Yorkville Community Unit School District 115

Language Arts Curriculum Reading, Writing, Speaking, Listening, Language

Validated Summer 2014

Approved 4/8/2013

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Yorkville CUSD 115 Language Arts Curriculum

Table of Contents

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 2

Yorkville CUSD 115 Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 3

K-12 Language Arts Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 4-12

Explanation of Coding and Numbering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 13

K-12 Language Arts Curriculum Outcomes, Components, and Suggested Themes

Kindergarten Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 14-20

First Grade Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 21-28

Second Grade Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 29-36

Third Grade Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 37-46

Fourth Grade Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 47-56

Fifth Grade Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 57-66

Sixth Grade Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 67-75

Seventh Grade Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 76-83

Eighth Grade Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 84-92

English I Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 93-98

English II Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 99-104

English III Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 105-110

English IV Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 111-114

Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 115-154

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Acknowledgments From the fall of 2011 to spring of 2013, the Language Arts Subject Area Committee created and

aligned the Yorkville CUSD 115 Language Arts K-12 curriculum. Thanks for the time and sacrifice

to the many members for the multitude of work each contributed to the creation of this curriculum.

This team of professionals demonstrated a passion for their work and a true commitment to the

students we serve.

Language Arts SAC Members

Laurie Bridge (SAC Chair) Ashley Badger

Beth Gambro Jana Guzaldo

Erin Hartman Marie Johnson

Michelle Johnson Colleen Konop

Heather Laffey Rachel Lane

Jean McGinnis Jennifer Meier

Carolyn Nolan Kate O’Brien

Stacie O’Brien Jennifer Ripsch

Renee Sartore Nathan Schroll

Kim Siok Katie Spallasso

Sheila Thompson Carrie Tracey

Nathan Walker Jackie Was

Stephanie Weatherly Andy Wicklund

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Yorkville CUSD 115 Mission Statement Cultivating Learners Who Enrich Society

Language Arts Subject Mission Statement

The Yorkville English/Language Arts program fosters thoughtful student engagement,

collaboration, ownership, and reflection which cultivate effective communicators who pursue

lifelong learning. Through the integrated K-12 curriculum (reading, writing, language, speaking

and listening) students will

• employ critical thinking in order to analyze and evaluate written and spoken language

• compose material that responds to the varying demands of audience, task, purpose and

discipline

• extend individual experiences beyond the classroom to understand other perspectives

and cultures

• utilize technology and digital media

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Yorkville CUSD 115 Language Arts K-12 Curriculum-at-a-Glance

Kindergarten

Students will utilize letters, words, and basic concepts of print, in order to begin decoding and comprehending emergent texts. Students will also write and speak to communicate.

Students will apply grade-level phonics and word recognition skills in identifying and writing letters and high-frequency words.

Students will locate and show the organization and basic features of print.

Students will apply communicative norms in collaborative conversations about kindergarten topics and texts with peers and adults in small and large groups.

Students will apply grade-level phonics and word recognition skills when identifying and writing letters, digraphs, vowel teams, and high-frequency words.

Students will distinguish between basic concepts of print such as a capital letter, word, sentence and punctuation.

Students will differentiate between story components in order to understand text.

Students will utilize word relationships and nuances in word meanings in order to exhibit grade-level vocabulary.

Students will apply grade-level phonics and word analysis skills to decode and spell words and identify sight words.

Students will modify oral language by manipulating spoken words, syllables, and sounds.

Students will apply comprehension skills in order to construct meaning from grade-level literary and informational texts.

Students will produce informative text and opinion pieces while adding details to convey meaning utilizing the writing process.

Students will apply grade-level decoding and word recognition skills to decode grade-level emergent text, and students will manipulate sounds in words.

Students will analyze grade-level literary and informational text in order to comprehend text.

Students will utilize the conventions of standard English grammar and usage when writing or speaking.

Students will determine the meaning of unknown and multiple-meaning words and phrases in grade-level text.

Students will narrate events and revise and publish text to convey meaning.

1st Grade

Students will read with sufficient accuracy and fluency to be successful in comprehending a variety of genres. Students will apply foundational skills and standard English grammar when writing and speaking.

Students will demonstrate correct manipulation of spoken words, syllables and sounds.

Students will locate and show basic print concepts in words and sentences.

Students will communicate in collaborative conversations with diverse partners and groups about first grade topics and texts.

Students will apply phonics skills in decoding and spelling words.

Students will use key ideas and details to comprehend literature and will compose narratives.

Students will distinguish between and use a variety of vocabulary words.

Students will apply phonics and word analysis skills to decode and spell words.

Students will apply word study skills to read and to comprehend new vocabulary words.

Students will use key ideas and details to comprehend informational text, and students will compose informative and explanatory texts.

Students will use nouns and verbs in correct form when writing.

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Students will utilize craft and structure features to interpret literature and to compose opinion pieces.

Students will analyze text structure and content in order to comprehend a variety of written material.

Students will produce and strengthen writing, participating in the writing process, to produce writing with correct conventions.

Students will use adjectives, conjunctions, determiners and prepositions to enhance sentences in writing.

Students will read with sufficient accuracy and fluency in a variety of genres.

Students will read and engage with texts on a variety of topics and at varying levels of complexity.

2nd Grade

Students will read, comprehend, and discuss texts of various genres with sufficient accuracy and fluency using complex phonics and word analysis skills. Students will write narrative, persuasive, and expository essays for various audiences and purposes.

Students will assess the importance of characters and setting in literary texts.

Students will produce a friendly letter and a narrative incorporating all appropriate formatting procedures and will orally present a story to an audience.

Students will analyze the literary elements of a text to determine the main idea and apply the literary elements when retelling a text.

Students will use evidence from informational texts to retell the main idea and utilize diagrams to clarify understanding of the topic.

Students will determine meaning of verbs, contractions, and compound words in context or by using a glossary or dictionary.

Students will restate information orally, as well as ask and answer questions, in order to demonstrate comprehension of a topic or issue.

Students will analyze literary elements of a text including main idea and supporting details in literary works and informational text.

Students will construct an informative/explanatory piece based on research, incorporating simple and compound sentences, answer questions drawing from experience or researched information, and distinguish between formal and informal writing using language and conventions.

Students will distinguish between the use of adjectives and adverbs depending on the context and will differentiate between synonyms and antonyms.

Students will interpret text through comparisons and point of view in order to comprehend.

Students will analyze how words and phrases supply rhythm and meaning within a variety of texts and locate forms of figurative language in order to comprehend and enhance writing.

Students will compose an opinion piece inclusive of correct formatting and use appropriate pronouns.

Students will produce a summary in written form and distinguish between cause and effect relationships.

Students will determine the meaning of words using prefixes, suffixes, and root words, form possessives by properly using an apostrophe, and use reference materials to check spelling.

Students will revise and edit essays with guidance, use proper sentence structure and conventions in written pieces, and use a variety of digital tools to produce and publish writing.

Students will apply comprehension strategies in order to read grade appropriate literature and informational text.

Students will apply word analysis skills to read accurately and fluently to support comprehension.

Students will utilize grade-level phonics and word analysis skills to decode words.

Students will apply agreed upon rules for discussion and build on conversation by linking their own comments and remarks.

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3rd Grade Students will apply complex comprehension skills when reading and discussing various genres. Students will write multi-paragraphed pieces with details, elaboration and grade appropriate conventions.

Students will evaluate the key elements of a story in order to justify the plot, central theme and main idea.

Students will construct a narrative piece that develops real or imagined experiences or events using effective technique, descriptive details, and clear event sequences while applying on grade level conventions.

Students will formulate questions and produce answers to show their comprehension of an oral presentation by being prepared and following discussion rules.

Students will analyze the moral of a fable, folktale, or myth from diverse cultures and distinguish between the literal and nonliteral words or phrases used in the text.

Students will utilize regular, irregular, and abstract nouns appropriately to construct sentences.

Students will utilize verbs appropriately to construct sentences.

Students will apply and analyze text features and key details to locate and comprehend information from texts.

Students will write informative pieces on topics or texts with an introduction, facts with support, and a conclusion utilizing the writing process.

Students will utilize Latin prefixes and suffixes and explain their meaning and use these affixes to help determine the meaning of unknown words.

Students will utilize details from a literary text to formulate inferences explaining how characters and the settings contribute to the sequence of events.

Students will compare and contrast settings, plots and themes of stories within a series.

Students will write opinion pieces which are three to five paragraphs in length on topics or texts with an introduction, reasons with support, and a conclusion while utilizing the nuances of the English language.

Students will use schema to confirm information presented in a variety of mediums.

Students will analyze the cause and effect relationship between sentences, paragraphs, and two different texts.

Students will construct short research projects using grade appropriate grammar skills and report on that topic.

Students will apply grade level phonics and word recognition skills in order to fluently read and comprehend various texts.

Students will apply comprehension strategies in grade level appropriate literature and informational texts.

Students will construct grade appropriate words and consult reference materials when necessary. Students will compose writing over various time frames with grade appropriate development and

organization, utilizing technology to interact with others as well as produce writing when necessary.

4th Grade Students will analyze literary elements and evaluate informational texts to determine main idea and formulate inferences. They will also create pieces of writing focused on clear explanations and detailed descriptions.

Students will analyze key ideas and details in order to determine the plot, central theme, and main idea of a text.

Students will utilize the writing process, which includes planning, revising, and editing, to produce a personal narrative, using descriptive detail and clear event sequences.

Students will engage effectively in a range of collaborative discussions with diverse partners.

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Students will determine the setting and events of a story in order to distinguish between different points of view in literary text as well as distinguish between multiple accounts and representations of informational text.

Students will utilize the writing process to compose informative/explanatory texts to examine a topic and convey ideas and information clearly.

Students will report on a topic, text, or experience in an organized manner, while speaking clearly.

Students will summarize grade appropriate literary and informational texts using text clues and features to infer and integrate information.

Students will utilize the writing process to compose opinion pieces, supporting a point of view with reasons and information.

Students will paraphrase a variety of text and media formats.

Students will analyze information in order to assess events and points from a text.

Students will create reading response pieces to apply grade level reading standards and technology, as well as demonstrate a command of conventions.

Students will evaluate speeches, as well as differentiate between formal and informal English.

Students will analyze the elements and themes of poems and dramatic texts in order to interpret various representations of the pieces.

Students will apply figurative language, word relationships, and nuances to create poetic works.

Students will engage effectively in a range of collaborative discussions with diverse partners, building on others’ ideas and expressing their own clearly.

Students will utilize details and examples from literary and informational texts in order to draw inferences and evaluate the meanings of words, themes, and settings in the text.

Students will utilize technology and the research process to create an informative/explanatory product.

Students will utilize technology to enhance their presentations.

Students will apply comprehension strategies to grade appropriate literature and informational texts.

Students will compose writing routinely over various time frames for a range of discipline-specific tasks, purposes, and audiences.

Students will utilize Greek and Latin affixes to spell grade appropriate words correctly as well as determine or clarify the meaning of unknown and multiple meaning words and phrases.

Students will acquire and use accurately grade appropriate academic and domain specific words and phrases.

Students will acquire and use accurately grade appropriate academic and domain specific words and phrases as well as apply grade level phonics and word recognition skills in order to fluently read and comprehend various texts.

5th Grade

Students will analyze a variety of text structures to foster critical thinking and discussions. They will compare and contrast texts, quote accurately, and reciprocate vocabulary and comprehension skills through highly-organized and purposeful writing.

Students will evaluate the characters in one or more texts by analyzing their traits, their response to challenges, and changes that occur within as the plot develops.

Students will compose narratives to develop real or imagined experiences of events using descriptive details, clear event sequences, appropriate dialogue, and proper conventions of standard English grammar through the use of the writing process.

Students will engage effectively in a range of collaborative discussions with diverse partners on grade appropriate topics and texts, with guidance and support.

Students will infer and determine theme in order to move beyond the literal meaning of a text.

Students will utilize the writing process in order to compose creative pieces using dialogue, description, and pacing to develop experiences and events.

Students will present their writing orally in which they adapt speech to a variety of contexts.

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Students will produce accurate summaries of literary and informational works.

Students will utilize the writing process in order to compose opinion pieces by creating an organizational structure in which ideas are logically grouped and supported with reasons and information.

Students will evaluate texts read aloud or presented in diverse media formats.

Students will evaluate the author’s construction of a text by recognizing the narrator’s point of view and text structure.

Students will evaluate evidence from literary or informational texts to create a written reflection exhibiting a command of proper conventions.

Students will compare and contrast setting, characters, and theme of multiple texts on a similar subject.

Students will utilize the writing process in order to compose informative/explanatory texts to examine topics and convey information.

Students will engage effectively in a range of collaborative discussions with diverse partners on grade appropriate topics and texts.

Students will analyze the effect that point of view has on the tone and meaning of a text by examining multimedia formats across several genres.

Students will apply research in order to develop a project through the use of multimedia elements.

Students will utilize technology to enhance their formal presentations.

Students will apply comprehension strategies grade appropriate literature and informational texts.

Students will compose writing routinely over various time frames for a range of discipline-specific tasks, purposes, and audiences.

Students will acquire and use accurately grade-level phonics and word analysis skills in decoding words to aid in fluency and accuracy.

Students will determine the meaning and spell grade appropriate unknown multiple-meaning words and phrases.

6th Grade Students will analyze textual elements and structure to promote discussion and comprehension of text. Students will evaluate sources for credibility and support claims with reasons to enhance reading, writing, listening, and speaking.

Students will analyze story elements in one or more texts and how they develop as the plot shifts. Students will utilize the writing process in order to develop narratives with details and structure while

using proper conventions. Students will engage in a range of collaborative discussions with diverse partners by building on others’

ideas and expressing their own ideas with guidance and support from the teacher. Students will construct a summary and develop accurate inferences by using point of view, word

choice, and figurative language in texts with similar themes. Students will utilize the wiring process in order to produce a persuasive piece with clear reasons and

evidence. Students will create a persuasive presentation that includes multimedia formats. Students will compare and contrast short stories, novels, and multimedia formats by evaluating the

setting, theme, and word choice in each piece. Students will analyze a text, develop ideas, and use direct quotes to organize and compose a formal

reading response. Students will interpret information presented from diverse media. Students will examine the author’s opinion, along with text structure in order to make comparisons

between texts. Students will conduct a short research project drawing from several sources. Students will present their research project to a diverse group of peers. Students will evaluate texts by analyzing word meaning in different media formats.

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Students will utilize the writing process in order to compose a research paper citing information from several sources.

Students will present their research using a multimedia format to a diverse group of students. Students will apply comprehension strategies to grade appropriate literary and informational texts. Students will compose writing routinely for a variety of purposes over various periods of time. Students will draw evidence from literary and informational texts to support analysis, reflection, and

research. Students will determine and clarify meanings of unknown grade appropriate words and multiple

meaning words and phrases in order to comprehend.

