creative works Suggested Activities: §
Video tape activities/speeches for use as feedback to students §
Present multimedia presentations to various audiences |
|
Speaking
Applications
Students communicate effectively for a variety of audiences, situations and
purposes. Technology Competencies: -Productivity Tools -Problem-solving Tools |
q
Make descriptive presentations using an appropriate organizational
pattern to inform or relate experiences q
Deliver informative presentations, including multimedia
presentations, that frame a key question; establish a topic; and contain
facts, details, examples and descriptions that clearly support the main idea q
Deliver persuasive presentations designed to convince the listener to
accept a proposal including multimedia presentations, that state a clear
position and support a position with organized and relevant evidence q
Present dramatic interpretations of experiences, stories, poems or
plays, using clear diction, pitch, tempo and tone Utilize presentation software/hardware in constructing creative works Suggested Activities: §
Video tape activities/speeches for use as feedback to students §
Present multimedia presentations to various audiences |
Reading
Standards:
|
Acquisition
and Application on New Vocabulary Students
use their knowledge of word parts, word relationships, word origins and
context clues to determine the meaning of specialized vocabulary and new
words encountered in reading. Technology Competencies: -Productivity Tools -Problem-solving Tools |
q
Use knowledge of roots
(Greek, Latin) to understand content-specific vocabulary (science,
social studies and mathematics) q
Explain the subtle
differences between related words q
Identify the connotation and
denotation of new words and apply them in writing and
speaking q
Infer word meaning through
identification and analysis of analogies and other word
relationships q
Explain the figurative use
of words in context Utilize
web sites to download and save information. Identify
problems to study and solve them independently Suggested Activities:
|
|
Expository
(Informational and Technical) Text Students
apply a wide range of strategies to comprehend, interpret, and evaluate text,
representing a variety of authors, cultures and eras. Technology Competencies: -Productivity Tools -Problem-solving Tools -Research Tools |
q
Utilize multi-step directions to accomplish a task q
Use organizational structures, such as arrangement by organization, classification and
division and arrangement by order of importance, to
gain meaning from text q
Draw inferences, conclusions or generalizations about text and support them with textual
evidence and experience q
Connect main ideas and concepts by identifying their relationship to
other sources, personal experiences, related topics, world events-historical
or current q
Compare original text to a summary to determine the extent to which
the summary accurately reflects the main ideas, critical details and
underlying meaning of the original q
Compare and contrast information from different articles or
procedures on the same topic q
Explain the development of an author’s argument, viewpoint or
perspective in text q
Identify how writers cite facts, draw inferences, and present
opinions in informational text q
Assess the adequacy, accuracy and appropriateness of an author’s
details to support claims and assertions, noting instances of bias and
stereotyping q
Identify persuasive
techniques in text q
Evaluate the usefulness, clarity and internal consistency of the text’s
organizational structure Utilize web sites to
download and save information Identify problems to study and solve them
independently Be able to choose the best sources for locating
information (i.e. print,
Internet, CDE-ROM, online encyclopedia) Suggested Activities: §
Participate in online activities §
Participate in online debate/chat on poetry, §
story themes, etc. §
Make a collaborative web quest detailing an §
author, a theme, type of poetry,
etc. |
|
Literary
Text Students
apply a wide range of strategies to comprehend, interpret, and evaluate text,
representing a variety of authors, cultures and eras. Technology Competencies: -Productivity Tools -Communication Tools -Problem-solving Tools |
q Identify the
characteristics of various forms of prose (for
example, short story, novel, novella, essay) q Identify the
characteristics of different forms of poetry, (e.g. ballad, elegy, epic, ode,
lyric, couplet, haiku) q Compare works that contain
the same recurring themes (for example, heroism vs. villainy, good vs. evil) q Identify the structural
elements of the plot (for example, subplots, parallel episodes, climax) and
determine how each
incident gives rise to the next or foreshadows a future event q Distinguish characters by
their thoughts, words, speech patterns and deeds q Analyze interactions
between main and minor characters in literary text (for example, internal and
external conflicts, motivations, relationships, and influences) and how the
interactions of affect the plot q Contrast points of view in
narrative text and how they affect the overall body of work (for example,
first vs. third, limited vs. omniscient, subjective vs. objective) q Analyze the importance of
the setting to the mood, tone and meaning of the text q Identify archetypal
patterns and symbols found in myth and tradition in literature from different
eras and cultures q Explain how mood or
meaning is conveyed through word choice, figurative language, symbolism,
allusions, imagery, and use of sentences, punctuation, rhythm, repetition and
rhyme q Analyze how a work of
literature reflects the heritage, traditions, attitudes and beliefs or its
author Utilize web sites to
download and save information Co-develop
multimedia projects using at least 2 technology tools Participate
in an online project Use
multimedia tools to understand relationships, construct meaning, and synthesize new material Suggested Activities:
|
|
Independent
Technology Competencies: -Basic Operations -Productivity Tools -Problem-solving Tools |
q Read at least 25 books or
book equivalents independently or with assistance, and regularly participate
in discussions of their reading with other students or adults Effectively utilize a variety of functions within the
operating system,
including file management Utilize
web sites to download and save information Identify
and document sources of information Suggested Activities: §
Create web page of links to specific subjects and themes §
Read books online §
Research authors using search engines and library reference tools |
Writing
Standards:
|
Writing
Strategies Process Students address purpose and audience through use of effective
writing processes: research, prewriting, drafting, revising, editing and
publishing. Technology Competencies: -Basic Operations -Productivity Tools -Problem-solving Tools |
Prewriting and Researchq Independently develops and uses different forms of prewriting, including brainstorming and graphic organizers to organize ideas (web, lists, wheel, Venn diagram, outlines) q Select and focus on one
aspect of a topic q Use details to support
topic q
Formulate open-ended research questions suitable for inquiry and
adjust them as necessary while research is conducted q Select appropriate sources
to support central ideas, concepts and themes, representing a variety of
perspectives when appropriate q
Use skimming and scanning techniques and knowledge of organizational
features of printed texts such as endnotes and footnotes, bibliographies,
works cited and appendices to locate further information q
Use knowledge of organizational features of electronic library and
interlibrary categories to research information for a specific open-ended
research question q
Synthesize information from various resources and draw valid
conclusions from them q
Describe the differences between primary and secondary sources and
explain how each might help answer a specific research question q
Use strategies to evaluate information, such as assessing usefulness
or cross-referencing information q
Create a list of “Works Consulted” q
Use note-taking and create outlines for writing assignments q
Use graphic organizers Drafting, Editing and Revisingq Use a thesaurus to select
more exact descriptive, specific or effective vocabulary for writing q Use a revision checklist
developed by peers and teachers to improve the organization, clarity and
consistency of ideas within and among paragraphs, and the logic and
effectiveness of word choice q Edit for appropriate use
of grammar and mechanics as described in the Conventions section q Use transitional phrases
within paragraphs and between paragraphs Publishingq Prepare writing for
publication by purposefully using electronic resources, the principles of
design (for example, margins, tabs, spacing, columns) and graphics (for
example, drawings, charts, graphs) to enhance the final product Create professional
documents using application software Create
complete documents using available technology tools Identify
and document sources of information Suggested Activities: §
Create web resource link pages to go along with student writing §
Publish writing through newspaper, web or any other way §
Participate in online writing contests |
Grammar and ConventionsStudents
compose texts that exhibit English language conventions of mechanics,
grammar, usage and spelling appropriate to the audience, purpose and topic. |
q Demonstrate understanding
of the rules of the English language in written and oral work by
automatically selecting the structures and features of the language appropriate
to purpose, audience and context of the work including: §
Grammar: nouns, pronouns, verbs (past, present, future, helping, linking)
adjectives, adverbs, prepositions, conjunctions and interjections; introduce
nominative, objective, possessive and indefinite relative pronouns); §
Sentence structure: use a
variety of sentences that are complete and exhibit correct word order to
convey the correct message, except where purposeful phrases or clauses are
desirable §
Usage: subject-verb agreement with proper verb tense including with
collective nouns, indefinite pronouns, compound subjects and prepositional
phrases §
Punctuation: regular use of end marks,
apostrophes, quotation marks, hyphens and dashes q Spell correctly in a
written work: §
Frequently misspelled words §
Spelling derivatives of words by applying the spelling of bases and
affixes |
|
Writing Forms,
Audiences and Purposes Students
write several kinds of texts, including narrative and persuasive, as well as
a variety of expository texts. They
demonstrate an awareness of audience, purpose and form, using stages of the
writing process. Technology Competencies: -Basic Operations -Productivity Tools -Research Tools |
q Write narratives that: §
relate a clear, coherent event, situation or storyline by using
well-chosen detail; §
reveal the significance of, or the writer’s attitude about, the
subject; and §
purposefully include rhetorical elements such as figurative language,
description, foreshadowing and symbolism q Write to persuade an
intended audience by selecting an appropriate form that: §
makes a clear and knowledgeable judgment; §
supports arguments with detailed evidence, examples and reasoning,
differentiating between evidence and opinion; and §
refute counterarguments q Write friendly letters,
business letters, letters to the editor that clearly state the purpose and
contain date, salutation, body, closing and signature q Create multi-paragraph
essays that: § establish a main idea that engages the reader§ have a clear beginning, middle and end§ include relevant information and exclude irrelevant information or details,§
reinforce coherence within and across paragraphs by using §
parallel structures to reinforce main ideas; §
use explicit transitional devices §
use precise language, action verbs, sensory details and colorful
modifiers; §
include a closing sentence that summarizes, extends or elaborates on
the point q Write essays of
comparison/contrast, cause/effect for an intended audience and purpose that §
state the thesis or purpose of the paper and §
offer compelling evidence in the form of facts and details to support
the thesis q Write reflective essays
that: §
analyze a condition or situation of significance; and §
develop a commonplace or concrete occasion as the basis for
reflection q Write research reports for
an intended audience and purpose that; §
Convey a clear and accurate perspective on the subject; and §
Support the main ideas with facts, details, examples and explanations
generated through the formal research process and properly referenced, as
described in the Research standards Create professional documents using application software Integrate
drawing/painting tools in a variety of applications Be
able to synthesize information and produce a paper, report or presentation without plagiarizing Suggested Activities: §
Write instructions for an elementary classroom activity §
Create a presentation for a group not affiliated with the school |
Listening,
Speaking and Viewing Standards:
|
Listening
and Viewing Strategies Students
attend respectfully, listen actively and respond critically to oral and
visual communications. Technology Competencies: -Productivity Tools -Problem-solving Tools |
q Participate actively in
small-group discussions, respecting the contributions of others and using
techniques to retain information, such as taking notes q Draw logical inferences
and conclusions from oral or visual communications q Paraphrase the speaker’s