7th Grade Students will exhibit critical thinking and comprehension of a variety of mediums while providing evidence to support their analysis and evaluation.

Students will determine the plot structure of a narrative novel in order to comprehend.

Students will analyze a theme or a central idea’s development over the course of the text.

Students will examine the development of characters throughout a novel.

Students will analyze the literal and figurative meanings of words in order to comprehend grade appropriate texts.

Students will utilize the writing process in order to compose a summary paragraph.

Students will determine two or more central ideas within informational text and analyze their development providing an objective summary.

Students will analyze multiple mediums to determine how their structure enhances the overall meaning.

Students will compare and contrast the written version of a speech to its audio, video or multimedia portrayal.

Students will analyze multiple informational texts on influential people in order to create a multimedia presentation highlighting actions and words that demonstrate a common theme.

Students will compare and contrast a fictional portrayal of a time, place, or character and a historical account of a same period as a means of understanding how authors of fiction use or alter history.

Students will conduct research to accurately depict a chosen time period or event from history.

Students will utilize the writing process in order to compose a narrative from a self-selected time period, depicting real and imagined events.

Students will examine the organizational patterns of informational text pieces to interpret the text as a whole and how the major sections contribute to the development of the ideas.

Students will delineate multiple arguments in a text, recognize points of view, and choose a position.

Students will apply comprehension strategies to grade appropriate literature and informational texts.

Students will determine or clarify the meaning of unknown and multiple meaning words by the end of the year.

Students will compose writing routinely over extended and shorter time frames for a range of discipline specific tasks, purposes, or audiences.

8th Grade

Students will examine and utilize textual evidence, reflections, and argumentation to deepen their skills as readers, writers, speakers, and listeners.

Students will analyze the central idea and theme of a text in order to critique characters’ development over the course of a text.

Students will conduct a short research project to answer a self-generated question and choose an appropriate medium to present.

Students will write arguments to support claims with clear reasons and relevant evidence.

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Students will justify authors’ use of varying plot structures in narrative pieces and analyze how the different points of view contribute to the author’s purpose.

Students will analyze the extent to which a film or live production of a story or drama stays faithful to or departs from the text or script.

Students will write a narrative piece to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences.

Students will determine the central idea and theme of an informational text and chart its development by analyzing how a text makes connections among and distinctions between individuals, ideas, and events – (ex. comparisons, analogies, or categories).

Students will compare and contrast the structure of two or more texts to analyze how the differing structure of each text contributes to its meaning and style, noting the effects of literary devices.

Students will compose informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the selection, organization, and analysis of content.

Students will evaluate figurative language, word relationships and nuances in a text.

Students will distinguish between fact and interpretation in conflicting arguments to evaluate the validity of the information.

Students will analyze the impact of the point of view as well as specific word choices, quotations, and particular sentence structures in developing a key concept.

Students will assess sound reasoning and relevant evidence within a text to analyze and cite particular passages/excerpts that strengthen their position or thesis.

Students will comprehend, analyze and discuss grade level appropriate texts.

Students will use technology to produce and publish writing, present the relationships between information and ideas, and interact and collaborate with others.

Students will analyze how modern text draw on themes, patterns of events or character types from myths, traditional stories or religious works such as the Bible, including describing how the material is rendered new.

Students will determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade appropriate reading and content choosing flexibly from a range of strategies.

Students will apply comprehension strategies to grade appropriate literature and informational texts.

Students will compose routinely over extended and shorter time frames for a range of discipline specific tasks, purposes, and audiences.

Students will utilize the writing process in order to develop and strengthen their writing, as needed with guidance and support from peers and adults.

Students will demonstrate command of standard English grammar, conventions, and usage when writing, speaking, reading, or listening.

English I Students will read and analyze various texts for the purpose of discovering one’s self through guided literary study. Students will produce written and oral responses to demonstrate comprehension of texts.

Students will analyze mythology in order to critique cultural and literary origins.

Students will analyze a play in order to appraise dramatic structural elements and their influence on the text.

Students will analyze selections of poetry to determine their meaning in connection to the human condition.

Students will analyze short narrative selections to determine theme in relation to the human condition.

Students will analyze a novel to evaluate character development in relation to the human condition.

Students will analyze various informational texts in order to deduce the various features inherent in informational writing.

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Students will utilize the writing process to compose an explanatory essay based on the evaluation and synthesis of several textual forms.

Students will utilize the writing process to compose narratively about imagined and real experiences using detail, technique, and structure.

Students will incorporate appropriate sentence variety in their writing.

Students will present well-organized evidence-based findings appropriate to purpose, audience, and task through the creation and delivery of an informative speech.

Students will utilize previously unknown words and phrases.

Students will communication in variety of collaborative discussions in appropriate settings.

English II Students will read and analyze various texts to determine one’s impact on the world through moderated literary discussion and study. Students will produce formal analytical and expository compositions to demonstrate comprehension and synthesis skills.

Students will analyze the development of short narrative selections’ themes (or central ideas) in detail. Students will analyze the development of a novel selection’s theme (or central idea) in detail. Students will analyze a particular cultural perspective reflected in a work of literature from outside the

United States in order to widen readers’ experience of world literature and the human condition. Students will analyze the development of poetry selections’ moods, tones, and themes (or central

ideas) in detail. Students will analyze in detail the development of allegory in a novel in order to evaluate the author’s

purpose. Students will analyze the development of a long-form informational text’s theme (or central idea) in

detail. Students will utilize the writing process to compose a literature analysis essay. Students utilize the writing process to compose a persuasive research essay. Students will compose written pieces with a clear, concise formal style, avoiding slang and the

colloquial when appropriate. Students will communicate and collaborate in variety of discussions in appropriate settings. Students will compose a formal speech/presentation through written and oral form utilizing digital

media.

English III Students will read and analyze literature of the American people for the purpose of recognizing the literary and historical significance of the work. Students will present their analysis during discussion and in writing.

Students will examine various selections of Early American works (including Native American, Puritan, and Early Colonial) to determine the characteristics of these literary eras.

Students will examine various selections of Classicist American works to determine the characteristics of this literary era.

Students will examine various selections of Romantic American works to determine the characteristics of this literary era.

Students will examine various selections of Realistic American literary works and informational texts (including Realism, Regionalism, and Naturalism) to determine the characteristics of this literary era.

Students will read and examine various selections of Modern American works to determine the characteristics of this literary era.

Students will utilize the writing process in order to compose an argumentative piece that addresses issues integral to a literary era/time period.

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Students will utilize the writing process in order to compose a literary analysis to illustrate the complexity of an era, the style of an author, or the establishment of a theme.

Students will utilize the writing process in order to compose a personal narrative for the purpose of self-analysis.

Students will conduct a research project in order to answer a question or solve a problem.

Students will compose writing routinely for a variety of purposes.

Students will utilize context clues, word patterns, and reference materials in order to enrich reading vocabulary.

Students will communicate in a variety of oral presentations and discussions to present logical and coherent information in a manner appropriate to purpose and audience.

English IV Students will read and independently analyze world literature from various eras to enhance their ability to apply literature to life. Students will write and speak in various modes to demonstrate comprehension and communication skills.

Students will examine various texts, including a Shakespearean play, within a chosen context (ex. genre, literary movement, era, etc.) in order to evaluate author craft, structure, purpose, and themes.

Students will utilize the writing process to compose a literary analysis.

Students will conduct a research project to answer a question, solve a problem, or investigate background information.

Students will compose writing routinely for a variety of purposes.

Students will communicate in a variety of oral presentations and discussion to present logical and coherent information in a manner appropriate to purpose and audience.

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Explanation of Coding and Numbering

The following example provides clarification on the coding and numbering used for each of the grade

level and course curricula in District 115.

Key Terms

Outcome: A positive statement about what the students themselves will do, verbs that describe

specific, measurable action, and that has an end result.

Component: A statement that describes the knowing and understanding level thinking skills, both

simple and complex. These skills are a result of students engaging in activities that may include

questioning, research, experiments, collaboration, identification, analysis, summarization, and

application.

Explanation for “LA.1.3” LA=Language Arts (subject area) 1=1st Grade (grade level or course) 3=Outcome Number Explanation for “LA.1.3.6” LA=Language Arts (subject area) 1=1st Grade (grade level or course) 3=Outcome Number 6=Component Number Explanation for “1.SL.6” This indicates common core alignment 1=Grade Level SL=Domain 6=Standard in that Area

LA.1.3 Outcome: Students will participate in collaborative conversations with diverse

partners and groups about grade 1 topics and texts.

Students will . . .

LA.1.3.1 use agreed-upon rules for discussion (1.SL.1a)

LA.1.3.2 produce conversations by responding to the comments of others through multiple exchanges (1.SL.1b)

LA.1.3.3 formulate questions to clear up any confusion about the topics and texts under discussion (1.SL.1c)

LA.1.3.4 formulate questions about what a speaker says in order to gather more information (1.SL.3)

LA.1.3.5 use drawings or other visual displays when appropriate to clarify ideas, thoughts and feelings when speaking (1.SL.5)

LA.1.3.6 produce complete sentences when appropriate to task and situation (1.SL.6)

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Kindergarten

Language Arts

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Kindergarten Language Arts Curriculum

Reading Outcomes, Speaking and Listening, Language and Writing

Focus: Students will utilize letters, words, and basic concepts of print, in order to begin decoding and comprehending emergent texts. Students will also write and speak to communicate.

Outcome 1: Creativity

LA.K.1 Outcome: Students will apply grade-level phonics and word recognition skills in identifying and writing letters and high-frequency words.

Students will . . .

LA.K.1.1 identify and name all upper- and lowercase letters of the alphabet. (K.RF.1d)

LA.K.1.2 print upper and lowercase letters. (K.L.1a)

LA.K.1.3 identify the primary sound for all upper- and lowercase letters of the alphabet. (K.RF.3a)

LA.K.1.4 read orally high-frequency words (see Appendix A). (K.RF.3c)

LA.K.1.5 segment a spoken word and identify its onset. (K.RF.2c)

Outcome 2: Creativity

LA.K.2 Outcome: Students will locate and show the organization and basic features of print.

Students will . . .

LA.K.2.1 demonstrate following words from left to right on a page. (K.RF.1a)

LA.K.2.2 demonstrate following words from top to bottom on a page. (K.RF.1a)

LA.K.2.3 demonstrate following words from page to page. (K.RF.1a)

LA.K.2.4 identify the front cover of a book. (K.RI.5)

LA.K.2.5 identify the back cover of a book. (K.RI.5)

LA.K.2.6 identify the title page of a book. (K.RI.5)

Outcome 3: Creativity

LA.K.3 Outcome: Students will apply communicative norms in collaborative conversations about kindergarten topics and texts with peers and adults in small and large groups.

Students will . . .

LA.K.3.1 describe familiar people, places, things, and events with prompting and support to provide additional detail. (K.SL.4)

LA.K.3.2 speak audibly and express thoughts, feelings, and ideas clearly. (K.SL.6)

LA.K.3.3 use words and phrases acquired through conversations, reading and being read to while responding to texts. (K. L.6)

LA.K.3.4 follow agreed-upon rules for discussions while listening

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to others and taking turns speaking. (K.SL.1a)

LA.K.3.5 continue a conversation through multiple exchanges. (K.SL.1b)

LA.K.3.6 recall information from experiences or gather information from provided sources to answer a question with guidance and support. (K.W.8)

Outcome 4: Courage

LA.K.4 Outcome: Students will apply grade-level phonics and word recognition skills when identifying and writing letters, digraphs, vowel teams, and high-frequency words.

Students will . . .

LA.K.4.1 write the letter for consonant and short vowel sounds. (K.L.2c)

LA.K.4.2 produce the sound associated with the following: qu, ng, er, ar, or, oa, ou, ie, ai, ee, oo, ue, oi (see Appendix B). (K.RF.3b)

LA.K.4.3 produce the sound for the following digraphs: sh, ch, and th (see Appendix B).

LA.K.4.4 read orally high-frequency words (see Appendix A). (K.RF.3c)

Outcome 5: Courage

LA.K.5 Outcome: Students will distinguish between basic concepts of print such as a capital letter, word, sentence and punctuation.

Students will . . .

LA.K.5.1 locate a letter within a word. (K.RF.1b)

LA.K.5.2 locate a word within a sentence. (K.RF.1b)

LA.K.5.3 locate the capital letter in simple text.

LA.K.5.4 recognize and name end punctuation (question mark, period, exclamation point). (K.L.2b)

LA.K.5.5 distinguish between letters, words, sentences, and punctuation within text. (K.RF.1b)

LA.K.5.6 demonstrate following words from left to right on a page. (K.RF.1a)

LA.K.5.7 demonstrate following words from top to bottom on a page. (K.RF.1a)

LA.K.5.8 demonstrate following words from page to page. (K.RF.1a)

Outcome 6: Courage

LA.K.6 Outcome: Students will differentiate between story components in order to understand text.

Students will . . .

LA.K.6.1 explain the role of an author and illustrator of a text. (K.RI.6, K.RL.6)

LA.K.6.2 identify characters in a story with prompting and support. (K.RL.3)

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LA.K.6.3 identify the setting of a story with prompting and support. (K.RL.3)

Outcome 7: Courage

LA.K.7 Outcome: Students will utilize word relationships and nuances in word meanings in order to exhibit grade-level vocabulary.

Students will . . .

LA.K.7.1 sort common objects into categories (ex. shapes, foods) to gain a sense of the concepts the categories represent. (K.L.5a)

LA.K.7.2 relate frequently occurring verbs and adjectives to their opposites. (K.L.5b)

LA.K.7.3 identify real-life connections between words and their use with guidance and support (ex. note places at school that are colorful). (K.L.5c)

LA.K.7.4 distinguish shades of meaning among verbs describing the same general action (ex. walk, march, strut, prance) by acting out the meanings. (K.L.5d)

Outcome 8: Ethics

LA.K.8 Outcome: Students will apply grade-level phonics and word analysis skills to decode and spell words and identify sight words.

Students will . . .

LA.K.8.1 read orally high-frequency words (see Appendix A). (K.RF.3c)

LA.K.8.2 distinguish the sounds of the letters that differ in similarly spelled words. (K.RF.3d)

LA.K.8.3 apply knowledge of the following word families by fluently reading words that contain them (see Appendix A).

LA.K.8.4 apply decoding strategies to read common consonant-vowel-consonant and vowel-consonant words.

LA.K.8.5 spell simple CVC words phonetically using letter-sound correspondence in written form. (K.L.2d)

Outcome 9: Ethics

LA.K.9 Outcome: Students will modify oral language by manipulating spoken words, syllables, and sounds.

Students will . . .