purpose and point of view q Summarize major ideas and
supporting detail presented in spoken messages and formal presentations q Ask relevant questions
concerning a speaker’s content, delivery and purpose q Respond to persuasive
messages with probing questions, challenges or affirmations regarding the
evidence that supports the listener’s claims and conclusions q Explain how the effects of
language sounds contribute to meaning q Evaluate the credibility
of the speaker q Provide feedback to
speakers concerning the coherence and logic of the speech content and
delivery and the speech’s overall impact upon listeners q Work in group settings in
which students employ a group decision-making technique such as brainstorming
and problem-solving Utilize web sites to
download and save information Identify
problems to study and solve them independently Suggested Activities: §
Videotape a speaker or student and critique their ideas and methods |
|
Speaking
Strategies Students
communicate effectively for a variety of audiences, situations and purposes. Technology Competencies: -Productivity Tools -Communication Tools |
q Select a focus,
organization and point of view that match purpose, message, setting and voice
modulation to the audience q Arrange details, reasons,
descriptions and examples effectively and persuasively in terms of the needs
and interests of a specified audience q Use effective presentation
techniques including voice modulation, inflection, tempo, enunciation and eye
contact q Use audience feedback
(verbal and nonverbal cues) to reconsider and modify the organizational
structure or plan q Rearrange words and
sentences to clarify meaning q Support opinions expressed
with detailed evidence and visuals or media display, using appropriate
technology q Use standard English
language conventions to communicate clearly, including: §
Sentence structure (e.g. appositives, subordination and coordination
of clauses, independent and dependant clauses, parallel structure); §
Grammar (e.g. phrases, clauses; nominative, objective and possessive
pronouns; troublesome verbs; infinitives); and §
Usage (e.g. verb tense consistency; modifiers; subject-verb agreement
with compound subjects and indefinite pronouns) Co-develop a multimedia project using at least 2
technology tools Enter,
edit, and manipulate digital photos and video Suggested Activities: §
Make a digital or lineal video presentation §
Create a presentation or web page that includes sound and/or video |
|
Speaking
Applications Students
communicate effectively for a variety of audiences, situations and purposes. Technology Competencies: -Productivity Tools -Communication Tools |
q Deliver descriptive
presentations that provide a clear spatial perspective on the object being
described and make effective use of factual descriptions of appearance,
shifting perspectives, vantage points and sensory detail q Deliver research
presentations that define a thesis and record important ideas from
significant information sources, paraphrasing and summarizing all relevant
perspectives q Deliver persuasive
presentations, including multimedia presentation, that include a well defined
thesis that makes a clear and knowledgeable judgment, support arguments with
detailed evidence, examples and reasoning, differentiating evidence from
opinion, and arrange details, reasons and examples effectively, anticipating
and answering listener concerns and counterarguments q Plan and present dramatic
interpretations of poems, sections of speeches or dramatic soliloquies, using
clear diction, tempo, volume and phrasing to emphasize key ideas and areas of
importance expressed by the author Co-develop a multimedia project using at least 2
technology tools Enter,
edit, and manipulate digital photos and video Suggested Activities: §
Create and participate in an online or live video presentation §
Create a slide show presentation that uses sound, video and/or other
graphics – the text part being presented live |
Reading
Standards:
|
Acquisition
and Application of New Vocabulary Students use their knowledge of word parts, word
relationships, word origins and context clues to determine the meaning of
specialized vocabulary and new words encountered in reading. Technology Competencies:
-Productivity Tools
-Problem-solving Tools |
q
Use knowledge of roots (Greek, Latin) to understand content-specific vocabulary
(science, social studies and mathematics) q
Explain the subtle differences between related words q
Identify the connotation and denotation of new words and apply them
in writing and speaking q
Infer word meaning through identification and analysis of analogies
and other word relationships q
Explain the influence of historical events on English word meaning
and vocabulary q
Explain the figurative use of words in context Utilize
web sites to download and save information
Identify
problems to study and solve them independently Suggested Activities: §
Participate in online activities §
Read online articles about the same topic and compare |
|
Expository
(Informational and Technical) Text Students apply a wide range of strategies to
comprehend, interpret and evaluate text, representing a variety of authors,
cultures and eras. Technology Competencies: -Productivity Tools -Problem-solving Tools -Research Tools |
q Utilize multi-step
directions to accomplish a task q Use organizational
structures, such as arrangement by organization, classification and
division, and arrangement by order of importance to
gain meaning from text q Draw inferences,
conclusions or generalizations about text and support them with
textual evidence and experience q Connect main ideas and
concepts by identifying their relationship to other sources, related
topics, world events, prior experience or real-world
events q Compare original text to a
summary to determine the extent to which the summary accurately
reflects the main ideas, critical details and
underlying meaning of the original q Compare and contrast
information from different articles or procedures on the same
topic q Explain the development of
an author’s argument, viewpoint or perspective in text q Identify how writers cite
facts, draw inferences and present opinions in informational text q Assess the adequacy,
accuracy and appropriateness of an author’s details to support
claims and assertions, noting instances of bias
and stereotyping q
Identify propaganda and persuasive techniques in text q
Evaluate the usefulness, clarity and internal consistency of the text’s
organizational structure Utilize
web sites to download and save information
Identify
problems to study and solve them independently Be
able to choose the best source for locating information (i.e. print, Internet, CDE-ROM, online
encyclopedia) Suggested Activities: §
Participate in online activities §
Participate in online debate/chat on poetry, story themes, etc. §
Make a collaborative web quest detailing an author, a theme, type of
poetry, etc. |
|
Literary
Text Students
apply a wide range of strategies to comprehend, interpret and evaluate text,
representing a variety of authors, cultures and eras. Technology Competencies: -Productivity Tools -Communication Tools -Problem-solving Tools |
q
Identify the characteristics of various forms of prose (for example,
short story, novel, novella, essay) q
Identify the characteristics of different forms of poetry,(e.g.
ballad, elegy, epic, ode, lyric, couplet, haiku) q
Compare works that contain the same recurring themes (for example,
heroism vs. villainy, good vs. evil) q
Identify the structural elements of the plot (for example, subplots,
parallel episodes, climax) and determine how each incident gives rise to the
next or foreshadows a future event q
Distinguish characters by their thoughts, words, speech patterns and
deeds q
Analyze interactions between main and minor characters in literary
text (for example, internal and external conflicts, motivations,
relationships and influences) and how the interactions affect the plot q
Contrast points of view in narrative text and how they affect the
overall body of work (for example, first vs. third, limited vs. omniscient,
subjective vs. objective) q
Analyze the importance of the setting to the mood, tone and meaning
of the text q
Identify archetypal patterns and symbols found in myth and tradition
in literature from different eras and cultures q
Explain how mood or meaning is conveyed through word choice,
figurative language, symbolism, allusions, imagery and use of sentences,
punctuation, rhythm, repetition and rhyme q
Analyze how a work of literature reflects the heritage, traditions,
attitudes and beliefs of its author Utilize web sites to download and save information
Co-develop multimedia projects using at least 2
technology tools Participate
in an online project Use
multimedia tools to understand relationships, construct meaning, and synthesize new material Suggested Activities §
Communicate with other students in the state, country, world on
like-subjects and ideas and compare/contrast §
Create web pages outlining ideas |
|
Independent
Technology Competencies: -Basic Operations -Productivity Tools -Problem-solving Tools |
q Read at least 25 books or
book equivalents independently or with assistance, and regularly participate
in discussions of their reading with other students or adults Effectively utilize a variety of functions within the
operating system,
including file management Utilize
web sites to download and save information Identify
and document sources of information Suggested Activities: §
Create web page of links to specific subjects and themes §
Read books online §
Research authors using search engines and library reference tools |
Writing Standards:
|
Writing
Strategies Students
address purpose and audience through use of effective writing processes:
research, prewriting, drafting, revising, editing and publishing. Technology Competencies: -Basic Operations -Productivity Tools -Problem-Solving Tools |
Prewriting and Research
q Independently develop and use different forms of prewriting, including brainstorming and graphic organizers to organize ideas (web, lists, wheel, Venn diagram, outlines) q Select and focus on one
aspect of a topic q Use details to support
topic q Formulate open-ended
research questions suitable for inquiry and adjust them as necessary while
research is conducted q Select appropriate sources
to support central ideas, concepts and themes, representing a variety of
perspectives when appropriate q Use skimming and scanning
techniques and knowledge of organizational features of printed texts such as
endnotes and footnotes, bibliographies, works cited and appendices to locate
further information q Use knowledge of
organizational features of electronic library and interlibrary categories to
research information for a specific open-ended research question q Synthesize information
from various resources and draw valid conclusions from them q Describe the differences
between primary and secondary sources and explain how each might help answer
a specific research question q Use strategies to evaluate
information, such as assessing usefulness or cross-referencing information q Credit both quoted and
paraphrased information in a bibliography (works cited), using a consistent
and sanctioned format and methodology for citation and footnotes q Use note-taking and create
outlines for writing assignments q Use graphic organizers Drafting, Editing and Revisingq Use a thesaurus to select
more exact descriptive, specific or effective vocabulary for writing q Use a revision checklist
developed by peers and teachers to improve the organization, clarity and
consistency of ideas within and among paragraphs, and the logic and
effectiveness of word choice q Edit for appropriate use
of grammar and mechanics as described in the Conventions section Publishingq Prepare writing for
publication by purposefully using electronic resources, the principles of
design (for example, margins, tabs, spacing, columns) and graphics (for
example, drawings, charts, graphs) to enhance the final product Create
professional documents using application software
Create
complete documents using available technology tools Identify
and document sources of information Suggested Activities: §
Create web resource link pages to go along with student writing §
Publish writing through newspaper, web or any other way §
Participate in online writing contest |
Grammar and Conventions
Students
compose texts that exhibit English language conventions of mechanics,
grammar, usage and spelling appropriate to the audience, purpose and
topic. Technology Competencies: -Basic Operations -Productivity Tools -Research Tools |
q Demonstrate understanding
of the rules of the English language in written and oral work by
automatically selecting the structures and features of the language
appropriate to purpose, audience, and context of the work including: §
Grammar: (i.e., parts of speech; principal parts of regular and irregular
verbs; transitive vs. intransitive verbs; linking verbs; nominative,
objective, possessive and indefinite relative pronouns); §
Sentence Structure: (i.e., appositives, fragments, run-on sentences,
dangling modifiers, dependent and independent clauses); §
Usage: (i.e., subject-verb agreement with collective nouns, indefinite
pronouns, compound subjects and prepositional phrases, conjugation of regular
and irregular verbs in present, past and future perfect and perfect
progressive tenses); §
Punctuation: (i.e., semicolons, colons,
hyphens, dashes, brackets) q Spell correctly in a
written work: §
Frequently misspelled words §
Spelling derivatives of words by applying the spelling of bases and