LA.K.9.1 distinguish between rhyming and non-rhyming words. (K.RF.2a)

LA.K.9.2 produce a rhyming word when given another word. (K.RF.2a)

LA.K.9.3 pronounce and tell the number of syllables in a spoken word. (K.RF.2b)

LA.K.9.4 combine two spoken syllables into one word. (K.RF.2b)

LA.K.9.5 segment a spoken word into two syllables. (K.RF.2b)

LA.K.9.6 pronounce a single-syllable word when provided an onset and rime. (K.RF.2c)

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LA.K.9.7 segment a spoken word into onset and rime. (K.RF.2c)

LA.K.9.8 produce and segment each phoneme in a consonant-vowel-consonant word. (K.RF.2d)

LA.K.9.9 produce a consonant-vowel-consonant word when given three phonemes. (K.RF.2d)

Outcome 10: Ethics

LA.K.10 Outcome: Students will apply comprehension skills in order to construct meaning from grade-level literary and informational texts.

Students will . . .

LA.K.10.1 ask and answer questions to clarify something that is not understood. (K.SL.3)

LA.K.10.2 identify common types of texts (literary, informational, poetry). (K.RL.5)

LA.K.10.3 ask and answer questions about key details in literary and informational texts with prompting and support. (K.RI.1, K.RL.1, K.SL.2, K.RL.10, K.RI.10)

LA.K.10.4 predict what a text will be about based on the title, cover, and background information.

LA.K.10.5 identify the main topic and key idea of literary and informational text with prompting and support. (K.RI.2, K.RL.2, K.RL.10, K.RI.10)

LA.K.10.6 sequence the main events of a story. (K.RL.3, K.RL.10)

LA.K.10.7 describe the relationship between illustrations and the text in which they appear in literary and informational texts with prompting and support. (K.RI.7, K.RL.7, K.RL.10, K.RI.10)

Outcome 11: Ethics

LA.K.11 Outcome: Students will produce informative text and opinion pieces while adding details to convey meaning utilizing the writing process.

Students will . . .

LA.K.11.1 use a combination of drawing, dictating, and writing to compose informative texts in which they name what they are writing about and supply some information about the topic. (K.W.2)

LA.K.11.2 use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book. (K.W.1)

LA.K.11.3 respond to questions and suggestions from peers and add details to strengthen writing as needed with guidance and support. (K.W.5)

LA.K.11.4 add drawings or other visual displays to descriptions as desired to provide additional detail. (K.SL.5)

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LA.K.11.5 capitalize the first word in a sentence and the pronoun I. (K.L.2a)

Outcome 12: Adaptation

LA.K.12 Outcome: Students will apply grade-level decoding and word recognition skills to decode grade-level emergent text, and students will manipulate sounds in words.

Students will . . .

LA.K.12.1 read orally the following high-frequency words (see Appendix A). (K.RF.3c)

LA.K.12.2 create a new word orally by adding, deleting or substituting individual sounds in simple, one-syllable words. (K.RF.2e)

LA.K.12.3 apply one-to-one correspondence when reading simple text. (K.RF.1c)

LA.K.12.4 read emergent-reader texts. (K.RF.4, K.RL.10)

Outcome 13: Adaptation

LA.K.13 Outcome: Students will analyze grade-level literary and informational text in order to comprehend text.

Students will . . .

LA.K.13.1

describe the connection between two individuals, events, ideas, or pieces of information in literary and informational text with prompting and support. (K.RI.3, K.RI.10, K.RL.10)

LA.K.13.2

identify the reasons an author gives to support points in informational text with prompting and support. (K.RI.8, K.RL.8, K.RL.10, K.RI.10)

LA.K.13.3

compare and contrast two informational texts on the same topic with prompting and support. (K.RI.9, K.RL.9, K.RI.10)

Outcome 14: Adaptation

LA.K.14 Outcome: Students will utilize the conventions of standard English grammar and usage when writing or speaking.

Students will . . .

LA.K.14.1

use frequently occurring nouns and verbs. (K.L.1b)

LA.K.14.2 form regular plural nouns orally by adding /s/ or /es/. (K.L.1c)

LA.K.14.3 use question words. (K.L.1d)

LA.K.14.4 use the most frequently occurring prepositions. (K.L.1e)

LA.K.14.5 produce and expand complete sentences in shared language activities. (K.L.1f)

Outcome 15: Adaptation

LA.K.15 Outcome: Students will determine the meaning of unknown and multiple-meaning words and phrases in grade-level text.

Students will . . .

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LA.K.15.1 ask and answer questions about unknown words in fiction and nonfiction text using context clues with prompting and support. (K.RI.4, K.RL.4)

LA.K.15.2 ask and answer questions to clarify something that is not understood. (K.SL.3)

LA.K.15.3 identify new meanings for familiar words and apply them accurately (ex. knowing duck is a bird and learning the verb to duck). (K.L.4a)

LA.K.15.4 use the most frequently occurring inflections and affixes (see Appendix A) as clues to the meaning of an unknown word. (K.L.4b)

Outcome 16: Adaptation

LA.K.16 Outcome: Students will narrate events and revise and publish text to convey meaning.

Students will . . .

LA.K.16.1 use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. (K.W.3)

LA.K.16.2 participate in shared research and writing projects (e.g. explore a number of books by a favorite author and express opinions about them). (K.W.7)

LA.K.16.3 explore a variety of digital tools to produce and publish writing in collaboration with peers with guidance and support. (K.W.6)

21

First Grade

Language Arts

22

1st Grade Language Arts Curriculum

Reading Outcomes, Speaking and Listening, Language and Writing

Focus: Students will read with sufficient accuracy and fluency to be successful in comprehending a variety of genres. Students will apply foundational skills and standard English grammar when writing and speaking. Suggested Themes Relationships, Conflict, Change, Caring

Outcome 1: Phonological Awareness

LA.1.1 Outcome: Students will demonstrate correct manipulation of spoken words, syllables and sounds.

Students will . . .

LA.1.1.1 produce single-syllable words orally by blending sounds (phonemes), including consonant blends (ex. c-a-t and students say cat, b-l-a-ck and students say black). (1.RF.2b)

LA.1.1.2 produce single-syllable words orally by blending onsets and rimes (ex. c-at says cat, bl-ack says black).

LA.1.1.3 isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. (1.RF.2c)

LA.1.1.4 segment spoken single-syllable words into their complete sequence of individual sounds/phonemes (ex. cat and students say c-a-t, black and students say b-l-a-ck ). (1.RF.2d)

LA.1.1.5 substitute and delete initial phonemes in single syllable words.

Outcome 2: Print Concepts

LA.1.2 Outcome: Students will locate and show basic print concepts in words and sentences.

Students will . . .

LA.1.2.1 locate and show the first word in a sentence. (1.RF.1a)

LA.1.2.2 locate and show the beginning capital letter in a sentence. (1.RF.1a)

LA.1.2.3 locate and show the ending punctuation in a sentence. (1.RF.1a)

Outcome 3: Speaking and Listening-Comprehension and Collaboration

LA.1.3 Outcome: Students will communicate in collaborative conversations with diverse partners and groups about first grade topics and texts.

Students will . . .

LA.1.3.1 use agreed-upon rules for discussion (ex. listening to others with care, speaking one at a time). (1.SL.1a)

LA.1.3.2 produce conversations by responding to the comments of others through multiple exchanges. (1.SL.1b)

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LA.1.3.3 formulate questions to clear up any confusion about the topics and texts under discussion. (1.SL.1c)

LA.1.3.4 formulate questions about what a speaker says in order to gather more information. (1.SL.3)

LA.1.3.5 use drawings or other visual displays when appropriate to clarify ideas, thoughts and feelings when speaking. (1.SL.5)

LA.1.3.6 produce complete sentences when appropriate to task and situation. (1.SL.6)

Outcome 4: Phonics and Word Recognition

LA.1.4 Outcome: Students will apply phonics skills in decoding and spelling words.

Students will . . .

LA.1.4.1 decode regularly spelled one-syllable CVC words in a sentence. (1.RF.3b)

LA.1.4.2 decode regularly spelled one-syllable words containing initial and final consonant blends (see Appendix C). (1.RF.3b)

LA.1.4.3 distinguish long from short vowel sounds in spoken single-syllable words. (1.RF.2a)

LA.1.4.4 decode and read digraphs in words (see Appendix C). (1.RFS.3a)

LA.1.4.5 use conventional spelling for words with common spelling patterns (see Appendix C and Appendix D). (1.L.2.d)

LA.1.4.6 spell frequently occurring irregular words correctly (see Appendix E). (1.L.2d)

LA.1.4.7 spell untaught words phonetically drawing on phonemic awareness and spelling conventions. (1.L.2e)

Outcome 5: Key Ideas and Details (Literature)

LA.1.5 Outcome: Students will use key ideas and details to comprehend literature and will compose narratives. Students will use appropriate letter placement in handwriting.

Students will . . .

LA.1.5.1 ask and answer questions about key details in a text. (1.RL.1)

LA.1.5.2 retell stories including key details. (1.RL.2)

LA.1.5.3 describe characters, settings, and major events in sequence within a story using key details. (1.RL.3)

LA.1.5.4 use illustrations and details in a story to describe its characters, setting, or events. (1.RL.7)

LA.1.5.5 identify the problem and solution in a story.

LA.1.5.6 compare and contrast the adventures and experiences of characters in stories. (1.RL.9)

LA.1.5.7 ask and answer questions about key details in a text read aloud or information presented orally or through other media. (1.SL.2)

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LA.1.5.8 describe people, places, things and events with relevant details, expressing ideas and feelings clearly. (1.SL.4)

LA.1.5.9 compose narratives in which students recount two or more appropriately sequenced events, include details about what happened, use transition words to signal order and create a closing statement. (1.W.3)

Outcome 6: Vocabulary Acquisition and Use

LA.1.6 Outcome: Students will distinguish between and use a variety of vocabulary words.

Students will . . .

LA.1.6.1 categorize words to gain a sense of the concepts the categories represent. (1.L.5a)

LA.1.6.2 define words by category and by two key attributes (ex. a duck is a bird that swims; a tiger is a cat with stripes). (1.L.5b)

LA.1.6.3 identify real-life connections between words and their use (ex. note places at home that are cozy). (1.L.5c)

LA.1.6.4 distinguish meaning among verbs differing in manner. (1.L.5d)

LA.1.6.5 distinguish meaning between adjectives differing in intensity by defining or acting out. (1.L.5.d)

LA.1.6.6 use words or phrases acquired (by conversations, reading, being read to and responding to texts) to describe how things are related or not related. (1.L6)

Outcome 7: Advanced Phonics and Word Recognition

LA.1.7 Outcome: Students will apply phonics and word analysis skills to decode and spell words.

Students will . . .

LA.1.7.1 decode long vowel words containing final -e pattern. (see Appendix C). (1.RFS.3c)

LA.1.7.2 decode regular long vowel teams (see Appendix C).

LA.1.7.3 decode irregular vowel teams (see Appendix C).

LA.1.7.4 decode words with y as an ending vowel (see Appendix C).

LA.1.7.5 decode two-syllable words following basic patterns by breaking the words into syllables, including compound words and words ending in “le”. (1.RF.3e)

LA.1.7.6 identify the number of syllables in a word based on the knowledge that every syllable must have a vowel sound. (1.RF.3d)

LA.1.7.7 read grade-level appropriate contraction words (see Appendix C).

LA.1.7.8 use conventional spelling with words with common spelling patterns (see Appendix C and Appendix D). (1.L.2d)

LA.1.7.9 spell frequently occurring irregular words correctly (see Appendix E). (1.L.2d)

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Outcome 8: Vocabulary and Word Study

LA.1.8 Outcome: Students will apply word study skills to read and to comprehend new vocabulary words.

Students will . . .

LA.1.8.1 use sentence-level context as a clue to the meaning of a word or phrase. (1.L.4a)

LA.1.8.2 use frequently occurring affixes as a clue to the meaning of a word (see Appendix N). (1.L.4b)

LA.1.8.3 read words with inflectional endings (see Appendix C). (1.RF.3f)

LA.1.8.4 identify frequently occurring root words and their inflectional forms (ex. identify look in looks, looked or looking/identify -s in walks, -ed in walked or -ing in walking). (1.L.4c)

Outcome 9: Key Ideas and Details (Informational Text)

LA.1.9 Outcome: Students will use key ideas and details to comprehend informational text, and students will compose informative and explanatory texts.

Students will . . .

LA.1.9.1 ask and answer questions about key details in text. (1.RI.1)

LA.1.9.2 use illustrations and details in a text to describe its key ideas. (1.RI.7)

LA.1.9.3 identify the main topic and retell key details of a text. (1.RI.2)

LA.1.9.4 identify the reasons an author gives to support points in a text. (1.RI.8)

LA.1.9.5 ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (1.RI.4)

LA.1.9.6 distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (1.RI.6)

LA.1.9.7 ask and answer questions about key details in a text read aloud, information presented orally, or through other media. (1.SL.2)

LA.1.9.8 compose informative/explanatory texts in which the student will name a topic, supply three details about the topic, and create a closing sentence. (1.W.2)

Outcome 10: Language-Nouns and Verbs

LA.1.10 Outcome: Students will use nouns and verbs in correct form when writing.

Students will . . .

LA.1.10.1 use common, proper and possessive nouns. (1.L.1b)

LA.1.10.2 capitalize dates and names of people. (1.L.2a)

LA.1.10.3 use singular and plural nouns with matching verbs in basic sentences. (1.L.1c)

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LA.1.10.4 use personal, possessive and indefinite pronouns (ex. I, me, my, they, them, their, anyone, everything). (1.L.1d)

LA.1.10.5 use verbs to convey a sense of past, present, and future (ex. Yesterday I walked home; Today I walk home; Tomorrow I will walk home). (1.L.1.e)

LA.1.10.6 read grade level appropriate abbreviations (Mr., Mrs., Miss, Ms., Dr.).

Outcome 11: Craft and Structure (Literature)

LA.1.11 Outcome: Students will utilize craft and structure features to interpret literature and to compose opinion pieces.

Students will . . .

LA.1.11.1 identify words and phrases in stories or poems that suggest feeling or appeal to senses. (1.RL.4)

LA.1.11.2 identify who is telling the story at various points in a text. (1.RL.6)

LA.1.11.3 compose opinion pieces that introduce a topic, state an opinion, supply a reason, and create a closing sentence. (1.W.1)

Outcome 12: Integration of Knowledge and Ideas

LA.1.12 Outcome: Students will analyze text structure and content in order to comprehend a variety of written material.

Students will . . .

LA.1.12.1 explain major differences between books that tell stories and books that give information, drawing on a wide range of text types. (1.RL.5)

LA.1.12.2 compare and contrast the adventures and experiences of characters in stories. (1.RL.9)

LA.1.12.3 identify the central message or lesson (1.RL.2)

LA.1.12.4 describe the connection between two individuals, events, ideas or pieces of information in an informational tex.t (1.RI.3)

LA.1.12.5 identify and use various text features (headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. (1.RI.5)

LA.1.12.6 identify the reasons an author gives to support points in a text. (1.RI.8)

LA.1.12.7 identify basic similarities and differences between two texts on the same topic (in illustrations, descriptions or procedures). (1.RI.9)

Outcome 13: Production and Distribution of Writing

LA.1.13 Outcome: Students will produce and strengthen writing, participating in the writing process, to produce writing with correct conventions.

Students will . . .

LA.1.13.1 write first name, last name and date (ex. August 1,

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2013) on the top left corner of published writing (see Appendix S).

LA.1.13.2 revise by adding details to strengthen writing as needed in response to questions and suggestions from peers with guidance and support. (1.W.5)

LA.1.13.3 use digital tools to produce and publish writing with guidance and support from adults and peers. (1.W.6)

LA.1.13.4 participate in shared research and writing projects. (1.W.7)

LA.1.13.5 compose a written answer to questions using provided sources or student background knowledge. (1.W.8)

LA.1.13.6 use commas in dates. (1.L.2c)

LA.1.13.7 use commas to separate single words in a series. (1.L.2c)

LA.1.13.8 use end punctuation for sentences. (1.L.2b)

LA.1.13.9 produce and expand complete simple and compound declarative, interrogative, imperative and exclamatory sentences in response to prompts . (1.L.1j)

LA.1.13.10 write all upper and lowercase letters with correct letter placement. (1.L.1a)

Outcome 14: Language-Adjectives, Conjunctions, Determiners, Prepositions

LA.1.14 Outcome: Students will use adjectives, conjunctions, determiners and prepositions to enhance sentences in writing.

Students will . . .

LA.1.14.1 use frequently occurring adjectives. (1.L.1f)

LA.1.14.2 use frequently occurring conjunctions (ex. and, but, or, so, because). (1.L.1g)

LA.1.14.3 use determiners (articles/demonstratives). (1.L.1h)

LA.1.14.4 use frequently occurring prepositions (ex. during, beyond, toward). (1.L.1i)

Outcome 15: Fluency (YEAR LONG)

LA.1.15 Outcome: Students will read with sufficient accuracy and fluency in a variety of genres.

Students will . . .

LA.1.15.1 read grade-level text with purpose and understanding (1.RF.4a)

LA.1.15.2 read grade-level text orally with accuracy, appropriate rate, and expression. (1.RF.4b)

LA.1.15.3 Use context to confirm or self-correct words while reading. (1.RF.4c)

Outcome 16: Range of Reading and Level of Text Complexity (YEAR LONG)

LA.1.16 Outcome: Students will read and engage with texts on a variety of topics and at varying levels of complexity.

Students will . . .

LA.1.16.1 read prose and poetry of appropriate complexity for first

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grade with prompting and support. (1.RL.10)

LA.1.16.2 read informational texts of appropriate complexity for first grade. (1.RI.10)

LA.1.16.3 read grade level appropriate irregularly spelled (high frequency) words (see Appendix F). (1.RF.3g)

LA.1.16.4 comprehend grade level appropriate text.

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Second Grade

Language Arts

30

2nd Grade Language Arts Curriculum

Focus: Students will read, comprehend, and discuss texts of various genres with sufficient accuracy and fluency using complex phonics and word analysis skills. Students will write narrative, persuasive, and expository essays for various audiences and purposes.

Outcome 1: Friendship

LA.2.1 Outcome: Students will assess the importance of characters and setting in literary texts.

Students will . . .

LA.2.1.1 identify major and minor characters in stories. (2.RL.3)

LA.2.1.2 identify where the story took place. (2.RL.1)

LA.2.1.3 describe how characters in a story respond to major events and challenges. (2.RL.3)

LA.2.1.4 compare and contrast two characters within the same story.

LA.2.1.5 compare and contrast characters of two different stories within the same theme.

LA.2.1.6 describe how the characters and/or setting influence the story.

Outcome 2: Friendship

LA.2.2 Outcome: Students will produce a friendly letter and a narrative incorporating all appropriate formatting procedures and will orally present a story to an audience.

Students will . . .

LA.2.2.1 write friendly letters using commas in greetings and closings of letters. (2.L.2b)

LA.2.2.2 write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. (2.W. 3)

LA.2.2.3 tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (2.SL.4)

LA.2.2.4 use collective nouns (ex. group). (2.L.1a)

LA.2.2.5 form and use frequently occurring irregular plural nouns (ex. feet, children, mice, teeth, fish). (2.L.1b)

LA.2.2.6 capitalize proper nouns (ex. holidays, product names, geographic names). (2.L.2a)

Reading Outcome 3: Friendship

LA.2.3 Outcome: Students will analyze the literary elements of a text to determine the main idea and apply the literary elements when retelling a text.

Students will . . .

LA.2.3.1 compare and contrast the most important points presented by two texts on the same topic. (2.RI.9)

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LA.2.3.2 use information gained from illustrations and words in print or digital text to demonstrate comprehension of character, setting, and plot. (2.RL.7)

LA.2.3.3 ask and answer questions when retelling a story, with teacher support, to include who, what, where, when, why, and how. (2.RL.1)

LA.2.3.4 make a prediction and support the prediction with evidence from the story.

LA.2.3.5 state the main idea of a story, passage, or poem.

LA.2.3.6 analyze story beginnings and story endings to define the structure of the story. (2.RL.5)

Outcome 4: Life Cycle of Living Things

LA.2.4 Outcome: Students will use evidence from informational texts to retell the main idea and utilize diagrams to clarify understanding of the topic.

Students will . . .

LA.2.4.1

summarize an informational text, with teacher support, which includes important facts and detail (who, what, where, when, how). (2.RI.1)

LA.2.4.2 state the main idea in an informational text. (2.RI.2)

LA.2.4.3

demonstrate the use of various informational text features to locate facts for information in a text efficiently (ex. caption, bold print, heading, subheading, glossary, index, italics, electronic menus, and icons). (2.RI.5)

LA.2.4.4

describe why the author needs evidence to support an idea or topic. (2.RI.8)

LA.2.4.5

describe the connection between scientific ideas or concepts, historical events, or steps in technical procedures in a text (ex. life cycle of living things). (2.RI.3)

LA.2.4.6

explain how specific images contribute to and clarify a text (ex. a diagram showing how a machine works). (2.RI.7)

LA.2.4.7

show, by labeling a diagram corresponding to an informational text, how specific images (ex. a diagram showing how a machine works) contribute to and clarify a text. (2.RI.7)

Outcome 5: Life Cycles of Living Things

LA.2.5 Outcome: Students will determine meaning of verbs, contractions, and compound words in context or by using a glossary or dictionary.

Students will . . .

LA.2.5.1 form and use the past tense of frequently occurring irregular verbs (ex. sat, hid, told). (2.L.1d)

LA.2.5.2 distinguish shades of meaning among closely related verbs (ex. toss, throw, hurl). (2.L.5b)

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LA.2.5.3 reference glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. (2.L.4e)

LA.2.5.4 use an apostrophe to form contractions (see Appendix G). (2.L.2c)

LA.2.5.5 apply word meanings to predict the meaning of compound words (ex. birdhouse, bookmark, lighthouse). (2.L.4d)

LA.2.5.6 describe things in the correct context using newly acquired vocabulary. (2.L.6)

LA.2.5.7 use sentence-level context as a clue to the meaning of a word or phrase. (2.L.4a)

Outcome 6: Life Cycles of Living Things

LA.2.6 Outcome: Students will restate information orally, as well as ask and answer questions, in order to demonstrate comprehension of a topic or issue.

Students will . . .

LA.2.6.1 retell or describe key ideas or details from a text read aloud, information presented orally or through other media. (2.SL.2)

LA.2.6.2 ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. (2.SL.3)

LA.2.6.3 speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (2.SL.6)

Outcome 7: Adaptations

LA.2.7 Outcome: Students will analyze literary elements of a text including main idea and supporting details in literary works and informational text.

Students will . . .

LA.2.7.1 analyze a story’s characters, setting, beginning, middle, end, problem and solution to demonstrate comprehension. (2.RL.1)

LA.2.7.2 identify the main topic of a multiple paragraph text as well as the focus of specific paragraphs within the text. (2.RI.2)

LA.2.7.3 identify the main purpose of a text, including what the author wants to answer, explain, or describe. (2.RI.6)

LA.2.7.4 summarize an informational text, in written form, with teacher support. (2.RI.1)

Outcome 8: Adaptations

LA.2.8 Outcome: Students will construct an informative/explanatory piece based on research, incorporating simple and compound sentences, answer questions drawing from experience or

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researched information, and distinguish between formal and informal writing using language and conventions.

Students will . . .

LA.2.8.1 produce, expand, and rearrange complete simple and compound sentences. (ex. The boy watched the movie; The little boy watched the movie.; The action movie was watched by the little boy.). (2.L.1f)

LA.2.8.2 write informative/explanatory text in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement. (2.W.2)

LA.2.8.3 participate in shared research and writing projects (ex. read a number of books on a single topic to produce a report; record science observations). (2.W.7)

LA.2.8.4 recall information from experiences or gather information from provided sources to answer a question. (2.W.8)

LA.2.8.5 use language and conventions when writing to compare formal and informal uses of English (ex. journal entry compared to expository paragraph). (2.L.3a)

Outcome 9: Multicultural/Fairy Tales

LA.2.9 Outcome: Students will distinguish between the use of adjectives and adverbs depending on the context and will differentiate between synonyms/antonyms and abbreviations.

Students will . . .

LA.2.9.1 use adjectives and adverbs and choose between them depending on what is to be modified. (2.L.1e)

LA.2.9.2 distinguish shades of meaning among closely related adjectives (ex. thin, slender, skinny, scrawny). (2.L.5b)

LA.2.9.3 identify synonyms and antonyms (ex. describe foods that are spicy or juicy). (2.L.5a)

LA.2.9.4 Identify and write common abbreviations (see Appendix T)

Outcome 10: Multicultural/Fairy Tales

LA.2.10 Outcome: Students will interpret text through comparisons and point of view in order to comprehend.

Students will . . .

LA.2.10.1 compare and contrast two or more versions of the same story (ex. Cinderella stories by different authors or cultures). (2.RL.9)

LA.2.10.2 summarize stories, including fables and folktales from diverse cultures, in a written paragraph with teacher support. (2.RL.2)

LA.2.10.3 determine the central message, lesson, or moral in stories, including fables and folktales. (2.RL.2)

LA.2.10.4 analyze the differences in points of view of characters in various stories. (2.RL.6)

LA.2.10.5 demonstrate the point of view of different characters by

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speaking in a different voice for each character when reading dialogue aloud. (2.RL.6)

Outcome 11: Multicultural/Fairy Tales

LA.2.11 Outcome: Students will analyze how words and phrases supply rhythm and meaning within a variety of texts and locate forms of figurative language in order to comprehend and enhance writing.

Students will . . .

LA.2.11.1 locate and describe how words and phrases supply rhythm and meaning within stories, poems, or songs (ex.regular beats, rhymes, repeated lines). (2.RL.4)

LA.2.11.2 locate alliteration, similes, personification and onomatopoeia in stories, poems, or songs (see Appendix P). (2.RL.4)

LA.2.11.3 use alliteration, similes, personification, or onomatopoeia in writing. (2.RL.4)

Outcome 12: Multicultural/Fairy Tales

LA.2.12 Outcome: Students will compose an opinion piece inclusive of correct formatting and use appropriate pronouns.

Students will . . .

LA.2.12.1 use reflexive pronouns (ex. ourselves, myself). (2.L.1c)

LA.2.12.2 utilize appropriate pronouns within an opinion piece.

LA.2.12.3 write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement. (2.W.1)

Outcome 13: Exploration

LA.2.13 Outcome: Students will produce a summary in written form and distinguish between cause and effect relationships.

Students will . . .

LA.2.13.1 summarize a passage or story, in written form. (2.RL.1)

LA.2.13.2 summarize an informational text, in written form. (2.RI.1

LA.2.13.3 identify, with guidance and support, the cause and effect relationships within a story or poem.

Outcome 14: Exploration

LA.2.14 Outcome: Students will determine the meaning of words using prefixes, suffixes, and root words, form possessives by properly using an apostrophe, and use reference materials to check spelling.

Students will . . .

LA.2.14.1 consult reference materials, including beginning dictionaries, as needed to check and correct spellings. (2.L.2e)

LA.2.14.2 use an apostrophe to form frequently occurring possessives. (2.L.2c)

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LA.2.14.3 construct the meaning of the new word formed when a known prefix is added to a known word (ex. happy/unhappy, tell/retell) (see Appendix N). (2.L.4b)

LA.2.14.4 apply known root words as a clue to the meaning of an unknown word with the same root (ex. addition, additional). (2.L.4c)

LA.2.14.5 determine the meaning of the new word formed when a known suffix is added to the known word (ex. help/helpful, kind/kindness) (see Appendix N).

LA.2.14.6 decode words with common prefixes and suffixes (see Appendix H). (2.RF.3d)

Outcome 15: Production and Distribution of Writing (YEAR LONG)

LA.2.15 Outcome: Students will revise and edit essays with guidance, use proper sentence structure and conventions in written pieces, and use a variety of digital tools to produce and publish writing.

Students will . . .

LA.2.15.1 revise and edit while focusing on a topic to strengthen writing as needed with guidance and support from adults and peers. (2.W.5)

LA.2.15.2 apply proper sentence structure and conventions when writing. (2.L.3a)

LA.2.15.3 use a variety of digital tools to produce and publish writing, including collaboration with peers with guidance and support from adults. (2.W.6)

LA.2.15.4 create audio recordings of stories or poems; add drawings or other visual displays to stories when appropriate to clarify ideas, thoughts, and feelings. (2.SL.5)

LA.2.15.5 use grade appropriate MLA formatting (see Appendix S).

Outcome 16: Range of Reading (YEAR LONG)

LA.2.16

Outcome: Students will apply comprehension strategies in order to read grade appropriate literature and informational text.

Students will . . .

LA.2.16.1

read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range by the end of the year. (2.RL.10)

LA.2.16.2

read and comprehend informational texts including history/social studies, science, and technical texts in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range by the end of the year. (2.RI.10)

Outcome 17: Foundational Skills: Fluency (YEAR LONG)

LA.2.17 Outcome: Students will apply word analysis skills to read accurately and fluently to support comprehension.

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Students will . . .

LA.2.17.1 read grade-level text with purpose and understanding. (2.RF.4a)

LA.2.17.2 read grade-level text orally with accuracy, appropriate rate, and expression. (2.RF.4b)

LA.2.17.3 self-correct word recognition and use context to confirm understanding. (2.RF.4c)

LA.2.17.4 recognize and read grade-appropriate irregularly spelled words (see Appendix I). (2.RF.3f)

LA.2.17.5 Determine the meaning of words and phrases in a text relevant to a second grade topic or subject area. (2.RI.4)

Outcome 18: Foundational Skills: Phonics and Word Recognition (YEAR LONG)

LA.2.18 Outcome: Students will utilize grade-level phonics and word analysis skills to decode words.