affixes Utilize web sites to
download and save information Be able to synthesize
information and produce a paper, report or presentation without plagiarizing Suggested Activities: §
Spell and grammar check activities |
|
Writing Forms,
Audiences and Purposes Students
write several kinds of texts, including narrative and persuasive, as well as
a variety of expository texts. They
demonstrate an awareness of audience, purpose and form, using stages of the
writing process. Technology Competencies: -Basic Operations -Productivity Tools -Research Tools |
q Writes narratives that: §
relate a clear, coherent event, situation or storyline by using
well-chosen detail; §
reveal the significance of, or the writer’s attitude about, the
subject; and §
purposefully include rhetorical elements such as figurative language,
description, foreshadowing and symbolism q Write to persuade an
intended audience by selecting an appropriate form that: §
makes a clear and knowledgeable judgment; §
supports arguments with detailed evidence, examples and reasoning,
differentiating between evidence and opinion; and §
refute counterarguments q Create multi-paragraph
essays that: § establish a main idea that engages the reader§ include relevant information and exclude irrelevant information or details,§
reinforce coherence within and across paragraphs by using §
parallel structures to reinforce main ideas; §
use explicit transitional devices §
use precise language, action verbs, sensory details and colorful
modifiers; §
include a closing sentence that summarizes, extends or elaborates on
the point q Write essays of
comparison/contrast, cause/effect for an intended audience and purpose that §
state the thesis or purpose of the paper and §
offer compelling evidence in the form of facts and details to support
the thesis q Write reflective essays
that: §
analyze a condition or situation of significance; and §
develop a commonplace or concrete occasion as the basis for
reflection q Write text related to
career development (business letters, interview summary, job description): §
address audience needs, stated purpose and context in a clear and
efficient manner; and §
follow the conventional style appropriate to the text, using proper
technical terms q Write research reports for
an intended audience and purpose that; §
Pose relevant and tightly drawn questions about the topic; §
Convey a clear and accurate perspective on the subject; and §
Support the main ideas with facts, details, examples and explanations
generated through the formal research process and properly referenced, as
described in the Research standards. Create
professional documents using application software
Integrate
drawing/painting tools in a variety of applications Be able to synthesize information and produce a
paper, reports or
presentation without plagiarizing Suggested Activities: §
Write instructions for an elementary classroom activity §
Create a presentation for a group not affiliated with the school |
Listening,
Speaking and Viewing Standards:
|
Listening
and Viewing Strategies Students
attend respectfully, listen actively, and respond critically to oral and
visual communication. Technology Competencies: -Productivity Tools -Problem-solving Tools |
q Demonstrate active
listening strategies in a variety of settings, such as orienting to speaker,
making visual contact, asking questions, following directions and responding
to cues q Identify different
purposes for listening q Distinguish the main idea
from the supporting details q Ask clarifying and
thoughtful questions and respond to relevant questions with appropriate elaboration q Determine the speaker’s
general purpose (for example to inform, persuade, solve problems, entertain)
and attitude through verbal and nonverbal cues q Connect prior experiences,
insights and ideas to those of the speaker q Compare ideas and points
of view on issues in the media q Work in small groups in
which the student displays appropriate turn-taking behaviors; solicits
comments from other groups members; responds appropriately to comments and
questions; and recognizes the rights of others in a discussion, avoiding the
use of “put-downs” and inappropriate slang q Identify how language use
reflects regions and cultures Utilize
web sites to download and save information
Identify
problems to study and solve them independently Suggested Activities: §
Videotape a speaker or student and critique their ideas and methods |
|
Speaking
Strategies Students
communicate effectively for a variety of audiences, situations and purposes. Technology Competencies: -Productivity Tools -Communication Tools |
q Organize a
presentation keeping in mind the purpose and audience q Include
appropriate details that support the topic q Use clear and
specific vocabulary to communicate ideas q Clarify spoken
text through use of appropriate props q Use verbal and
nonverbal techniques to enhance communication q Use standard
English language conventions to communicate clearly, including: §
Sentence Structure:
simple, compound and complex sentences, correct word order,
complete vs. incomplete sentences §
Grammar:
singular and plural forms of regular and irregular nouns,
contractions, and singular possessives; past, present and future verb tenses;
subject-verb agreement §
Usage:
subject-verb agreement by number, pronoun agreement q Select a focus,
organization and point of view that match purpose, message, setting and voice
modulation to the audience q Arrange details, reasons,
descriptions and examples effectively and persuasively in terms of the needs
and interests of a specified audience q Use effective presentation
techniques including voice modulation, inflection, tempo, enunciation and eye
contact q Rearrange words and
sentences to clarify meaning q Support opinions expressed
with detailed evidence and visuals or media display, using appropriate
technology q Use audience feedback (verbal
and nonverbal cues) to reconsider and modify the organizational structure or
plan. Co-develop a multimedia project using at least 2
technology tools Enter, edit and manipulate sound files Suggested Activities: §
Make an audio recording that could be used on a web page or in a
presentation §
Create a presentation or web page that includes sound and/or video. |
|
Speaking
Applications Students communicate effectively for a variety of
audiences, situations and purposes. Technology Competencies:
-Productivity Tools -Communication Tools |
q Make
descriptive presentations using an appropriate organizational pattern to
inform or relate experiences q Deliver
informative presentations, using a visual aid that demonstrates an
understanding of topic and contains facts, details, examples and descriptions
to support the main idea q Deliver
persuasive presentations that express and support a clear opinion q Present
dramatic interpretations of experiences, stories, poems or plays, using clear
diction, pitch, tempo and tone Co-develop a multi-media project using at least 2
technology tools Enter,
edit and manipulate digital photos and video Suggested Activities: §
Make a digital or lineal video presentation §
Create a presentation or web page that includes sound and/or video |
Reading
Standards:
|
Acquisition
and Application of New Vocabulary Students
use their knowledge of word parts, word relationships, word origins and
context clues to determine the meaning of specialized vocabulary and new
words encountered in reading. Technology Competencies: -Problem-solving Tools -Productivity Tools |
q
Use context to determine the meaning of words q
Use knowledge of Greek roots to understand content-specific
vocabulary q
Explain the subtle differences between related words q
Identify the connotation and denotation of new words and apply them
in writing and speaking q
Infer word meaning through identification and analysis of analogies
(comparisons of the similar aspects of two different things) and other word
relationships q
Distinguish the relationship of word meanings between pairs of words
encountered in analogical statements (e.g., synonyms/antonyms,
connotation/denotation) q
Use word meaning implied but not directly stated within the context
and show ability to verify those meanings by definition, restatement,
example, comparison or contrast Identify problems to study and solve them
independently
Use authoring tools
(video, email, software, Internet) to construct creative works Suggested Activities: §
Make use of online dictionaries and thesaurus §
Make use of tools such as grammar and spell check in individual
software programs |
|
Expository
(Informational and Technical) Text Students apply a wide range of
strategies to comprehend, interpret and evaluate text, representing a variety
of authors, cultures and eras. Technology Competencies: -Basic Operations -Communication Tools -Problem-solving Tools -Technology Research |
q
Utilize multi-step directions to accomplish a task q
Examine uses and purposes of propaganda in text q
Recognize author’s purpose and attitude q
Support an interpretation by locating specific information q
Differentiate between fact and opinion q
Make predictions q
Locate a stated or implied main idea and differentiate between
details that support it and those that do not q
Evaluate the effectiveness of resource material for a specified
audience/purpose q
Draw inferences, conclusions or generalizations about text and
support them with textual evidence and experience q
Connect main ideas and concepts by identifying their relationships to
other sources, related topics, world events, prior experience or real-world
events q
Compare and contrast information from different articles or procedures on the same topic (for example,
treatment, scope, organization of ideas) q
Explain the development of author’s argument, viewpoint or
perspective in text q
Identify how writers cite facts, draw inferences and present opinions
in informational text q
Assess the adequacy, accuracy and appropriateness of an author’s
details to support claims and assertions, noting instances of bias and
stereotyping q
Evaluate the usefulness, clarity and internal consistency of the
text’s organizational structure q
Identify propaganda and persuasive techniques in text Save
and access information using an organized filing system
Establish
and collaborate with “key pals” (experts working on similar problems) Identify
problems to study and solve them independently Gather
information from a variety of sources, both print and non-print Be
able to successfully conduct online searches independently Suggested Activities: §
Conduct an Internet search to find various articles on a single topic §
Communicate with experts on a given topic via various Internet
services |
|
Literary
Text Students apply a wide range of strategies to
comprehend, interpret and evaluate texts, representing a variety of authors,
cultures and eras. Technology Competencies: -Basic
Operations -Technology
Research |
q
Recognize an author’s purpose and attitude (bias/slant) q
Support an interpretation by locating specific information q
Draw inferences q
Make predictions q
Identify the characteristics of various forms of prose (for example,
short story, novel, novella, essay) q
Recognize the effect of common literary devices (i.e., simile,
metaphor, personification, hyperbole) q
Analyze the effect of literary elements (i.e., setting, character,
plot, and theme) q
Identify the characteristics of different forms of poetry (i.e.,
ballad, elegy, epic, ode, Lyric, couplet, haiku) q
Compare works that contain the same recurring themes (i.e., heroism
v. villainy, good v. evil) q
Identify the structural elements of the plot (for example, subplots,
parallel episodes, climax) and determine how each incident gives rise to the
next or foreshadows a future event q
Distinguish characters by their thoughts, words, speech patterns, and
deeds q
Analyze interactions between main and minor characters in literary
text (for example, internal and external conflicts, motivations,
relationships and influences) and how the interactions affect the plot q
Compare works that express a universal theme, and provide evidence to
support the comparisons q
Contrast points of view in narrative text and how they affect the
overall body of work (for example, first v. third, limited v. omniscient,
subjective v. objective) q
Analyze the importance of the setting to the mood, tone and meaning
of the text q
Explain how mood or meaning is conveyed through word choice,
figurative language, symbolism, allusions, imagery and use of sentence
structure, punctuation, rhythm, repetition and rhyme q
Analyze how a work of literature reflects the heritage, traditions,
attitudes and beliefs of its author q
Determine characters’ traits from what they say about themselves (for
example, dramatic monologues, soliloquies), what they do and what others say
about them q
Explain how voice, persona and narrator affect tone,
characterization, plot and credibility q
Analyze an author’s development of time and sequence, including the
use of complex literary devices such as foreshadowing and flashback Save
and access information using an organized filing system
Gather
information from a variety of sources, both print and non-print Be
able to successfully conduct online searches independently Suggested Activities: §
Conduct an Internet search to find information about an author and
his writing style §
Visit online libraries to locate similar works |
Independent
|
q
Support an interpretation by locating specific information q
Draw inferences q
Make predictions q
Analyze the effect of literary elements (i.e., setting, plot,