Students will. . .

LA.2.18.1 distinguish long and short vowels when reading regularly spelled one-syllable words. (2.RF.3a)

LA.2.18.2 decode regularly spelled two-syllable words with long vowels (see Appendix J). (2.RF.3c)

LA.2.18.3 apply spelling-sound correspondences for irregular vowel sounds (see Appendix I). (2.RF.3b)

LA.2.18.4 identify words with inconsistent but common spelling- sound correspondences (ex. explain that ie can be pronounced as a long i as in pie, or pronounced as long e in field, ea can be pronounced as a long e in beach or pronounced as short e as in head, ow can be pronounced as long o in know or pronounced ow as in how (see Appendix H). (2.RF.3e)

Outcome 19: Speaking and Listening: Comprehension and Collaboration (YEAR LONG)

LA.2.19 Outcome: Students will apply agreed upon rules for discussion and build on conversation by linking their own comments and remarks.

Students will . . .

LA.2.19.1 apply agreed upon rules for discussion (ex. gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topic and text under discussion). (2.SL.1a)

LA.2.19.2 elaborate in conversations by linking comments to the remarks of others. (2.SL.1b)

LA.2.19.3 ask for clarification and further explanation as needed about the topics and texts under discussion. (2.SL.1c)

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Third Grade

Language Arts

38

3rd Grade Language Arts Curriculum

Focus: Students will apply complex comprehension skills when reading and discussing various genres. Students will write multi-paragraphed pieces with details, elaboration and grade appropriate conventions.

Outcome 1:

LA.3.1 Outcome: Students will evaluate the key elements of a story in order to justify the plot, central theme and main idea.

Students will . . .

LA.3.1.1 describe the location and time of a story.

LA.3.1.2 justify how they know the setting of a story using illustrations or text (location and past, present or future). (3.RL.7)

LA.3.1.3 organize a story in a sequential order including the beginning, middle, and end of a story along with three main events.

LA.3.1.4 ask and answer questions of a text, referring explicitly to the text as the basis for answers. (3.RL.1)

LA.3.1.5 explain how a text’s illustrations contribute to what is conveyed by the words in a story. (3.RL.7)

LA.3.1.6 identify the theme of a story.

Outcome 2:

LA.3.2 Outcome: Students will apply and analyze text features and key details to locate and comprehend information from texts.

Students will . . .

LA.3.2.1 locate information using text features and search tools (ex. key words, sidebars, hyperlinks). (3.RI.5)

LA.3.2.2 use information gained from illustrations and the words in a text to show their comprehension of the text. (3.RI.7)

LA.3.2.3 formulate questions to show comprehension of a text, referring explicitly to the text for answers. (3.RI.1)

Outcome 3:

LA.3.3 Outcome: Students will construct a narrative piece that develops real or imagined events using effective technique, descriptive details, and clear event sequences while applying on grade level conventions.

Students will . . .

LA.3.3.1 organize their ideas prior to writing. (3.W.5)

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LA.3.3.2 select a situation and introduce a narrator and/or character(s) with an organized event sequence that unfolds naturally. (3.W.3a)

LA.3.3.3 use temporal words and phrases to signal event order. (3.W.3c)

LA.3.3.4 write a conclusion. (3.W.3d)

LA.3.3.5 use capitalization when writing appropriate words in titles. (3.L.2a)

LA.3.3.6 use commas in addresses. (3.L.2b)

Outcome 4:

LA.3.4 Outcome: Students will utilize regular, irregular, and abstract nouns appropriately to construct sentences (see Appendix P).

Students will . . .

LA.3.4.1 explain function of nouns, pronouns, and adjectives in general and their functions in particular sentences. (3.L.1a)

LA.3.4.2 form and use regular and irregular plural nouns. (3.L.1b)

LA.3.4.3 use abstract nouns (ex. childhood). (3.L.1c)

LA.3.4.4 identify real-life connections between words and their use (ex. describe people who are friendly or helpful). (3.L.5b)

LA.3.4.5 construct sentences with appropriate noun usage.

Outcome 5:

LA.3.5 Outcome: Students will utilize grade appropriate listening and speaking skills in order to participate in group discussions.

Students will . . .

LA.3.5.1 utilize information about a topic in order to come to discussions prepared. (3.SL.1a)

LA.3.5.2 demonstrate agreed-upon rules for discussions (ex. gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (3.SL.1b)

LA.3.5.3 explain their own ideas and understanding as a result of the discussion. (3.SL.1d)

Outcome 6:

LA.3.6 Outcome: Students will analyze the moral of a fable, folktale, or myth from diverse cultures and distinguish between the literal and nonliteral words or phrases used in the text.

Students will . . .

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LA.3.6.1 identify the moral of a fable, folktale, or myth from diverse cultures and support with key details from the text. (3.RL.2)

LA.3.6.2 Distinguish the literal and nonliteral meaning of words or phrases used in a text and tell how the literal and nonliteral meanings are different. (3.RL.4, 3.L.5a)

LA.3.6.3 utilize parts of stories, dramas, and poems to describe how each successive part builds on earlier sections. (3.RL.5)

LA.3.6.4 use sentence-level context as a clue to the meaning of a word or phrase. (3.L.4a)

LA.3.6.5 apply grade appropriate figurative language when reading a text (see Appendix).

LA.3.6.6 create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace. (3.SL.5)

LA.3.6.7 utilutilize visual displays to emphasize or enhance certain facts or details in a recording. (3.SL.5)

Outcome 7:

LA.3.7 Outcome: Students will analyze main ideas and key details from informational texts.

Students will . . .

LA.3.7.1 state the main idea of a text and support it with key details. (3.RI.2)

LA.3.7.2 decide whether particular sentences are fact or opinion within a text and explain their reasoning.

LA.3.7.3 compare and contrast the most important points and key details presented in two texts on the same topic (3.RI.9)

Outcome 8:

LA.3.8 Outcome: Students will write informative pieces on topics or texts with an introduction, facts with support, and a conclusion utilizing the writing process.

Students will . . .

LA.3.8.1 write an introduction of a topic or group related information, including illustrations when needed. (3.W.2a)

LA.3.8.2 write about a topic with facts, definitions and details using linking words and phrases. (3.W.2b, 3.W.2c)

LA.3.8.3 write a concluding statement or section. (3.W.2d)

LA.3.8.4 demonstrate revision skills. (3.W.5)

LA.3.8.5 demonstrate editing skills. (3.W.5)

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Outcome 9:

LA.3.9 Outcome: Students will utilize verbs appropriately to construct sentences.

Students will . . .

LA.3.9.1 explain function of verbs and adverbs in general and their functions in particular sentences. (3.L.1a)

LA.3.9.2 formulate and utilize regular and irregular verbs. (3.L.1d)

LA.3.9.3 formulate and utilize the simple verb tenses. (3.L.1e)

LA.3.9.4 construct sentences with subject-verb and pronoun-antecedent agreement. (3.L.1f)

Outcome 10:

LA.3.10 Outcome: Students will synthesize information in order to compile notes from various sources.

Students will . . .

LA.3.10.1 Identify and explain the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (3.SL.2)

LA.3.10.2 state information from experiences or gather information from print and digital sources. (3.W.8)

LA.3.10.3 compile brief notes on sources and sort evidence into provided categories. (3.W.8)

Outcome 11:

LA.3.11 Outcome: Students will analyze the cause and effect relationship between sentences, paragraphs, events within a text and how a character’s actions impact the events of the story.

Students will . . .

LA.3.11.1 describe the cause and effect relationship between particular sentences in an informational text. (3.RI.8)

LA.3.11.2 describe the cause and effect relationship between particular paragraphs in an informational text. (3.RI.8)

LA.3.11.3 describe the cause and effect relationship of events within a story.

LA.3.11.4 use language that pertains to time, sequence, and cause/effect to describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (3.RI.3)

LA.3.11.5 explain how the actions of a character contribute to the sequence of events. (3.RL.3)

LA.3.11.6 compare and contrast their own thoughts and actions with the character’s and narrator’s. (3.RL.6)

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Outcome 12:

LA.3.12 Outcome: Students will construct short research projects using grade appropriate grammar skills and report on that topic.

Students will . . .

LA.3.12.1 conduct short research projects about a specific topic. (3.W.7)

LA.3.12.2 distinguish their own opinion from that of the author’s. (3.RI.6)

LA.3.12.3 use coordinating and subordinating conjunctions in writing. (3.L.1h)

LA.3.12.4 produce simple, compound, and complex sentences in writing. (3.L.1i)

LA.3.12.5 construct a presentation on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details. (3.SL.4)

Outcome 13:

LA.3.13 Outcome: Students will present an oral presentation implementing grade level expectations.

Students will . . .

LA.3.13.1 construct a presentation on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details. (3.SL.4)

LA.3.13.2 speak clearly at an understandable pace. (3.SL.4)

LA.3.13.3 formulate questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. (3.SL.1c)

LA.3.13.4 ask and answer questions about information from a speaker, offering appropriate elaboration or clarification and detail in complete sentences appropriate to the task. (3.SL.3, 3.SL.6)

Outcome 14:

LA.3.14 Outcome: Students will write opinion pieces which are three to five paragraphs in length on topics or texts with an introduction, reasons with support, and a conclusion while utilizing the nuances of the English language.

Students will . . .

LA.3.14.1 write an introduction that introduces the topic, state an opinion, and create an organizational structure that lists reasons. (3.W.1a)

LA.3.14.2 write reasons that support an opinion using linking words and phrases. (3.W.1b, 3.W.1c)

LA.3.14.3 select words and phrases for effect. (3.L.3a)

LA.3.14.4 distinguish shades of meaning among related words that describe states of mind or degrees of certainty. (3.L.5c)

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LA.3.14.5 formulate and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. (3.L.1g)

LA.3.14.6 write a concluding statement or section. (3.W.1d)

LA.3.14.7 form and use possessives. (3.L2.d)

Outcome 15:

LA.3.15 Outcome: Students will utilize Latin prefixes and suffixes and explain their meaning and use these affixes to help determine the meaning of unknown words.

Students will . . .

LA.3.15.1 pronounce words with common Latin suffixes in a text (see Appendix N). (3.RF.3b)

LA.3.15.2 define the meaning of the most common prefixes and derivational suffixes (see Appendix N). (3.RF.3a)

LA.3.15.3 define the meaning of words with common Latin suffixes (see Appendix N). (3.RF.3b)

LA.3.15.4 locate words with common prefixes and derivational suffixes and explain the meaning of the word using the prefix and suffix (see Appendix N). (3.RF.3a)

LA.3.15.5 identify the meaning of the new word formed when a known affix is added to a known word. (3.L.4b)

LA.3.15.6 use a known root word as a clue to the meaning of an unknown word with the same root. (3.L.4c)

Outcome 16:

LA.3.16 Outcome: Students will utilize details from a literary text to formulate inferences explaining how characters and the settings contribute to the story.

Students will . . .

LA.3.16.1 infer the traits, motivations, or feelings of a character in a story using inference. (3.RL.3)

LA.3.16.2 determine the time and place of the story and analyze how it contributes to the events of a story.

LA.3.16.3 determine the character’s, narrator’s, or author’s point of view. (3.RL.6, 3.RI.6)

LA.3.16.4 describe the mood of an illustration and justify their opinion. (3.RL.7)

Outcome 17:

LA.3.17 Outcome: Students will compare and contrast settings, plots and themes of stories within a series.

Students will . . .

LA.3.17.1 identify the themes of stories written by the same author. (3.RL.9)

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LA.3.17.2 compare and contrast the themes of stories written by the same author. (3.RL.9)

LA.3.17.3 compare and contrast the settings of stories. (3.RL.9)

LA.3.17.4 compare and contrast the plots of stories written by the same author. (3.RL.9)

Outcome 18:

LA.3.18 Outcome: Students will construct a personal narrative that develops a real experience using correct sequencing of events, descriptive details, dialogue and figurative language while applying on grade level conventions.

Students will . . .

LA.3.18.1 use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. (3.W.3b)

LA.3.18.2 use commas and quotation marks in dialogue. (3.L.2c)

LA.3.18.3 identify and distinguish differences between the conventions of spoken and written standard English. (3.L.3b)

LA.3.18.4 apply descriptive and figurative language to enhance their writing.

Outcome 19: (YEAR LONG)

LA.3.19 Outcome: Students will apply grade level phonics and word recognition skills in order to fluently read and comprehend various texts.

Students will . . .

LA.3.19.1 pronounce multi-syllable words in a text (see Appendix M). (3.RF.3c)

LA.3.19.2 read grade-appropriate irregularly spelled words (see Appendix K). (3.RF.3d)

LA.3.19.3 read grade-level prose and poetry orally with sufficient accuracy, appropriate rate, phrasing, and expression. (3.RF.4b)

LA.3.19.4 read grade-level text with purpose and understanding. (3.RF.4a)

LA.3.19.5 self-correct word recognition and use context to confirm understanding. (3.RF.4c)

LA.3.19.6 decide the meaning of general academic and domain-specific words or phrases, including those that signal spatial and temporal relationships, used in a grade 3 topic or subject area. (3.RI.4, 3.L.6)

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Outcome 20: Range of Reading (YEAR LONG)

LA.3.20 Outcome: Students will apply comprehension strategies in grade level appropriate literature and informational texts.

Students will . . .

LA.3.20.1 comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. (3.RL.10)

LA.3.20.2 comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. (3.RI.10)

Outcome 21: (YEAR LONG)

LA.3.21 Outcome: Students will construct grade appropriate words and consult reference materials when necessary.

Students will . . .

LA.3.21.1 utilize conventional spelling for high-frequency and other studied words and for adding suffixes to base words (see Appendix L). (3.L.2e)

LA.3.21.2 utilize spelling patterns and generalizations when writing words (ex. word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) (see Appendix L). (3.L.2f)

LA.3.21.3 utilize reference materials, including beginning dictionaries, as needed to check and correct spelling. (3.L.2g)

Outcome 22: Range of Writing (YEAR LONG)

LA.3.22 Outcome: Students will compose writing over various time frames with grade appropriate development and organization, utilizing technology to interact with others as well as produce writing when necessary.

Students will . . .

LA.3.22.1 compose writing in which the development and organization are appropriate to task and purpose with guidance and support from adults (3.W.4).

LA.3.22.2 utilize technology to produce writing (using keyboarding skills) as well as interact and collaborate with guidance and support from adults (3.W.6).

LA.3.22.3 write routinely over extended time frames (time for research, reflection, and revision) for a range of discipline-specific tasks, purposes, and audiences. (3.W.10)

LA.3.19.7 utilize glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases (3.L.4d)

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LA.3.22.4 write over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (3.W.10)

LA.3.22.5 utilize grade appropriate MLA format when writing (see Appendix S).