character and theme) q
Evaluate quality of text q
Compare texts to those of other genres q
Engages in sustained independent reading q
Read 25 books independently or with assistance and regularly
participate in discussions of their reading with other students or adults Establish and collaborate with “key pals” (experts
working on similar
problems) Gather
information from a variety of sources, both print and non-print Be
able to successfully conduct online searches independently Utilize
technology as a means for identifying and incorporating primary source materials Suggested Activities: §
Conduct online searches to find evaluations and analyses of a given
work §
Locate e-books to read that share the same genre as one read in class |
Writing
Standards:
|
Writing
Strategies Students
address purpose and audience through use of effective writing process:
research, prewriting, drafting, revising, editing and publishing. Technology Competencies: -Productivity Tools -Communication Tools -Technology Research |
Prewriting
and Research q
Select appropriate sources to support central ideas, concepts and
themes, representing a variety of perspectives when appropriate q
Formulate open-ended research questions suitable for inquiry and
investigation and adjust them as necessary while research is conducted q
Synthesize information from various resources and draw valid
conclusions from them q
Evaluate the accuracy and usefulness of primary and secondary sources q
Scan and select information to support a thesis using available
library, electronic and human resources q
Use strategies to evaluate information, such as assessing usefulness
or cross-referencing information q
Credit both quoted and paraphrased information in a works cited page,
using a consistent and sanctioned format and methodology for citations q
Distinguish one’s own ideas from those created or discovered by
others q
Use note-taking and create outlines for writing assignments q
Define the meaning and consequences of plagiarism q
Create detailed outlines, with subheadings, for writing assignments q
Use coherent research methodology including identifying key terms and
narrowing focus of a search Drafting,
Revising, Editing
q
Follow purposeful organization q
Make connections among ideas, paragraphs and sentences q
Develop a clear, focused main idea or ideas related to the prompt q
Demonstrate completeness q
Use a variety of sentence structures and/or phrases appropriate to
the audience, purpose and topic q
Use a variety of words appropriate to the audience, purpose and topic q
Use a revision checklist developed by peers and teachers to improve
the organization, clarity and consistency of ideas within and among paragraphs,
and the logic and effectiveness of word choice q
Edit final copy for appropriate use of grammar and mechanics, as
described in the Conventions section Publishing
q
Prepare writing for publication by purposefully using electronic
resources, principles of design (for example, margins, tabs, spacing,
columns) and graphics (for example, drawings, charts, graphs) to enhance the
final product Use
authoring tools to construct creative works
Employ
electronic templates to organize, outline and storyboard information Create
and utilize graphs to display information Create
an electronic portfolio Gather
information from a variety of sources both print and non-print Utilize
technology as a means for identifying and incorporating primary source materials Suggested Activities: §
Visit online libraries to seek primary and secondary sources §
Use mapping, webbing and outline software to create different forms
of prewriting §
Use database and spreadsheet software to display information located
during research §
Create an electronic portfolio to store examples of all types of
writing |
|
Grammar
and Conventions Students compose texts that
exhibit English language conventions of mechanics, grammar, usage and
spelling appropriate to the audience, purpose and topic. Technology Competencies: -Productivity Tools -Problem-solving Tools |
q
Demonstrate habitual understanding of the rules of the English
language in written and oral work, and select the structures and features of
language appropriate to purpose, audience and context of the work, including: §
GRAMMAR: (i.e., parts of speech,
linking verbs; principal parts of linking verbs; transitive v. intransitive
verbs; nominative; objective, possessive and indefinite relative pronouns) §
SENTENCE STRUCTURE: (i.e.,
appositives, fragments, run-on sentences, dangling modifiers, dependent and
independent clauses) §
USAGE: (i.e., subject-verb
agreement, indefinite pronouns, compound subjects and prepositional phrases;
conjugation of regular and irregular verbs in present, past, and future
perfect and perfect progressive tenses) §
PUNCTUATION: (i.e., semicolons, colons,
hyphens, dashes, brackets) q
Make appropriate language choices in writing and speaking in response
to demands created by a variety of contexts (for example, academic, career,
everyday settings) q
Use correct spelling in a written work Use
authoring tools to construct creative works
Identify
problems to study and solve them independently
Suggested Activities: §
Make use of tools such as grammar and spell check in individual
software programs |
|
Narrative
Writing Narration
helps students recognize, develop and express their own ideas, beliefs and
potential for creative expression. Other important forms of narrative rely
more on factual than creative intent, such as news stories, case studies and
incident reports. By honing students’ ears and pens for a “good story,” other
kinds of writing also may improve as a result. Technology Competencies: -Basic Operations -Communication Tools -Productivity Tools |
q
Develop a clear, focused main idea or ideas related to the prompt q
Demonstrate completeness q
Include supporting details appropriate to the audience, purpose and
topic q
Follow a purposeful organization q
Make connections among ideas, paragraphs and sentences q
Use a variety of sentence structures and/or phrases appropriate to
the audience, purpose and topic q
Use a variety of words appropriate to the audience, purpose and topic q
Write narratives that: §
Relate a clear, coherent event, situation, or storyline §
Reveal the significance of, or the writer’s attitude about, the
subject and purposefully include rhetorical elements such as figurative
language, description, foreshadowing and symbolism. §
Develop the narrative elements with concrete sensory details and language §
Contain a clear concluding statement Save
and access information using an organized filing system
Create
an electronic portfolio Establish
and collaborate with “key pals” (experts working on similar problems) Use
authoring tools (video, email, software, Internet) to construct creative works Employ
electronic templates to organize, outline and storyboard information Create
and utilize graphs to display information Suggested Activities: § Share work with an e-pal
(structured by an Internet service) § Use word processing
software for each step of the writing process § Read examples of narrative
essays found on the Internet |
|
Persuasive
Writing Students
develop the ability to construct a valid and effective argument by detailing
supporting evidence and refuting anticipated counterclaims. The ability to formulate a valid and
effective argument in writing will aid students in making oral arguments and
in evaluating the effectiveness of other’s oral and written arguments. Technology Competencies: -Basic Operations -Productivity Tools -Technology Research |
q
Develop a clear, focused main idea or ideas related to the prompt q
Demonstrate completeness q
Include supporting details appropriate to the audience, purpose and
topic q Follow purposeful organizationq
Make connections among ideas, paragraphs and sentences q
Use a variety of sentence structures and/or phrases appropriate to
the audience, purpose and topic q
Use a variety of words appropriate to the audience, purpose and topic q
Write to persuade an intended audience by selecting an appropriate
form (for example, letter to the editor or city official) that: §
makes a clear and knowledgeable judgment §
supports arguments with detailed evidence, examples and reasoning,
differentiating between evidence and opinion §
refutes counterarguments Save and access information
using an organized filing system Use authoring tools (video, email, software,
Internet) to
construct creative works Employ electronic templates to organize, outline
and
storyboard information Create and utilize graphs to display information Utilize technology as a means for identifying and
incorporating primary source material Construct web pages, documents, presentations that
reflect
appropriate utilization of resources and application of gathered
information Suggested Activities: §
Visit websites that contain forms of persuasive writing and discuss
technique used |
|
Expository
Writing Students
write several kinds of texts including narrative and persuasive, as well as a
variety of expository texts. They
demonstrate an awareness of audience, purpose and form, using stages of the
writing process. Technology Competencies: -Basic Operations -Productivity Tools -Communication Tools -Problem-solving Tools -Technology Research |
q
Develop a clear, focused main idea or ideas related to the prompt q
Demonstrate completeness q
Include supporting details appropriate to the audience, purpose and
topic q
Follow a purposeful organization q
Make connections among ideas, paragraphs and sentences q
Use a variety of sentence structures and/or phrases appropriate to
the audience, purpose and topic q
Use a variety of words appropriate to the audience, purpose and topic q
Create multi-paragraph essays that: §
establish a main idea that engages the reader; §
include relevant information and exclude irrelevant information or
details; §
reinforce coherence within and across paragraphs by using parallel
structures to reinforce main ideas; §
use precise language, action verbs, sensory details and colorful
modifiers; and §
include a closing sentence that summarizes, extends or elaborates on
the points q
Write essays of comparison/contrast, cause/effect for an intended
audience and purpose that: §
state the thesis or purpose of the paper; and §
offer compelling evidence in the form of facts and details to support
the thesis q
Write reflective essays that: §
analyze a condition or situation of significance; and §
develop a commonplace or concrete occasion as the basis for
reflection (for example, personal observation or experience) q
Write text related to career development (for example, business
letters) that: §
pose relevant and tightly drawn questions about the topic; §
convey a clear and accurate perspective on the subject; and support the
main ideas with facts, details, examples and explanations generated through
the formal research process and properly referenced, as described in the
Research standards q
Write research reports for an intended audience and purpose that: §
pose relevant and tightly drawn questions about the topic §
convey a clear and accurate perspective on the subject; and §
support the main ideas with facts, details, examples and explanations
generated through the formal research process and properly referenced, as
described in the Research standards Save and access information
using an organized filing system Use authoring tools (video, email, software,
Internet) to
construct creative works Employ electronic templates to organize, outline
and
storyboard information Create and utilize graphs to display information Create an electronic portfolio Identify problems to study and solve them
independently Gather information form a variety of sources, both
print and non-print Be able to successfully conduct online searches
independently Utilize technology as a means for identifying and
incorporating primary source material Construct web pages, documents, presentations that
reflect
appropriate utilization of resources and application of gathered
information Suggested Activities: §
Conduct an Internet search to find information relevant to the
student’s topic §
Use Internet services to perform a guided search §
Use graphic organizers (maps, webs, etc.) to organize information |
Listening, Speaking and
Viewing Standards:
|
Listening
and Viewing StrategiesStudents
attend respectfully, listen actively and respond critically to oral and
visual communications. Technology Competencies: -Basic Operations -Productivity Tools -Communication Tools -Problem-solving Tools |
q
Demonstrate active listening strategies in a wide range of settings
and using techniques to retain information, such as taking notes q
Draw logical inferences and conclusions from oral or visual
communications q
Paraphrase the speaker’s purpose and point of view q
Ask relative questions concerning a speaker’s content, delivery and
purpose q
Respond to persuasive messages with probing questions, challenges or
affirmations regarding the evidence that supports the listener’s claims and conclusions q
Identify and analyze the persuasive techniques (promises, dares and
flattery, glittering generalities, logical fallacies) used in oral
presentations and media messages q
Explain how the effects of language sounds (for example, repetition,
internal rhyme, cadence) contribute to meaning q
Evaluate the credibility of the speaker (for example, hidden agendas,
slanted or biased material) q
Provide feedback to speaker’s concerning the coherence and logic of
the speech content and delivery and the speech’s overall impact upon
listeners q