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Fourth Grade

Language Arts

48

4th Grade Language Arts Curriculum

Focus: Students will analyze literary elements and evaluate informational texts to determine main idea and formulate inferences. They will also create pieces of writing focused on clear explanations and detailed descriptions.

Outcome 1: Creativity

LA.4.1 Outcome: Students will analyze key ideas and details in order to determine the plot, central theme, and main idea of a text.

Students will . . .

LA.4.1.1 identify the main and supporting characters of a grade appropriate text.

LA.4.1.2 describe in depth a character (and their traits) in a story or drama, drawing on specific details from the text. (4.RL.3)

LA.4.1.3 analyze the setting (time) of a grade appropriate text to determine the its effect.

LA.4.1.4 describe the problem and solution of a grade appropriate text.

LA.4.1.5 determine the theme of a story from details in the text. (4.RL.2)

LA.4.1.6 determine the main idea of an informational text and describe how it is supported by key details. (4.RI.2)

Outcome 2: Creativity

LA.4.2 Outcome: Students will utilize the writing process, which includes planning, revising, and editing, to produce a personal narrative, using descriptive detail and clear event sequences.

Students will . . .

LA.4.2.1 produce clear and coherent narrative writing in which the development and organization are appropriate to task, purpose, and audience. (4.W.4)

LA.4.2.2 compose a real or imagined experience/event, utilizing an event sequence that unfolds naturally. (4.W.3a)

LA.4.2.3 provide an introduction, introducing a narrator or character, and a conclusion, which follows from the narrated experiences or events. (4.W.3a, 4.W.3e)

LA.4.2.4 utilize dialogue and description to show character responses to situations. (4.W.3b)

LA.4.2.5 arrange a variety of transitional words and phrases to show the sequence of events. (4.W.3c)

LA.4.2.6 use concrete words and phrases and sensory details to convey experiences and events. (4.W.3d)

LA.4.2.7 develop and strengthen narrative writing, using the writing process with support from peers and adults. (4.W.5)

LA.4.2.8 use correct capitalization. (4.L.2a)

LA.4.2.9 apply correct punctuation to their piece and choose punctuation for effect. (4.L.3b)

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LA.4.2.10 produce complete sentences while avoiding inappropriate fragments and run-ons. (4.L.1f)

Outcome 3: Creativity

LA.4.3 Outcome: Students will engage effectively in a range of collaborative discussions with diverse partners.

Students will . . .

LA.4.3.1 come to discussions prepared, having read or studied required material and draw on that preparation and prior knowledge about the topic to explore ideas under discussion. (4.SL.1a)

LA.4.3.2 comply with agreed upon rules for discussions. (4.SL.1b)

LA.4.3.3 carry out assigned roles. (4.SL.1b)

Outcome 4: Courage

LA.4.4 Outcome: Students will determine the setting and events of a story in order to distinguish between different points of view in literary text as well as distinguish between multiple accounts and representations of informational text.

Students will . . .

LA.4.4.1 describe in depth a setting in a story, drawing on specific details from the text. (4.RL.3)

LA.4.4.2 describe in depth an event in a story or drama, drawing on specific details from the text. (4.RL.3)

LA.4.4.3 compare and contrast the point of view from which different stories are narrated, including the difference between first and third person narrations. (4.RL.6)

LA.4.4.4 describe the differences in focus and information provided between first and secondhand accounts in an informational text. (4.RI.6)

LA.4.4.5 compare and contrast a firsthand and secondhand account of the same event or topic in an informational text. (4.RI.6)

LA.4.4.6 interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the informational text in which it appears. (4.RI.7)

Outcome 5: Courage

LA.4.5 Outcome: Students will utilize the writing process to compose informative/explanatory texts to examine a topic and convey ideas and information clearly.

Students will . . .

LA.4.5.1 produce clear and coherent explanatory/informational writing in which the development and organization are appropriate to task, purpose, and audience. (4.W.4)

LA.4.5.2 introduce a topic clearly and provide a concluding

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statement. (4.W.2a , 4.W.2e)

LA.4.5.3 group related information in paragraphs and sections. (4.W.2a)

LA.4.5.4 develop the topic with facts, definitions, and concrete details. (4.W.2b)

LA.4.5.5 link ideas within categories of information using transition words (ex. another, for example, also, because) and phrases. (4.W.2c)

LA.4.5.6 use precise language and domain-specific vocabulary to inform about or explain the topic. (4.W.2d)

LA.4.5.7 use the writing process, with support from peers and adults, to develop and strengthen writing.(4.W.5)

LA.4.5.8 use frequently confused words and homophones correctly (ex: to, too, two, their, they’re, there). (4.L.1g)

Outcome 6: Courage

LA.4.6 Outcome: Students will report on a topic, text, or experience in an organized manner, while speaking clearly.

Students will . . .

LA.4.6.1 report on a topic or text, tell a story, or recount an experience, in an organized manner to support main ideas or themes. (4.SL.4)

LA.4.6.2 report on a topic or text, tell a story, or recount an experience, using appropriate facts, and relevant, descriptive details to support main ideas or themes. (4.SL.4)

LA.4.6.3 speak clearly at an understandable pace. (4.SL.4)

Outcome 7: Cause and Effect

LA.4.7 Outcome: Students will summarize grade appropriate literary and informational texts using text clues and features to infer and integrate information.

Students will . . .

LA.4.7.1 summarize grade appropriate literature using details. (4.RL.2)

LA.4.7.2 demonstrate how to use text clues and prior knowledge to make an inference.

LA.4.7.3 summarize grade appropriate informational texts, using details. (4.RI.2)

LA.4.7.4 utilize the glossary or other reference materials to determine the meaning of general academic and domain-specific words. (4.RI.4) (4.L.4c)

LA.4.7.5 Describe the overall text structure (e.g. chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. (4.RI.5)

LA.4.7.6 integrate information from two informational texts on the same topic in order to write or speak about the subject

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knowledgeably. (4.RI.9)

LA.4.7.7 assess a statement to determine if it is a fact or an opinion.

Outcome 8: Cause and Effect

LA.4.8 Outcome: Students will utilize the writing process to compose opinion pieces, supporting a point of view with reasons and information.

Students will . . .

LA.4.8.1 produce clear and coherent opinion pieces in which the development and organization are appropriate to task, purpose, and audience. (4.W.4)

LA.4.8.2 introduce a topic or text clearly and provide a concluding statement related to the opinion presented. (4.W.1a, 4.W.1d)

LA.4.8.3 create an organizational structure in which related ideas are grouped to support the writer’s purpose. (4.W.1a)

LA.4.8.4 provide reasons that are supported by facts and details. (4.W.1b)

LA.4.8.5 link opinion and reasons using transition words and phrases (ex. for instance, in order to, in addition). (4.W.1c)

LA.4.8.6 develop and strengthen opinion pieces, using the writing process with support from peers and adults. (4.W.5)

LA.4.8.7 conduct short research projects with support that build knowledge through investigation of different aspects of a topic. (4.W.7)

LA.4.8.8 choose words and phrases to convey ideas precisely. (4.L.3a)

LA.4.8.9 use modal auxiliaries to convey various conditions (ex: can, may, must). (4.L.1c)

Outcome 9: Cause and Effect

LA.4.9 Outcome: Students will paraphrase a variety of text and media formats.

Students will . . .

LA.4.9.1 paraphrase portions of text read aloud. (4.SL.2)

LA.4.9.2 paraphrase information presented in diverse media including visually, quantitatively, and orally. (4.SL.2)

LA.4.9.3 paraphrase information presented in diverse formats including visually, quantitatively, and orally. (4.SL.2)

Outcome 10: Solving Problems

LA.4.10 Outcome: Students will analyze information in order to assess events and points from a text.

Students will . . .

LA.4.10.1 identify and summarize the introduction, rising action,

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climax, falling action, and resolution of a grade appropriate text.

LA.4.10.2 analyze how the main character has evolved throughout the text, in order to determine how events in the text change a character.

LA.4.10.3 explain events, procedures, ideas or concepts in a historical, scientific, or technical text, including what happened and why, based on scientific information in the text. (4.RI.3)

LA.4.10.4 explain how an author uses reasons and evidence to support particular points in an informational text. (4.RI.8)

Outcome 11: Solving Problems

LA.4.11 Outcome: Students will create reading response pieces to apply grade level reading standards and technology, as well as demonstrate a command of conventions.

Students will . . .

LA.4.11.1 apply grade level reading standards to literature (ex: describe in depth a character, setting or event in a story or drama, drawing on specific details in the text). (4.W.9a)

LA.4.11.2 apply grade level reading standards to informational text (ex: explain how an author uses reasons and evidence to support particular points in a text). (4.W.9b)

LA.4.11.3 use commas and quotation marks to indicate direct quotations from a text. (4.L.2b)

LA.4.11.4 use a comma before a coordinating conjunction in a compound sentence. (4.L.2c)

LA.4.11.5 use relative pronouns and relative adverbs. (4.L.1a)

LA.4.11.6 form and use the progressive verb tenses. (4.L.1b)

LA.4.11.7 utilize technology to interact and collaborate with others. (4.W.6)

LA.4.11.8 differentiate, when writing, between context that calls for formal English and situations where informal discourse is appropriate. (4.L.3c)

Outcome 12: Solving Problems

LA.4.12 Outcome: Students will evaluate speeches, as well as differentiate between formal and informal English.

Students will . . .

LA.4.12.1 determine the reasons and evidence a speaker provides to support particular points. (4.SL.3)

LA.4.12.2 differentiate, when speaking or listening, between contexts which call for formal English (ex: presenting ideas) and situations where informal discourse is appropriate (ex: small-group discussion). (4.SL.6)

LA.4.12.3 use formal English when appropriate to task and

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situation. (4.SL.6)

Outcome 13: Structure and Design

LA.4.13 Outcome: Students will analyze the elements and themes of poems and dramatic texts in order to interpret various representations of the pieces.

Students will . . .

LA.4.13.1 identify the structural elements of poems, drama, and prose.

LA.4.13.2 explain major differences between poems, drama, and prose and refer to the structural elements of poems and drama when writing or speaking about a text. (4.RL.5)

LA.4.13.3 describe in depth a setting in a drama, drawing on specific details from the text. (4.RL.3)

LA.4.13.4 determine the theme of a drama from details in the text. (4.RL.2)

LA.4.13.5 determine the theme of a poem from details in the text. (4.RL.2)

LA.4.13.6 compare and contrast the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. (4.RL.7)

LA.4.13.7 define and give examples of similes, metaphors, proverbs, adages, and hyperbole.

LA.4.13.8 analyze similes, metaphors, proverbs, adages, and hyperboles in grade appropriate texts. (4.RL.4)

(4.RL.5b)

LA.4.13.9 read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive

readings. (4.RF.4b)

Outcome 14: Structure and Design

LA.4.14 Outcome: Students will apply figurative language, word relationships, and nuances to create poetic works.

Students will . . .

LA.4.14.1 explain the meaning of simple similes and metaphors in context. (4.L.5a)

LA.4.14.2 identify and explain the meaning of common idioms, adages, and proverbs. (4.L.5b)

LA.4.14.3 Relate words to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). (4.L.5c)

LA.4.14.4 compose a variety of poems, focusing on the structural components of each.

LA.4.14.5 incorporate figurative language elements into poetic works (see Appendix P).

LA.4.14.6 order adjectives within sentences according to conventional patterns. (4.L.1d)

LA.4.14.7 form and use prepositional phrases. (4.L.1e)

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Outcome 15: Structure and Design

LA.4.15 Outcome: Students will engage effectively in a range of collaborative discussions with diverse partners, building on others’ ideas and expressing their own clearly.

Students will . . .

LA.4.15.1 pose to specific questions to clarify or follow up on information and make comments that contribute to the discussion and link to the remarks of others. (4.SL.1c)

LA.4.15.2 respond to specific questions to clarify or follow up on information and make comments that contribute to the discussion and link to the remarks of others. (4.SL.1c)

LA.4.15.3 summarize the key ideas expressed in discussion. (4.SL.1d)

LA.4.15.4 explain their own ideas and understandings as a result of the discussion. (4.SL.1d)

Outcome 16: Perseverance

LA.4.16 Outcome: Students will utilize details and examples from literary and informational texts in order to draw inferences and evaluate the meanings of words, themes, and settings in the text.

Students will . . .

LA.4.16.1 cite details and examples in a literary text when explaining what the text says explicitly and when drawing inferences. (4.RL.1)

LA.4.16.2 cite details and examples in an informational text when explaining what the text says explicitly and when drawing inferences. (4.RI.1)

LA.4.16.3 determine the meaning of words or phrases as they are used in a text, including those that allude to significant characters found in mythology. (4.RL.4)

LA.4.16.4 compare and contrast the treatment of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures. (4.RL.9)

LA.4.16.5 evaluate the setting of a text and how it influences character and plot.

Outcome 17: Perseverance

LA.4.17 Outcome: Students will utilize technology and the research process to create an informative/explanatory product.

Students will . . .

LA.4.17.1 conduct short research projects that build knowledge through investigation of different aspects of a topic. (4.W.7)

LA.4.17.2 introduce a topic clearly and provide a concluding statement. (4.W.2a, 4.W.2e)

LA.4.17.3 group related information in paragraphs and sections, including formatting (headings), illustrations, and

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multimedia when useful to aiding comprehension. (4.W.2a)

LA.4.17.4 develop the topic with quotations or other information and examples related to the topic. (4.W.2b)

LA.4.17.5 use precise language and domain-specific vocabulary to inform about or explain the topic. (4.W.2e)

LA.4.17.6 recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information. (4.W.8)

LA.4.17.7 provide a Works Cited page, according to MLA format. (see Appendix S)

LA.4.17.8 utilize technology to produce and publish writing. (4.W.6)

LA.4.17.9 apply keyboarding skills to type a minimum of one page in a single sitting. (4.W.6)

LA.4.17.10 use grade appropriate MLA format (see Appendix S).

Outcome 18: Perseverance

LA.4.18 Outcome: Students will utilize technology to enhance their presentations.

Students will . . .

LA.4.18.1 insert audio recordings to presentations when appropriate to enhance the development of main ideas or themes. (4.SL.5)

LA.4.18.2 insert visual displays to presentations when appropriate to enhance the development of main ideas or themes. (4.SL.5)

LA.4.18.3 integrate technology and grade appropriate presentation skills.

Outcome 19: Range of Reading (ALL YEAR)

LA.4.19 Outcome: Students will apply comprehension strategies to grade appropriate literature and informational texts.

Students will . . .