Recognize discrepancies between speakers’ verbal and nonverbal
messages q
Work in group settings in which students employ group decision-making
techniques such as brainstorming and problem-solving and express ideas,
thoughts and concerns effectively q
Identify the aesthetic effects of a media presentation and evaluate
the techniques used to create them Solve basic
technical problems encountered during regular computer and software use Use
audio/video conferencing technologies Co-develop
and link web pages Establish and
collaborate with “key pals” (experts working on similar problems) Display
ability to work as a collaborative member of a team Suggested Activities: §
Use
mapping and webbing software to brainstorm ideas in a group §
Communicate
with others (e-pals) to evaluate and to react to a speaker §
Use the
Internet to find reviews of a speaker or production |
|
Speaking
Strategies Students
communicate effectively for a variety of audiences, situations and purposes. Technology Competencies: -Basic Operations -Productivity Tools -Technology Research |
q
Select a focus, organization and point of view that match purpose,
message, setting and voice modulation to the audience q
Analyze interests of the audience and implications of the occasion to
choose effective speaking strategies q
Arrange details, reasons, descriptions and examples effectively and
persuasively in terms of the needs and interests of a specified audience q
Use effective presentation techniques including voice modulation,
inflection, tempo, enunciation and eye contact q
Use audience feedback (verbal and nonverbal clues) to reconsider and
modify the organizational structure or plan q
Support opinions expressed with detailed evidence q
Use appropriate technology such as props, visual aids, graphs and
electronic media to enhance the appeal of the presentation q
Use standard language conventions to communicate clearly including
sentence structure, grammar and usage Create professional documents using a variety of presentation formats Use
audio/video conferencing technologies Download
and save information from the specific technology tools to create a
multi-media presentation Use
a variety of content specific tools in constructing technology enhanced
models or other creative works Create
and utilize graphs to display information Utilize
technology as a means for identifying and incorporating primary source
materials Construct
web pages, documents, presentations that reflect appropriate utilization of
resources and application of gathered information Suggested
Activities: §
Use productivity software (Power Point) to create a visual aid |
|
Speaking
Applications Students
communicate effectively for a variety of audiences, situations and purposes. Technology Competencies: -Basic Operations -Productivity Tools -Technology Research |
q
Deliver demonstrative presentations that provide a clear spatial
perspective on the process being described and make effective use of detail q
Deliver persuasive presentations, including multi-media
presentations, that include a well-defined thesis that makes a clear and
knowledgeable judgment; support arguments with detailed evidence, examples
and reasoning, differentiating evidence from opinion; arrange details,
reasons and examples effectively, anticipating and answering listener
concerns and counterarguments q
Plan and present dramatic interpretations of poems, sections of
speeches or dramatic soliloquies, using clear diction, tempo, volume and
phrasing to emphasize key ideas and areas of importance expressed by the
author Create professional documents using a variety of presentation formats Use
audio/video conferencing technologies Download
and save information from the specific technology tools to create a
multi-media presentation Use
a variety of content specific tools in constructing technology enhanced
models or other creative works Create
and utilize graphs to display information Utilize
technology as a means for identifying and incorporating primary source
materials Construct
web pages, documents, presentations that reflect appropriate utilization of
resources and application of gathered information Suggested
Activities: §
Use productivity software (Power Point) to create a visual aid |
Reading
Standards:
|
Acquisition
and Application of New Vocabulary Students
use their knowledge of word parts, word relationships, word origins, and
context clues to determine the meaning of specialized vocabulary and new
words encountered in reading. Technology Competencies: -Problem-solving Tools -Productivity Tools |
q Use context to determine
the meaning of words q Use knowledge of Latin
roots to understand content-specific vocabulary q Explain the subtle
differences between related words q Identify the connotation
and denotation of new words and apply them in writing and speaking q Infer word meaning through
identification and analysis of analogies (comparisons of the similar aspects
of two different things) and other word relationships q Distinguish the
relationship of word meanings between pairs of words encountered in
analogical statements (e.g., synonyms/antonyms, connotation/denotation) q Use word meaning implied
but not directly stated within the context and show ability to verify those
meanings by definition, restatement, example, comparison or contrast q Explain the figurative use
of words in context Identify
problems to study and solve them independently
Use
authoring tools (video, e-mail, software, Internet) to construct creative works Suggested Activities: §
Make use of online dictionaries and thesaurus §
Make use of tools such as grammar and spell check in individual
software programs |
|
Expository
(Informational and Technical) Text Students apply a wide range of
strategies to comprehend, interpret, and evaluate text, representing a
variety of authors, cultures and eras. Technology Competencies: -Basic Operations -Communication Tools -Problem-solving Tools -Technology Research |
q Utilize multi-step
directions to accomplish a task q Examine uses and purposes
of propaganda in text q Recognize author’s purpose
and attitude q Support an interpretation
by locating specific information q Differentiate between fact
and opinion q Make predictions q Located a stated or
implied main idea and differentiate between details that support it and those
that do not q Evaluate the effectiveness
of resource material for a specified audience/purpose q Draw inferences,
conclusions or generalizations about text and support them with textual
evidence and experience q Connect main ideas and
concepts by identifying their relationships to other sources, related topics,
world events, prior experience or real-world events q Compare and contrast
information from different articles or procedures on the same topic (for
example, treatment, scope, organization of ideas) q Explain the development of
author’s argument, viewpoint or perspective in text q Identify how writers cite
facts, draw inferences and present opinions in informational text q Assess the adequacy,
accuracy and appropriateness of an author’s details to support claims and
assertions, noting instances of bias and stereotyping q Evaluate the usefulness,
clarity and internal consistency of the text’s organizational structure q Critique functional
documents (for example, bus schedules, instructions, the internet) for the
sequencing of information and procedures, anticipation of possible reader
misunderstandings, and visual appeal q Analyze features and
rhetorical devices of different types of public documents (for example,
policy statements, speeches, debates) and how authors use the features to
achieve their purposes q Identify propaganda and
persuasive techniques in text q Synthesize the content and
ideas from several sources dealing with a single issue of written by a single
author, producing evidence of comprehension by clarifying the ideas and
connecting them to other sources, related topics or prior experience q Analyze how patterns of
organization, repetition of key ideas, syntax and word choice in text
influence understanding and reveal an author’s purpose q Make assertions about
significant patterns, motifs and perspectives, using elements of text to
defend and clarify interpretations Save
and access information using an organized filing system
Establish
and collaborate with “key pals” (experts working on similar problems) Identify
problems to study and solve them independently Gather
information from a variety of sources, both print and non-print Be
able to successfully conduct online searches independently Suggested Activities: §
Conduct an Internet search to find various articles on a single topic §
Communicate with experts on a given topic via various Internet
services §
Conduct an Internet search to locate others’ research in the same
area. |
|
Literary
Text Students
apply a wide range of strategies to comprehend, interpret, and evaluate
texts, representing a variety of authors cultures
and eras. Technology Competencies: -Basic Operations -Technology Research |
q Recognize an author’s
purpose and attitude (bias/slant) q Support an interpretation
by locating specific information q Draw inferences q Make predictions q Identify the
characteristics of various forms of prose (for example, short story, novel,
novella, essay) q Recognize the effect of
common literary devices (i.e., simile, metaphor, personification, hyperbole) q Analyze the effect of
literary elements (i.e., setting, character, plot, and theme) q Identify the
characteristics of different forms of poetry (i.e., ballad, elegy, epic, ode,
Lyric, couplet, haiku) q Compare works that contain
the same recurring themes (i.e., heroism v. villainy, good v. evil) q Identify the structural
elements of the plot (for example, subplots, parallel episodes, climax) and
determine how each incident gives rise to the next or foreshadows a future
event q Distinguish characters by
their thoughts, words, speech patterns, and deeds q Analyze interactions
between main and minor characters in literary text (for example, internal and
external conflicts, motivations, relationships, and influences) and how the
interactions affect the plot q Compare works that express
a universal theme, and provide evidence to support the comparisons q Contrast points of view in
narrative text and how they affect the overall body of work (for example,
first v. third, limited v. omniscient, subjective v. objective) q Analyze the importance of
the setting to the mood, tone, and meaning of the text q Explain how mood or
meaning is conveyed through word choice; figurative language; symbolism; allusions;
imagery; and use of sentence structure, punctuation, rhythm, repetition, and
rhyme q Analyze how a work of
literature reflects the heritage, traditions, attitudes and beliefs of its
author q Determine characters’
traits from what they say about themselves (for example, dramatic monologues,
soliloquies), what they do and what others say about them q Explain how voice, persona
and narrator affect tone, characterization, plot, and credibility q Analyze an author’s
development of time and sequence, including the use of complex literary
devices such as foreshadowing and flashback q Identify archetypal
patterns and symbols found in myth and tradition in literature from different
eras and cultures q Analyze ways in which
authors use imagery, symbolism, personification, figures of speech and sounds
to elicit readers’ emotions q Explain how form affects
the meaning of poetry and prose Save
and access information using an organized filing system
Gather
information from a variety of sources, both print and non-print Be
able to successfully conduct online searches independently Suggested Activities: §
Conduct an Internet search to find information about an author and
writing style §
Visit online libraries to locate various forms of prose §
Visit professional poetry websites that offer readings,
interpretations of poetry, author interviews, etc. |
|
Independent
Technology Competencies: -Communication Tools -Technology Research |
q Support an interpretation
by locating specific information q Draw inferences q Make predictions q Analyze the effect of
literary elements (i.e., setting, plot, character, and theme) q Evaluate quality of text q Compare texts to those of
other genres q Engage in sustained
independent reading q Read 25 books
independently or with assistance and regularly participate in discussions of
their reading with other students or adults Establish and collaborate with “key pals” (experts
working on similar
problems) Gather
information from a variety of sources, both print and non-print Be
able to successfully conduct online searches independently Utilize
technology as a means for identifying and incorporating primary source materials Suggested Activities: §
Conduct online searches to find evaluations and analyses of a given
work §
Locate e-books to read that share the same genre as one read in class |
Writing
Standards:
|
Writing
Strategies Students
address purpose and audience through use of effective writing process:
research, prewriting, drafting, revising, editing and publishing. Technology Competencies: -Productivity Tools -Communication Tools -Technology Research |
Prewriting
and Research q Select appropriate sources
to support central ideas, concepts and themes, representing a variety of
perspectives when appropriate q Formulate open-ended
research questions suitable for inquiry and investigation and adjust them as
necessary while research is conducted q Synthesize information
from various resources and draw valid conclusions from them q Evaluate the accuracy and
usefulness of primary and secondary sources q Scan and select
information to support a thesis using available library, electronic and human
resources q Use strategies to evaluate
information, such as assessing usefulness or cross-referencing information q Credit both quoted and
paraphrased information in a works cited page, using a consistent and
sanctioned format and methodology for citations q Distinguish one’s own
ideas from those created or discovered by others q Use note-taking and create
outlines for writing assignments q Define the meaning and
consequences of plagiarism q Create detailed outlines,
with subheadings, for writing assignments q Use coherent research
methodology including identifying key terms and narrowing focus of a search Drafting,
Revising, Editing
q Follow purposeful
organization q Make connections among
ideas, paragraphs and sentences q Develop a clear, focused
main idea or ideas related to the prompt q Demonstrate completeness q Use a variety of sentence
structures and/or phrases
appropriate to the audience, purpose and topic q Use a variety of words
appropriate to the audience, purpose and topic q Use a revision checklist developed by peers and teachers to improve the organization, clarity and consistency of ideas within and among paragraphs, and the logic and effectiveness of word choice q Edit final copy for
appropriate use of grammar and mechanics, as described in the Conventions
section Publishing
q Prepare writing for
publication by integrating traditional and electronic resources to enhance
the final product (for example, hand or computer-generated graphics and
illustrations). Use
authoring tools to construct creative works
Employ
electronic templates to organize, outline and storyboard information Create
and utilize graphs to display information Create
an electronic portfolio Gather
information from a variety of sources, both print and non-print Utilize
technology as a means for identifying and incorporating primary source materials Suggested Activities: §
Visit online libraries to seek primary and secondary sources §
Use mapping, webbing and outlining software to create different forms
of prewriting §
Use database and spreadsheet software to display information located
during research §
Create an electronic portfolio to store examples of all types of
writing |
|
Grammar and Conventions Students
compose texts that exhibit English language conventions of mechanics,
grammar, usage, and spelling appropriate to the audience, purpose and topic. Technology Competencies: -Productivity Tools -Problem-solving Tools -Technology Research |
q
Demonstrate habitual understanding of the rules of the English
Language in written and oral work, and select the structures and features of
language appropriate to purpose, audience, and context of the work, including §
GRAMMAR: (i.e., parts of speech,
linking verbs, principal parts of linking verbs; transitive v. intransitive
verbs; nominative; objective, possessive and indefinite relative pronouns) §
SENTENCE STRUCTURE: (i.e.,
appositives, fragments, run-on sentences, dangling modifiers, dependent and
independent clauses) §
USAGE: (i.e., subject-verb
agreement, indefinite pronouns, compound subjects and prepositional phrases;
conjugation of regular and irregular verbs in present, past, and future
perfect, and perfect progressive tenses) §
PUNCTUATION: (i.e., semicolons, colons,
hyphens, dashes, brackets) q Make appropriate language
choices in writing and speaking in response to demands created by a variety
of contexts (for example, academic, career, everyday settings) q Use correct spelling in a
written work Use
authoring tools to construct creative works
Identify
problems to study and solve them independently Gather
information from a variety of sources, both print and non-print Suggested Activities: §
Make use of tools such as grammar and spell check in individual
software programs §
Use style guides, both online and print, as resources |
|
Narrative
Writing Narration
helps students recognize, develop and express their own ideas, beliefs and
potential for creative expression. Other important forms of narrative rely
more on factual than creative intent, such as news stories, case studies and
incident reports. By honing students’ ears and pens for a “good story,” other
kinds of writing also may improve as a result. Technology Competencies: -Basic Operations -Communication Tools -Productivity Tools |
q Develop a clear, focused
main idea or ideas related to the prompt q Demonstrate completeness q Include supporting details
appropriate to the audience, purpose and topic q Follow a purposeful
organization q Make connections among
ideas, paragraphs, and sentences q Use a variety of sentence
structures and/or phrases appropriate to the audience, purpose and topic q Use a variety of words
appropriate to the audience, purpose and topic q Write narratives that: §
Relate a clear, coherent event, situation, or storyline §
Reveal the significance of, or the writer’s
attitude about the subject and purposefully include rhetorical elements such
as figurative language, description, foreshadowing and symbolism. §
Develop the narrative elements with concrete sensory details and language §
Contain a clear concluding statement Save
and access information using an organized filing system
Create
an electronic portfolio Establish
and collaborate with “key pals” (experts working on similar problems Use
authoring tools (video, email, software, Internet) to construct creative works Employ
electronic templates to organize, outline and storyboard information Create
and utilize graphs to display information Suggested Activities: §
Share work with an e-pal (structured by an Internet service) §
Use word processing software for each step of the writing process §
Read examples of narrative essays found on the Internet |
|
Persuasive
Writing Students
develop the ability to construct a valid and effective argument by detailing
supporting evidence and refuting anticipated counterclaims. The ability to formulate a valid and
effective argument in writing will aid students in making oral arguments and
in evaluating the effectiveness of other’ oral and written arguments. Technology Competencies: -Basic Operations -Productivity Tools -Technology Research |
q Develop a clear, focused
main idea or ideas related to the prompt q Demonstrate completeness q Include supporting details
appropriate to the audience, purpose, and topic q Follow purposeful organization q Make connections among
ideas, paragraphs, and sentences q Use a variety of sentence
structures and/or phrases appropriate to the audience, purpose and topic q Use a variety of words
appropriate to the audience, purpose and topic q Write to persuade an
intended audience by selecting an appropriate form (for example, letter to
the editor or city official) that: §
makes a clear and knowledgeable judgment §
supports arguments with detailed evidence, examples and reasoning,
differentiating between evidence and opinion §
refutes counterarguments Save and access information
using an organized filing system Use authoring tools (video, email, software,
Internet) to construct creative works Employ electronic templates to organize, outline
and
storyboard information Create and utilize graphs to display information Utilize technology as a means for identifying and
incorporating primary source material Suggested Activities: §
Visit websites that contain forms of persuasive writing and discuss
techniques used §
View examples of, and then construct a website to demonstrate
knowledge of persuasive writing |
|
Expository
Writing Students
write several kinds of texts including narrative and persuasive, as well as a
variety of expository texts. They
demonstrate an awareness of audience, purpose and form, using stages of the
writing process. Technology Competencies: -Basic Operations -Productivity Tools -Communications Tools -Problem-solving Tools -Technology Research |
q Develop a clear, focused
main idea or ideas related to the prompt q Demonstrate completeness q Include supporting details
appropriate to the audience, purpose and topic q Follow a purposeful
organization q Make connections among
ideas, paragraphs and sentences q Use a variety of sentence
structures and/or phrases appropriate to the audience, purpose and topic q Use a variety of words
appropriate to the audience, purpose, and topic q Create multi-paragraph
essays that: §
establish a main idea that engages the reader; §
include relevant information and exclude irrelevant information or details; §
reinforce coherence within and across paragraphs by using parallel
structures to reinforce main ideas; §
use precise language, action verbs, sensory details and colorful
modifiers; and §
include a closing sentence that summarizes, extends or elaborates on
the points q Write essays of
comparison/contrast, cause/effect for an intended audience and purpose that: §
state the thesis or purpose of the paper; and §
offer compelling evidence in the form of facts and details to support
the thesis q
Write reflective essays that: §
analyze a condition or situation of significance; and §
develop a commonplace or concrete occasion as the basis for
reflection (for example, personal observation or experience) q Write text related to
career development (for example, business letters) that: §
pose relevant and tightly drawn questions about the topic; §
convey a clear and accurate perspective on the subject; and support
the main ideas with facts, details, examples and explanations generated
through the formal research process and properly referenced, as described in
the Research standards q Write research reports for
an intended audience and purpose that: §
pose relevant and tightly drawn questions about the topic §
convey a clear and accurate perspective on the subject; and §
support the main ideas with facts, details, examples and explanations
generated through the formal research process and properly referenced, as
described in the Research standards Save and access information
using an organized filing system Use authoring tools (video, email, software,
Internet) to
construct creative works Employ electronic templates to organize, outline
and
storyboard information Create and utilize graphs to display information Create an electronic portfolio Identify problems to study and solve them
independently Gather information from a variety of sources, both
print and non-print Be able to successfully conduct online searches
independently Utilize technology as a means for identifying and
incorporating primary source materials Construct web pages, documents, presentations that
reflect
appropriate utilization of resources and application of gathered
information Suggested Activities: §
Conduct an Internet search to find information relevant to the
student’s topic §
Use Internet services to perform a guided search §
Use graphic organizers (maps, webs, etc.) to organize information |
Listening,
Speaking and Viewing Standards:
|
Listening
and Viewing Strategies Students
attend respectfully, listen actively and respond critically to oral and
visual communications. Technology Competencies: -Basic Operations -Productivity Tools -Communication Tools -Problem-solving Tools |
q Demonstrate active
listening strategies in a wide range of settings and using techniques to
retain information, such as taking notes q Draw logical inferences
and conclusions from oral or visual communications q Paraphrase the speaker’s
purpose and point of view q Ask relative questions
concerning a speaker’s content, delivery and purpose q Respond to persuasive
messages with probing questions, challenges or affirmations regarding the
evidence that supports the listener’s claims and conclusions q Identify and analyze the
persuasive techniques (promises, dares and flattery, glittering generalities,
logical fallacies) used in oral presentations and media messages q Explain how the effects of
language sounds (for example, repetition, internal rhyme, cadence) contribute
to meaning q Evaluate the credibility
of the speaker (for example, hidden agendas, slanted or biased material) q Provide feedback to
speaker’s concerning the coherence and logic of the speech content and
delivery and the speech’s overall impact upon listeners q Recognize discrepancies
between speakers’ verbal and nonverbal messages q Work in group settings in
which students employ group decision–making techniques such as brainstorming
and problem-solving and express ideas, thoughts and concerns effectively q Identify the aesthetic
effects of a media presentation and evaluate the techniques used to create
them Solve basic
technical problems encountered during regular computer and software use Use
audio/video conferencing technologies Co-develop
and link web pages Establish and
collaborate with “key pals” (experts working on similar problems) Display
ability to work as a collaborative member of a team Suggested Activities: §
Use
mapping and webbing software to brainstorm ideas in a group §
Communicate
with others (e-pals) to evaluate and to react to a speaker §
Use the
Internet to find reviews of a speaker or production |
|
Speaking
Strategies Students
communicate effectively for a variety of audiences, situations and purposes. Technology Competencies: -Basic Operations -Productivity Tools -Technology Research |
q
Select a focus, organization and point of view that match purpose, message, setting and
voice modulation to the audience q
Analyze interests of the audience and implications of the occasion to
choose effective speaking strategies q
Arrange details, reasons, descriptions and examples effectively and