LA.4.19.1 comprehend literature, including stories, dramas, and poetry in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. (4.RL.10)

LA.4.19.2 comprehend informational texts, including history/ social studies, science, and technical texts, in the grade 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. (4.RI.10)

Outcome 20: Range of Writing (ALL YEAR)

LA.4.20 Outcome: Students will compose writing routinely over various time frames for a range of discipline-specific tasks, purposes, and audiences.

Students will . . .

LA.4.20.1 produce written pieces in both extended and short

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time frames. (4.W.10)

LA.4.20.2 produce pieces of writing for a variety of purposes and audiences. (4.W.10)

Outcome 21: Word Study Skills (ALL YEAR)

LA.4.21 Outcome: Students will utilize Greek and Latin affixes to spell grade appropriate words correctly as well as determine or clarify the meaning of unknown and multiple meaning words and phrases.

Students will . . .

LA.4.21.1 spell grade appropriate words correctly, consulting references as needed (see Appendix O). (4.L.2d)

LA.4.21.2 use context as a clue to the meaning of a word or phrase. (4.L.4a)

LA.4.21.3 use common grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word. (4.L.4b)

LA.4.21.4 consult reference materials, print and digital, to find pronunciation and determine or clarify the precise meaning of key words and phrases. (4.L.4c)

Outcome 22: Word Acquisition (ALL YEAR)

LA.4.22 Outcome: Students will acquire and use accurately grade appropriate academic and domain specific words and phrases.

Students will . . .

LA.4.22.1 use academic and domain specific words and phrases including those that signal precise actions, emotions, or states of being. (4.L.6)

LA.4.22.2 use academic and domain specific words and phrases, which are basic to a particular topic. (4.L.6)

Outcome 23: Foundational Skills (ALL YEAR)

LA.4.23 Outcome: Students will acquire and use accurately grade appropriate academic and domain specific words and phrases as well as apply grade level phonics and word recognition skills in order to fluently read and comprehend various texts.

Students will . . .

LA.4.23.1 apply phonics and word analysis skills in decoding grade appropriate words. (4.RF.3)

LA.4.23.2 use letter-sound correspondences, syllabication patterns, and morphology (roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context (see Appendix O). (4. RF.3a)

LA.4.23.3 read with sufficient accuracy and fluency to support comprehension.

LA.4.23.4 read on-level text with purpose and comprehension. (4.RF.4a)

LA.4.23.5 self-correct word recognition and use context to confirm understanding. (4.RF.4c)

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Fifth Grade

Language Arts

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5th Grade Language Arts Curriculum

Focus: Students will analyze a variety of text structures to foster critical thinking and discussions. They will compare and contrast texts, quote accurately, and reciprocate vocabulary and comprehension skills through highly-organized and purposeful writing.

Outcome 1: Relationships

LA.5.1 Outcome: Students will evaluate the characters in one or more texts by analyzing their traits, their response to challenges, and changes that occur within as the plot develops.

Students will . . .

LA.5.1.1 locate the main and supporting characters in a story of a grade appropriate text and identify their character traits (emotional and physical qualities).

LA.5.1.2 cite text examples that support the character traits of the main and supporting characters in a story. (5.RL.1)

LA.5.1.3 determine the internal or external conflict of a character.

LA.5.1.4 compare and contrast two or more characters in a story or drama, drawing on specific details in the text. (5.RL.3)

LA.5.1.5 identify and summarize the exposition, rising action, climax, falling action, and resolution of a grade appropriate text.

LA.5.1.6 describe how the plot develops throughout the story and how it impacts the characters or drama using explicit details from the story.

LA.5.1.7 describe how a series of chapters fit together to provide the overall structure of a story. (5.RL.5)

Outcome 2: Relationships

LA.5.2 Outcome: Students will compose narratives to develop real or imagined experiences of events using descriptive details, clear event sequences, appropriate dialogue, and proper conventions of standard English grammar through the use of the writing process.

Students will . . .

LA.5.2.1 use underlining, quotation marks, or italics to indicate titles of work. (5.L.2d)

LA.5.2.2 complete a graphic organizer to display characters, setting, and plot sequence with guidance and support.

LA.5.2.3 determine the setting, character, plot sequence, and narrator with guidance and support. (5.W.3a)

LA.5.2.4 utilize dialogue and pacing to develop experiences and to show the responses of character to situations. (5.W.3b)

LA.5.2.5 organize a narrative text through the use of transitional words, phrases, and clauses to manage the sequence of events. (5.W.3c)

LA.5.2.6 utilize proper verb tense to convey various time and sequences in a narrative text. (5.L.1c)

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LA.5.2.7 use concrete words and phrases and sensory details to convey experiences and events precisely. (5.W.3d)

LA.5.2.8 provide a conclusion that follows from the narrated experiences or events. (5.W.3e)

LA.5.2.9 create and strengthen writing by planning, revising, editing, and rewriting with guidance and support from peers and adults. (5.W.5)

LA.5.2.10 produce clear and coherent narrative writing in which the development and organization are appropriate to task, purpose, and audience. (5.W.4)

LA.5.2.11 use technology to publish writing and demonstrate keyboarding skills in order to type a minimum of one page using MLA format. (see Appendix S) (5.W.6)

Outcome 3: Relationships

LA.5.3 Outcome: Students will engage effectively in a range of collaborative discussions with diverse partners on grade appropriate topics and texts, with guidance and support.

Students will . . .

LA.5.3.1 prepare for each discussion by having read or studied the required material. (5.SL.1a)

LA.5.3.2 apply agreed upon rules to class discussions and carry out assigned roles. (5.SL.1b)

LA.5.3.3 respond to specific questions by making comments that contribute to the discussion. (5.SL.1c)

Outcome 4: Perception

LA.5.4 Outcome: Students will infer and determine theme in order to move beyond the literal meaning of a text.

Students will . . .

LA.5.4.1 cite accurately from a text when explaining what is directly stated in the text and when drawing inferences from the text. (5.RL.1)

LA.5.4.2 determine a theme of a story, drama, or poem from details in the text, including how characters in a story respond to challenges or how the speaker in a poem reflects upon a topic. (5.RL.2)

LA.5.4.3 use context clues to determine the meaning of words and phrases as they are used in the text. (5.RL.4a)

LA.5.4.4 determine and interpret the meaning of phrases as they are used in the text, including figurative language (see Appendix P). (5.RL.4, 5.L.5a)

LA.5.4.5 compare and contrast original text to examples of visual and multimedia elements in a story (ex. listening to stories on CD, watching a movie of a story).

LA.5.4.6 analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text. (5.RL.7)

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Outcome 5: Perception

LA.5.5 Outcome: Students will utilize the writing process in order to compose creative pieces using dialogue, description, and pacing to develop experiences and events.

Students will . . .

LA.5.5.1 identify and define conjunctions, prepositions, and interjections in a text. (5.L.1a)

LA.5.5.2 produce examples of grade appropriate figurative language (see Appendix P). (5.L.5a)

LA.5.5.3 identify and define the meaning of common idioms, adages, and proverbs. (5.L.5b)

LA.5.5.4 produce clear and coherent creative writing in which the development and organization are appropriate to task, purpose, and audience. (5.W.4)

LA.5.5.5 use a comma to set off the words yes and no (ex. Yes, I agree.), to set off a tag question from the rest of the sentence (ex. It’s true, isn’t it?), and to indicate direct address (ex. Is that you, Steve?).

LA.5.5.6 create and strengthen writing by planning, revising, editing, and rewriting with guidance and support from peers and adults. (5.W.5)

LA.5.5.7 use technology to publish writing and demonstrate keyboarding skills in order to type a minimum of one and a half pages using MLA format (see Appendix S). (5.W.6)

Outcome 6: Perception

LA.5.6 Outcome: Students will present their writing orally in which they adapt speech to a variety of contexts.

Students will . . .

LA.5.6.1 present a writing piece to an audience by speaking clearly at an understandable pace and volume. (5.SL.4)

LA.5.6.2 demonstrate appropriate body language when presenting to an audience.

LA.5.6.3 use formal English when appropriate to task and situation. (5.SL.6)

Outcome 7: Conflict

LA.5.7 Outcome: Students will produce accurate summaries of literary and informational works.

Students will . . .

LA.5.7.1 summarize the main idea of a specific chapter or short story by including specific details from the text.

LA.5.7.2 create a summary of a grade-level text including characters and how they respond to challenges. (5.RL.2)

LA.5.7.3 determine two or more main ideas of an informational text and explain how they are supported by key details. (5.RI.2)

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LA.5.7.4 quote accurately from a text when explaining what the test says explicitly and when drawing inferences from the text. (5.RI.1)

LA.5.7.5 create a summary of a grade-level informational text. (5.RI.2)

Outcome 8: Conflict

LA.5.8 Outcome: Students will utilize the writing process in order to compose opinion pieces by creating an organizational structure in which ideas are logically grouped and supported with reasons and information.

Students will . . .

LA.5.8.1 examine the relationship between synonyms, antonyms, and homographs. (5.L.5c)

LA.5.8.2 state a position and provide logically ordered reasons that are supported by facts and details. (5.W.1b)

LA.5.8.3 utilize transition words, phrases, and clauses to link reasons and opinions (ex. consequently, specifically). (5.W.1c)

LA.5.8.4 use punctuation to separate items in a series and use a comma to separate an introductory element from the rest of the sentence. (5.L.2a, 5.L.2b)

LA.5.8.5 provide a concluding statement or call for action related to the opinion presented. (5.W.1d)

LA.5.8.6 create and strengthen writing by planning, revising, editing, and rewriting with guidance and support from peers and adults. (5.W.5)

LA.5.8.7 produce clear and coherent opinion pieces in which the development and organization are appropriate to task, purpose, and audience. (5.W.4)

LA.5.8.8 use technology to publish writing and demonstrate keyboarding skills in order to type a minimum of two pages using MLA format (see Appendix S). (5.W.6)

Outcome 9: Conflict

LA.5.9 Outcome: Students will evaluate texts read aloud or presented in diverse media formats.

Students will . . .

LA.5.9.1 summarize a text presented in diverse media formats including visually, quantitatively, and orally. (5.SL.2)

LA.5.9.2 debate written opinion pieces in a discussion format by elaborating on the remarks of others and drawing conclusions from the knowledge gained. (5.SL.1c)

LA.5.9.3 summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. (5.SL.3)

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Outcome 10: Courage/Ethics

LA.5.10 Outcome: Students will evaluate the author’s construction of a text by recognizing the narrator’s point of view and text structure.

Students will . . .

LA.5.10.1 evaluate the use of first and third person point of view and its effect on the text.

LA.5.10.2 identify the author’s purpose for a given text.

LA.5.10.3 identify examples of problem and solution relationships in a story or drama drawing on specific details in the text.

LA.5.10.4 compare and contrast two or more problem solution relationships in a story or drama drawing on specific details in the text. (5.RL.3)

LA.5.10.5 explain how an author uses reasons and evidence to support particular points in a arguments. (5.RI.8)

LA.5.10.6 compare and contrast the overall structure (chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. (5.RI.5)

Outcome 11: Courage/Ethics

LA.5.11 Outcome: Students will evaluate evidence from literary or informational texts to create a written reflection exhibiting a command of proper conventions.

Students will . . .

LA.5.11.1 apply grade level reading standards to literature (ex. “compare and contrast two or more characters, setting, or events in a story or a drama, drawing on specific details in the text.”). (5.W.9a)

LA.5.11.2 apply grade level reading standards to informational text (ex. “explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which points”). (5.W.9b)

LA.5.11.3 cite textual evidence through the use of direct quotations and concrete details.

LA.5.11.4 compare and contrast the varieties of English (ex. dialects, registers) use in stories, dramas, or poems. (5.L.3b)

LA.5.11.5 use correlative conjunctions. (ex. either/or, nether/nor) (5.L.1e)

LA.5.11.6 form and use the perfect verb tenses (ex. I had walked; I have walked; I will have walked). (5.L.1b)

LA.5.11.7 identify and correct inappropriate shifts in verb tense. (5.L.1d)

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Outcome 12: Perseverance

LA.5.12 Outcome: Students will compare and contrast setting, characters, and theme of multiple texts on a similar subject.

Students will . . .

LA.5.12.1 describe the setting by citing accurately from the text examples that support the setting. (5.RL.1)

LA.5.12.2 compare and contrast two or more settings in a story or drama, drawing on specific details in the text. (5.RL.3)

LA.5.12.3 compare and contrast stories in the same genre (ex. mysteries and adventure) on their approaches to similar themes and topics. (5.RL.9)

LA.5.12.4 integrate information from several texts on the same topic in order to write or speak about the subject. (5.RI.9)

Outcome 13: Perseverance

LA.5.13 Outcome: Students will utilize the writing process in order to compose informative/explanatory texts to examine topics and convey information.

Students will . . .

LA.5.13.1 introduce a topic clearly with focus and logical order; including formatting (ex. headings), illustrations, and multimedia when useful to aiding comprehension. (5.W.2a)

LA.5.13.2 develop the topic with facts, definitions, specific details, quotations, or other information related to the topic. (5.W.2b)

LA.5.13.3 utilize transition words, phrases, and clauses to link key ideas (ex. in contrast, especially). (5.W.2c)

LA.5.13.4 utilize precise language and domain-specific vocabulary to inform about or explain the chosen topic. (5.W.2.d)

LA.5.13.5 provide a concluding statement or section related to the information presented. (5.W.2e)

LA.5.13.6 create and strengthen writing by planning, revising, editing, and rewriting with guidance and support from peers and adults (5.W.5)

LA.5.13.7 produce a clear informative/explanatory piece in which the development and organization are appropriate to task, purpose, and audience. (5.W.4)

LA.5.13.8 use technology to publish writing and demonstrate keyboarding skills in order to type a minimum of two pages using MLA format (see Appendix S). (5.W.6)

Outcome 14: Perseverance

LA.5.14 Outcome: Students will engage effectively in a range of collaborative discussions with diverse partners on grade appropriate topics and texts.

Students will . . .

LA.5.14.1 prepare for each discussion by having read or studied

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the required material. (5.SL.1a)

LA.5.14.2 apply agreed upon rules to class discussions and carry out assigned roles. (5.SL.1b)

LA.5.14.3 pose and respond to questions by elaborating on the remarks of others. (5.SL.1c)

Outcome 15: Revolution- Becoming America

LA.5.15 Outcome: Students will analyze the effect that point of view has on the tone and meaning of a text by examining multimedia formats across several genres.

Students will . . .

LA.5.15.1 describe how a narrator’s point of view influences how events are described in a story, drama, or poem. (5.RL.6)

LA.5.15.2 compare and contrast multiple accounts of the same event or topic, noting important similarities and differences in the viewpoints they represent. (5.RI.6)

LA.5.15.3 explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. (5.RI.3)

LA.5.15.4 utilize the glossary or other reference materials to determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade appropriate topic or subject areas. (5.RI.4)

LA.5.15.5 utilize information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5.RI.7)

Outcome 16: Revolution- Becoming America

LA.5.16 Outcome: Students will apply research in order to develop a project through the use of multimedia elements.