persuasively in terms of the needs and interests of a specified audience q
Use effective presentation techniques including voice modulation,
inflection, tempo, enunciation and eye contact q Use audience feedback (verbal and nonverbal clues) to reconsider and modify the organizational structure or plan q
Support opinions expressed with detailed evidence q
Use appropriate technology such as props, visual aids, graphs and
electronic media to enhance the appeal of the presentation q
Use standard language conventions to communicate clearly including
sentence structure, grammar and usage Create professional documents using a variety of presentation formats Use
audio/video conferencing technologies Download
and save information from the specific technology tools to create a
multi-media presentation Use
a variety of content specific tools in constructing technology enhanced
models or other creative works Create
and utilize graphs to display information Utilize
technology as a means for identifying and incorporating primary source
materials Construct
web pages, documents, presentations that reflect appropriate utilization of
resources and application of gathered information Suggested
Activities: §
Use productivity software (Power Point) to create a visual aid |
Speaking Applications
Students
communicate effectively for a variety of audiences, situations and purposes. Technology Competencies: -Basic Operations -Productivity Tools -Technology Research |
q
Deliver research presentations that define a thesis and record
important ideas from significant information sources, paraphrasing and
summarizing all relevant perspectives q
Plan and present dramatic interpretations of poems, sections of
speeches or dramatic soliloquies, using clear diction, tempo, volume and
phrasing to emphasize key ideas and areas of importance expressed by the
author Create professional documents using a variety of presentation formats Use
audio/video conferencing technologies Solve
basic technical problems encountered during regular computer and software use Use
authoring tools to construct creative works Download
and save information from the specific technology tools to create a
multi-media presentation Use
a variety of content specific tools in constructing technology enhanced
models or other creative works Employ
electronic templates to organize, outline and storyboard information Create
and utilize graphs to display information Utilize
technology as a means for identifying and incorporating primary source
materials Construct
web pages, documents, presentations that reflect appropriate utilization of
resources and application of gathered information Be
able to successfully conduct online searches independently Suggested
Activities: §
Use productivity software (Power Point) to create a multi-media
presentation §
Conduct online searches to find supportive materials (music, art,
primary documents) |
Reading
Standards:
|
Acquisition
and Application of New Vocabulary Students
use their knowledge of word parts, word relationships, word origins, and
context clues to determine the meaning of specialized vocabulary and new
words encountered in reading. Technology Competencies: -Problem-solving Tools -Technology Research |
q Distinguish the
relationship of word meanings between pairs of words encountered in
analogical statements (e.g., synonyms/antonyms, connotation/denotation) q Apply Greek, Latin and
Anglo Saxon roots, word parts and phrases to understand the meaning of
complex content area vocabulary (science, mathematics, political science and
history) q Analyze the origins of
meanings of common foreign words used to frequently in written English and
show their relationship to historical events or developments Identify
problems to study and solve them independently
Gather
information from a variety of sources, both print and non-print Be
able to successfully conduct on-line searches independently Suggested Activities: §
Make use of online dictionaries and thesaurus §
Make use of tools such as grammar and spell check in individual
software programs |
|
Expository
(Informational and Technical) Text Students apply a wide range of
strategies to comprehend, interpret and evaluate text, representing a variety
of authors, cultures and eras. Technology Competencies: -Basic Operations -Communication Tools -Problem-solving Tools -Technology Research |
q Utilize multi-step
directions to accomplish a task q Examine uses and purposes
of propaganda in text q Recognize author’s purpose
and attitude q Support an interpretation
by locating specific information q Differentiate between fact
and opinion q Make predictions q Located a stated or
implied main idea and differentiate between details that support it and those
that do not q Evaluate the effectiveness
of resource material for a specified audience/purpose q Critique functional
documents (for example, bus schedules, instructions, the internet) for the
sequencing of information and procedures, anticipation of possible reader
misunderstandings, and visual appeal q Identify propaganda and
persuasive techniques in text q Synthesize the content and
ideas from several sources dealing with a single issue of written by a single
author, producing evidence of comprehension by clarifying the ideas and
connecting them to other sources, related topics or prior experience q Evaluate and elaborate on
ideas presented in primary and secondary sources q Make assertions about
significant patterns, motifs and perspectives, using elements of text to
defend and clarify interpretations Save
and access information using an organized filing system
Establish
and collaborate with “key pals” (experts working on similar problems) Identify
problems to study and solve them independently Gather
information from a variety of sources, both print and non-print Be
able to successfully conduct online searches independently Utilize
technology as a means for identifying and incorporating primary source materials Suggested Activities: §
Conduct an Internet search for primary and secondary source
information §
Communicate with others, experts and amateurs, to obtain information
about a topic |
|
Literary
Text Students
apply a wide range of strategies to comprehend, interpret and evaluate texts,
representing a variety of authors, cultures and eras. Technology Competencies: -Basic Operations -Technology Research -Productivity Tools -Problem-solving Tools |
q Recognize an author’s
purpose and attitude (bias/slant) q Support an interpretation
by locating specific information q Draw inferences q Make predictions q Compare works that express
a universal theme, and provide evidence to support the comparisons q Compare and contrast
motivations and reactions of literary characters from different historical
eras confronting similar situations or conflicts (for example, man vs. nature, freedom and
responsibility, individual and society) q Determine characters’
traits from what they say about themselves (for example, dramatic monologues,
soliloquies, what they do and what others say about them) q Explain how voice, persona
and narrator affect tone, characterization, plot and credibility q Analyze an author’s
development of time and sequence, including the use of complex literary
devices such as foreshadowing and flashbacks Save
and access information using an organized filing system
Gather
information from a variety of sources, both print and non-print Be
able to successfully conduct online searches independently Employ
electronic templates to organize, outline and storyboard information Identify
problems to study and solve them independently Suggested Activities: §
Conduct Internet searches to
find information about given works and authors §
Visit Internet libraries to locate similar works |
Independent
|
q Support an interpretation
by locating specific information q Draw inferences q Make predictions q Analyze the effect of
literary elements (i.e., setting, plot, character, and theme) q Evaluate quality of text q Compare texts to those of
other genres q Engages in sustained
independent reading q Read 25 books
independently or with assistance and regularly participate in discussions of
their reading with other students or adults Establish and collaborate with “key pals” (experts
working on similar
problems) Gather
information from a variety of sources, both print and non-print Be
able to successfully conduct online searches independently Utilize
technology as a means for identifying and
incorporating primary source materials Suggested Activities: §
Conduct online searches to find evaluations and analyses of a given
work §
Locate e-books to read that share the same genre as one read in class |
Writing Standards:
|
Writing
Strategies Students
address purpose and audience through use of effective writing process:
research, prewriting, drafting, revising, editing and publishing. Technology Competencies: -Productivity Tools -Communication Tools -Technology Research |
Prewriting
and Research q
Formulate clear research questions q
Synthesize information from multiple sources including media and oral
histories q
Scan and select information to support a thesis using available
library, electronic and human resources q
Distinguish one’s own ideas from those created or discovered by others q
Define the meaning and consequences of plagiarism q
Create detailed outlines, with subheadings, for writing assignments q
Use coherent research methodology including identifying key terms and
narrowing focus of a search q
Evaluate sources representing a variety of perspectives Drafting,
Revising, Editing
q Follow purposeful
organization q Make connections among
ideas, paragraphs, and sentences q Develop a clear, focused
main idea or ideas related to the prompt q Demonstrate completeness q Use a variety of sentence
structures and/or phrases appropriate to the audience, purpose and topic q Use a variety of words
appropriate to the audience, purpose and topic q Edit final copy for
appropriate use of grammar and mechanics, as described in the Conventions
section Use
authoring tools to construct creative works
Employ
electronic templates to organize, outline and storyboard information Create
and utilize graphs to display information Create
an electronic portfolio Gather
information from a variety of sources, both print and non-print Utilize
technology as a means for identifying and incorporating primary source materials Be
able to successfully conduct online searches independently Construct
web pages, documents, presentations that reflect appropriate utilization of resources and
application of gathered information Suggested Activities: §
Visit online libraries to seek primary and secondary sources §
Use mapping, webbing and outlining software to create different forms
of prewriting §
Use database and spreadsheet software to display information located
during research §
Create an electronic portfolio to store examples |
|
Grammar and Conventions Students
compose texts that exhibit English language conventions of mechanics,
grammar, usage and spelling appropriate to the audience, purpose and topic. Technology Competencies: -Productivity Tools -Problem-solving Tools |
q Demonstrate habitual
understanding of the rules of the English language in written and oral work,
and select the structures and features of language appropriate to purpose,
audience and context of the work q Make appropriate language
choices in writing and speaking in response to demands created by a variety
of contexts (for example, academic, career, everyday settings) q Use correct spelling in a
written work q Apply the fundamentals of
correct spelling to create an essentially error free written work Use
authoring tools to construct creative works
Identify
problems to study and solve them independently Suggested Activities: §
Make use of tools such as grammar and spell check in individual
software programs §
Use style guides, both online and print, as resources |
|
Narrative
Writing Narration
helps students recognize, develop and express their own ideas, beliefs and
potential for creative expression. Other important forms of narrative rely
more on factual than creative intent, such as news stories, case studies and
incident reports. By honing students’ ears and pens for a “good story,” other
kinds of writing also may improve as a result. Technology Competencies: -Basic Operations -Communication Tools -Productivity Tools |
q Develop a clear, focused
main idea or ideas related to the prompt q Demonstrate completeness q Include supporting details
appropriate to the audience, purpose and topic q Follow a purposeful
organization q Make connections among
ideas, paragraphs and sentences q Use a variety of sentence
structures and/or phrases appropriate to the audience, purpose and topic q Use a variety of words
appropriate to the audience, purpose and topic q Write narratives that: §
develop the narrative elements with concrete sensory details and
language §
purposefully include such elements as allusions and different points of view §
contain a clear concluding statement Save
and access information using an organized filing system
Create
an electronic portfolio Establish
and collaborate with “key pals” (experts working on similar problems) Use
authoring tools (video, email, software, Internet) to construct creative works Employ
electronic templates to organize, outline and storyboard information Create
and utilize graphs to display information Suggested Activities: §
Share work with an e-pal (structured by an Internet service) §
Use word processing software for each step of the writing process §
Read examples of narrative essays found on the Internet |
|
Persuasive
Writing Students
develop the ability to construct a valid and effective argument by detailing
supporting evidence and refuting anticipated counterclaims. The ability to formulate a valid and
effective argument in writing will aid students in making oral arguments and
in evaluating the effectiveness of other’ oral and written arguments. Technology Competencies: -Basic Operations -Productivity Tools -Technology Research |
q Develop a clear, focused
main idea or ideas related to the prompt q Demonstrate completeness q Include supporting details
appropriate to the audience, purpose and topic q Follow purposeful
organization q Make connections among
ideas, paragraphs and sentences q Use a variety of sentence
structures and/or phrases appropriate to the audience, purpose and topic q Use a variety of words
appropriate to the audience, purpose and topic q Write to persuade an
intended audience by selecting an appropriate form (for example, editorial,
policy statement) that: §
structures ideas and arguments in sustained and logical fashion §
uses specific argumentative strategies to support assertions (for
example, appeal to logic, appeal to emotion or ethical belief, use of
personal anecdote) §
clarifies and defends positions with precise and relevant evidence,
including expert opinions and commonly accepted beliefs §
anticipates and refutes counterarguments where appropriate,
establishes a call to action Save and access information
using an organized filing system Use authoring tools (video, email, software,
Internet) to construct creative works Employ electronic templates to organize, outline
and
storyboard information Create and utilize graphs to display information Utilize technology as a means for identifying and
incorporating primary source material Suggested Activities: §
Visit websites that contain forms of persuasive writing and discuss
techniques used §
View examples of, and then construct a website to demonstrate
knowledge of persuasive writing |
|
Expository
Writing Students
write several kinds of texts including narrative and persuasive, as well as a
variety of expository texts. They
demonstrate an awareness of audience, purpose and form, using stages of the
writing process. Technology Competencies: -Basic Operations -Productivity Tools -Communication Tools -Problem-solving Tools -Technology Research |
q Develop a clear, focused
main idea or ideas related to the prompt q Demonstrate completeness q Include supporting details
appropriate to the audience, purpose and topic q Follow a purposeful
organization q Make connections among
ideas, paragraphs and sentences q Use a variety of sentence structures and/or phrases appropriate to the audience, purpose, and topic q Use a variety of words
appropriate to the audience, purpose, and topic q Create multi-paragraph
essays that: §
establish a controlling impression or coherent
thesis that conveys a clear and distinctive perspective on the subject. §
Create an ongoing structure that balances all aspects of the piece
and makes effective transitions between sentences to unify key ideas and make
the message or theme clear to the reader. §
Develop key ideas within the body of the composition through the use
of ample supporting evidence (for example, scenarios, commonly held beliefs, hypotheticals, or definitions) §
Incorporate visual aids where appropriate (for example, graphs,
tables, and pictures) q
Write expository texts for an intended audience and purpose that
define, inform, and explain, including essays of analysis and research papers
that: §
provide support of a thesis in related claims §
include information on all relevant perspectives. §
make distinctions about the relative value and significance of
specific data, facts, and ideas §
anticipate and address a reader’s potential biases, misunderstandings, and expectations Save and access
information using an organized filing system Use authoring tools (video, email, software,
Internet) to
construct creative works Employ electronic templates to organize, outline
and
storyboard information Create and utilize graphs to display information Create an electronic portfolio Identify problems to study and solve them
independently Gather information form a variety of sources, both
print and non-print Be able to successfully conduct online searches
independently Utilize technology as a means for identifying and
incorporating primary source materials Construct web pages, documents, presentations that
reflect
appropriate utilization of resources and application of gathered
information Suggested Activities: § Conduct an Internet search
to find information relevant to the student’s topic § Use Internet services to
perform a guided search §
Use graphic organizers (maps, webs, etc.) to organize information |
Listening, Speaking and Viewing Standards:
|
Listening
and Viewing Strategies Students
attend respectfully, listen actively and respond critically to oral and
visual communications. Technology Competencies: -Basic Operations -Productivity Tools -Communication Tools -Problem-solving Tools -Technology Research |
q
Demonstrate active listening strategies in a wide range of settings
and using techniques to retain information, such as taking notes q
Analyze a group of historically significant speeches for the features
that make them memorable q
Analyze types of arguments used by the speaker, including argument by
causation, analogy, authority, emotion and logic q
Identify and describe cultural images, myths and values appealed to
in everyday persuasive efforts and media presentations q
Assess how language choice, diction, syntax, and delivery affect the
mood and tone of the oral communication, impact the audience and contribute
to the meaning q
Work in group settings in which students identify individual
interests and skills; express ideas, thoughts and concerns effectively; work
toward decisions by exchanging resources and resolving divergent interests;
monitor individual performance and team effectiveness; and provide useful
feedback to others Solve basic technical problems encountered during
regular computer
and software use Use
audio/video conferencing technologies Employ
electronic templates to organize, outline and storyboard Information Create and
utilize graphs to display information Establish and
collaborate with “key pals” (experts working on similar problems) Display
ability to work as a collaborative member of a team Gather
information from a variety of sources, both print and non-print Be able to
successfully conduct online searches independently Utilize
technology as a means for identifying and incorporating primary source materials Suggested Activities: §
Visit
website where students can access audio and transcripts of historically
significant speeches §
Use
spreadsheets to analyze various speeches and then graph the results §
Use word
processing software to record a group discussion |
|
Speaking
Strategies Students
communicate effectively for a variety of audiences, situations and purposes. Technology Competencies: -Basic Operations -Productivity Tools -Technology Research |
q
Present a clear thesis statement and choose appropriate types of
proofs (for example, statistics, testimony, specific interests) that meet
standard tests for evidence, including credibility, validity and relevance q
Formulate sound, rational arguments and apply the art of persuasion
and debate q
Use props, visual aids, graphs and electronic media to enhance the
appeal and accuracy of presentations q
Make appropriate language choices in speaking in response to demands
created by a variety of contexts (for example, academic, career, everyday
settings) q
Use all conventions of standard English grammar, usage, and mechanics
to communicate clearly Create professional documents using a variety of presentation formats Use
audio/video conferencing technologies Download
and save information from the specific technology tools to create a
multi-media presentation Use
a variety of content specific tools in constructing technology enhanced
models or other creative works Create
and utilize graphs to display information Utilize
technology as a means for identifying and incorporating primary source
materials Construct
web pages, documents, presentations that reflect appropriate utilization of
resources and application of gathered information Suggested
Activities: §
Use productivity software (Power Point) to create a visual aid |
|
Speaking
Applications Students communicate effectively for a variety of
audiences, situations and purposes. Technology Competencies: -Basic Operations -Productivity Tools -Technology
Research |
q
Deliver descriptive presentations, including multimedia
presentations, that clearly establish the speaker’s relationship with the
object and make effective use of factual descriptions of appearance, concrete
images, shifting perspectives, vantage points and sensory detail q
Deliver oral historical investigation reports that use exposition,
narration, description and argumentation or some combination of the four, to
support the main proposition q
Plan and present dramatic interpretations of poems, sections of
speeches or dramatic soliloquies with attention to performance details to
achieve clarity, force, and aesthetic effect and to translate the meaning of
the selection Create professional documents using a variety of presentation formats Use
audio/video conferencing technologies Solve
basic technical problems encountered during regular computer and software use Use
authoring tools to construct creative works Download
and save information from the specific technology tools to create a
multi-media presentation Co-develop
and link web pages Use
a variety of content specific tools in constructing technology enhanced
models or other creative works Employ
electronic templates to organize, outline and storyboard information Create
and utilize graphs to display information Gather
information from a variety of sources both print and non-print Utilize
technology as a means for identifying and incorporating primary source
materials Construct
web pages, documents, presentations that reflect appropriate utilization of
resources and application of gathered information Be
able to successfully conduct online searches independently Suggested
Activities: §
Use productivity software (Power Point) to create a multi-media
presentation §
Conduct online searches to find supportive materials (music, art,
primary documents) §
Use Internet services to find accurate historical information |
|
Acquisition
and Application on New Vocabulary Students
use their knowledge of word parts, word relationships, word origins, and
context clues to determine the meaning of specialized vocabulary and new
words encountered in reading. Technology Competencies: -Problem-Solving Tools -Technology Research |
q Use word meaning implied
but not directly stated within the context and show ability to verify those
meanings by definition, restatement, example, comparison or contrast q Apply Greek and Latin
roots, word parts and phrases to understand the meaning of complex content
area vocabulary (science, mathematics, political science and history) q Explain the influence of
the English language on world literature and world communications Identify
problems to study and solve them independently
Gather
information from a variety of sources, both print and non-print Be
able to successfully conduct on-line searches independently Suggested Activities: §
Make use of online dictionaries and thesaurus §
Make use of tools such as grammar and spell check in individual
software programs |
|
Expository
(Informational and Technical) Text Students apply a wide range of
strategies to comprehend, interpret and evaluate text, representing a variety
of authors, cultures and eras. Technology Competencies: -Basic Operations -Problem-solving Tools -Technology Research |
q Critique the effectiveness
and the validity of arguments in public documents (for example, policy
statements, speeches, debates), their appeal to various audiences and to the
extent to which they anticipate and address reader concerns and counterclaims
(for example, appeal to authority, reason and emotion) q Analyze features and
rhetorical devices of different types of public documents (for example,
policy statements, speeches, debates) and how authors use the features to
achieve their purposes q Identify propaganda and
persuasive techniques in text q Evaluate and elaborate on
ideas presented in primary and secondary sources q Analyze how patterns of
organization, repetition of key ideas, syntax and word choice in text
influence understanding and reveal an author’s purpose q Analyze and synthesize an
author’s implicit and explicit beliefs about a subject. q Use supporting details to
correctly distinguish between valid inferences and invalid inferences made by
an author in context Save and access information
using an organized filing system
Identify
problems to study and solve them independently Gather
information from a variety of sources, both print and non-print Be
able to successfully conduct online searches independently Utilize
technology as a means for identifying and incorporating primary source materials Suggested Activities: §
Conduct an Internet search to obtain primary documents §
Use Internet services to access information about a given author and
his writing style |
|
Literary
Text Students
apply a wide range of strategies to comprehend, interpret and evaluate texts,
representing a variety of authors, cultures and eras. Technology Competencies: -Basic Operations -Productivity Tools -Communication Tools -Problem-solving Tools -Technology Research |