Students will . . .

LA.5.16.1 utilize research practices by finding several sources to build knowledge. (5.W.7)

LA.5.16.2 compile information from print and digital sources. (5.W.8)

LA.5.16.3 utilize technology or digital sources to produce a final product. (5.W.6)

LA.5.16.4 create a work cited page following MLA formatting expectations (see Appendix S). (5.W.8)

Outcome 17: Revolution- Becoming America

LA.5.17 Outcome: Students will utilize technology to enhance their formal presentations.

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Students will . . .

LA.5.17.1 report on a topic using appropriate facts and logical sequence. (5.SL.4)

LA.5.17.2 expand, combine, and reduce sentences for meaning and reader/listener interest. (5.L.3a)

LA.5.17.3 incorporate multimedia components and visual displays (ex. graphics, sound). (5.SL.5)

LA.5.17.4 speak clearly at an understandable pace when presenting to an audience. (5.SL.4)

LA.5.17.5 use appropriate body language and eye contact when presenting to an audience.

Outcome 18: (YEAR LONG)

LA.5.18 Outcome: Students will apply comprehension strategies grade appropriate literature and informational texts.

Students will . . .

LA5.18.1 comprehend literature, including stories, dramas, and poetry, at the high end of the grades four-five text complexity band independently and proficiently. (5.RL.10)

LA.5.18.2 comprehend informational texts, including history/social studies, science, and technical texts, at the high end of grade four-five text complexity band independently and proficiently. (5.RI.10)

Outcome 19: (YEAR LONG)

LA.5.19 Outcome: Students will compose writing routinely over various time frames for a range of discipline-specific tasks, purposes, and audiences.

Students will . . .

LA5.19.1 produce written pieces in extended and short time frames. (5.W.10)

LA5.19.2 produce pieces of writing for a variety of purposes and audiences. (5.W.10)

Outcome 20: (YEAR LONG)

LA.5.20 Outcome: Students will acquire and use accurately grade-level phonics and word analysis skills in decoding words to aid in fluency and accuracy.

Students will . . .

LA5.20.1 utilize letters and sounds to decode unfamiliar words. (5.RF.3a)

LA.5.20.2 utilize syllabication patterns and morphology in order to read unfamiliar multisyllabic words in and out of context. (5.RF.3a)

LA.5.20.3 read grade level text with purpose and comprehension. (5.RF.4a)

LA.5.20.4 read grade level prose and poetry orally with accuracy, rate, and expression on successive readings. (5.RF.4b)

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LA.5.20.5 use context to confirm or self-correct word recognition, rereading as necessary. (5.RF.4c)

Outcome 21: (YEAR LONG)

LA.5.21 Outcome: Students will determine the meaning and spell grade appropriate unknown multiple-meaning words and phrases.

Students will . . .

LA.5.21.1 spell grade-appropriate words correctly, consulting references as needed. (5.L.2e)

LA.5.21.2 utilize context clues in order to decipher the meaning of a word or phrase. (5.L.4a)

LA.5.21.3 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). (5.L.6)

LA.5.21.4 use grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (see Appendix O). (5.L.4b)

LA.5.21.5 consult reference materials, both print and digital, to find the pronunciation and meaning of a word or phrase. (5.L.4c)

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Sixth Grade

Language Arts

68

6th Grade Language Arts Curriculum

Focus: Students will analyze textual elements and structure to promote discussion and comprehension of text. Students will evaluate sources for credibility and support claims with reasons to enhance reading, writing, listening, and speaking.

Outcome 1: Caring

LA.6.1 Outcome: Students will analyze story elements in one or more texts and how they develop as the plot shifts.

Students will . . .

LA.6.1.1

compare and contrast in order to critique the problem and solution between characters in the story.

LA.6.1.2

define how a particular story’s or drama’s plot unfolds in a series of episodes. (6.RL.3)

LA.6.1.3

analyze how the plot develops throughout the story and how it impacts the characters in the story or drama using details from the story. (6.RL.3)

LA.6.1.4

compare and contrast stories in different genres in order to find similar themes and topics. (6.RL.9, 6.RI.9)

Outcome 2: Caring

LA.6.2 Outcome: Students will utilize the writing process in order to develop narratives with details and structure while using proper conventions.

Students will . . .

LA.6.2.1

introduce the context, narrator and characters in an organized logical way.

LA.6.2.2

support the narrative by using proper dialogue and description to develop a character. (6.W.3b.)

LA.6.2.3

apply a variety of transitions words, phrases, and clauses to convey sequence and signal shifts in time or setting. (6.W.3c.)

LA.6.2.4

utilize precise words and phrases, relevant descriptive details, sensory language, and figures of speech to convey experiences and events. (6.W.3d. 6. L.5a)

LA.6.2.5

organize a conclusion that follows from the narrated experiences or events. (6.W. 3e.)

LA.6.2.6 develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach with guidance and support from peers and teacher. (6.W.5)

LA.6.2.7 produce clear coherent writing that is developed, and organized for a specific task, purpose and audience while varying sentence patterns and maintaining consistency in style and tone. (6.W. 4, 6.L.3a, 6.L.3b)

LA.6.2.8 use technology to produce writing and demonstrate keyboarding skills in order to type a minimum of two pages using MLA format (see Appendix S). (6.W 6)

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LA.6.2.9 utilize intensive pronouns and proper case pronouns in order to produce cohesive writing (ex. myself, ourselves). (6.L.1a, 6.L.1b)

LA.6.2.10 identify and correct inappropriate shifts in pronoun number and person. (6.L1.c.)

LA.6.2.11 use punctuation to set off nonrestrictive/parenthetical elements. (6.L.2.a)

LA.6.2.12 recognize and correct vague pronouns (ambiguous antecedents--ex. Tim told his brother he was working too hard. Could be Tim or could be his brother). (6.L.1d)

Outcome 3: Caring

LA.6.3 Outcome: Students will engage in a range of collaborative discussions with diverse partners by building on others’ ideas and expressing their own ideas with guidance and support from the teacher.

Students will . . .

LA.6.3.1

prepare for discussion by reading teacher selected texts. (6.SL.1a.)

LA.6.3.2

cite examples of evidence to support the topic by referring to the text. (6.SL.1a)

LA.6.3.3

reflect on ideas being discussed through summary. (6.SL.1a)

LA.6.3.4 apply agreed upon rules for discussion. (6.SL.1b.)

Outcome 4: Survival

LA.6.4 Outcome: Students will construct a summary and develop accurate inferences by using point of view, word choice, and figurative language in texts with similar themes.

Students will . . .

LA.6.4.1

explain how an author develops point of view of the narrator or speaker. (6.RL.6)

LA.6.4.2

compare and contrast story elements in different novels with similar themes.

LA.6.4.3

summarize a text without using personal opinions or judgments. (6.RL.2, 6.RI. 2)

LA.6.4.4 cite specific details in the summary from the text. (6.RL.2, 6.RI.2 )

LA.6.4.5 justify an inference by citing the page number. (6.RL.1, 6.RI.1)

LA.6.4.6 analyze examples of metaphor, simile and personification in order to comprehend grade appropriate text. (6.RL.4)

Outcome 5: Survival

LA.6.5 Outcome: Students will utilize the writing process in order to produce an argumentative piece with clear reasons and evidence.

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Students will . . .

LA.6.5.1

identify claims and organize the reasons and evidence clearly. (6.W.1a)

LA.6.5.2

support claims with clear reasons and relevant evidence while analyzing the sources to enhance the persuasive piece. (6.W.1b)

LA.6.5.3

distinguish between words, phrases, and clauses to clarify the relationships among claims and reasons. (6.W.1c)

LA.6.5.4 compare and contrast a formal and informal style in order to determine the importance of which to use for persuasive writing. (6.W.1d)

LA.6.5.5 produce a concluding statement or section that follows from the argument presented. (6.W.1e)

LA.6.5.6 develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach with guidance and support from peers and teacher. (6.W.5)

LA.6.5.7 produce clear coherent writing that is developed and organized for a specific task, purpose, and audience. (6.W.4)

LA.6.5.8 use technology to produce writing and demonstrate keyboarding skills in order to type a minimum of two and a half pages (see Appendix S). (6.W.6, 6.L.2b)

LA.6.5.9 compose varied sentence patterns for meaning while maintaining consistency in style and tone. (6.L.3a, 6.L.3b)

Outcome 6: Survival

LA.6.6 Outcome: Students will create an argumentative presentation that includes multimedia formats.

Students will . . .

LA.6.6.1

discuss evidence and reflect on ideas presented. (6.SL.1.a)

LA.6.6.2

apply set goals, deadlines, and roles to facilitate discussion. (SL 6.1.b)

LA.6.6.3

produce and respond to specific questions with elaboration and detail by making comments that contribute to the topic. (6. SL.1.c)

LA.6.6.4

analyze claims that are supported by reasons and evidence from claims that are not. (6.SL.3)

LA.6.6.5 show multimedia components and visual displays in presentations to clarify information. (6.SL.5)

LA.6.6.6 present claims and findings, sequencing ideas logically, and using facts and details. (6.SL.4)

LA.6.6.7 use eye contact, adequate volume, and clear pronunciation when presenting. (6.SL.4)

LA.6.6.8 adapt speech to a variety of contexts and task and demonstrate command of formal English. (6.SL.6)

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Outcome 7: Relationships

LA.6.7 Outcome: Students will compare and contrast short stories, novels, and multimedia formats by evaluating the setting, theme, and word choice in each piece.

Students will . . .

LA.6.7.1 locate a theme, or central idea of a text and how it is conveyed through detail. (6.RL.2)

LA.6.7.2

analyze the impact of a word choice author’s purpose and tone. (6.RL.4, 6.RI.4, 6.RL.5)

LA.6.7.3

analyze how a particular sentence, chapter, scene etc fits into the overall theme in order to recognize details from the story. (6.RL.5, 6.RI.5)

LA.6.7.4

compare and contrast reading, listening, or viewing audio, video, and live versions of text. (6.RL.7, 6.RI.7 )

LA.6.7.5 rate the different medias and evaluate which is better using specific pieces of evidence from each. (6.RL.7, 6.RI.7)

Outcome 8: Relationships

LA.6.8 Outcome: Students will analyze a text, develop ideas, and use direct quotes to organize and compose a formal reading response.

Students will . . .

LA.6.8.1 develop a topic with relevant facts, definitions, and quotations. (6.W.2b)

LA.6.8.2

use appropriate transitions to clarify relationships among ideas and concepts. (6.W.2c)

LA.6.8.3 establish and maintain a formal style. (6.W.2e)

LA.6.8.4

utilize of precise language and domain specific vocabulary to explain the topic. (6.W.2d)

LA.6.8.5 produce clear and coherent writing where the development, organization, and style are appropriate to task, purpose, and audience. (6.W.4)

LA.6.8.6 compose various sentence patterns for meaning, reader, listener, and style. (6.L.3a)

LA.6.8.7 maintain consistency in style and tone. (6.L.3b)

Outcome 9: Relationships

LA.6.9 Outcome: Students will interpret information presented from diverse media.

Students will . . .

LA.6.9.1 analyze information presented in different media formats. (6.SL.2)

LA.6.9.2

explain how different media formats contribute to a topic or issue under study. (6.SL.2)

LA.6.9.3 review key ideas expressed to analyze multimedia perspectives through reflection and paraphrasing. (6.SL.1d)

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LA.6.9.4

apply set goals, deadlines, and roles to participate in a group discussion. (6.SL.1b)

Outcome 10: Discovery

LA.6.10 Outcome: Students will examine the author’s opinion, along with text structure in order to make comparisons between texts.

Students will . . .

LA.6.10.1 distinguish in detail how a key individual event or idea is introduced, illustrated and elaborated in text. (6.RI.3)

LA.6.10.2 cite examples and anecdotes. (6.RI.3)

LA.6.10.3 outline how a particular sentence, paragraph, chapter or section fits into the overall structure of a text and contributes to the development of ideas. (6.RL.5, 6.RI.5)

LA.6.10.4

evaluate different points of view in similar stories and how it effects the overall story.

LA.6.10.5 analyze an author’s point of view or purpose in a text and in order to explain how it is conveyed. (6.RL.6, 6.RI.6)

LA.6.10.6 evaluate the argument and specific claims in a text. (6.RI.8)

LA.6.10.7 distinguish claims that are supported by reasons and evidence. (6.RI.8)

LA.6.10.8 analyze the authors’ approaches to similar themes and topics in order to recognize similarities among themes. (6.RL.9, 6.RI.9)

Outcome 11: Discovery

LA.6.11 Outcome: Students will evaluate the credibility of several sources and practice the use of MLA formatting in order to write a formal research paper in the 4th quarter.

Students will . . .

LA.6.11.1 answer a research question, and draw on several sources for inquiry when appropriate with guidance and support from the teacher (6.W.7)

LA.6.11.2 compile relevant information from multiple print and digital sources, and assess the credibility of each source. (6.W.8)

LA.6.11.3 paraphrase or cite the data and conclusions of others while avoiding plagiarism with guidance and support. (6.W.8)

LA.6.11.4 provide bibliographic information including in text citation with guidance and support using MLA format (see Appendix S).

LA.6.11.5 recognize variations from standard English in their own and others’ writing and use strategies to improve expression in conventional language. (6.L.1e)

LA.6.11.6 paraphrase or cite the data and conclusions of others while avoiding plagiarism. (6.W.8)

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Outcome 12: Discovery

LA.6.12 All new

Outcome: Students will engage in a range of collaborative discussions with diverse partners by building on others’ ideas and expressing their own ideas.

Students will . . .

LA.6.12.1

prepare for discussion by reading student selected texts. (6.SL.1a.)

LA.6.12.2

cite examples of evidence to support the topic by referring to the text. (6.SL.1a)

LA.6.12.3

reflect on ideas being discussed through summary. (6.SL.1a)

LA.6.12.4 apply agreed upon rules for discussion. (6.SL.1b.)

Outcome 13: Inequality/Prejudice

LA.6.13 Outcome: Students will evaluate texts by analyzing word meaning in different media formats.

Students will . . .

LA.6.13.1 determine the meaning of words and phrases as they are used in a text, including connotative meanings and figurative meanings and their overall impact on tone.

LA.6.13.2 compare examples of figurative language (see Appendix P). (6.RL.4)

LA.6.13.3 determine the meaning of words and phrases as they are used in a text including technical meanings. (6.RI.4)

LA.6.13.4 compare and contrast information presented in different media formats. (6.RL.7, 6.RI.7 )

LA.6.13.5 compare and contrast one author’s presentation of events with that of another (ex. a personal memoir versus biography). (6.RI.9)

Outcome 14: Inequality/Prejudice

LA.6.14 Outcome: Students will utilize the writing process in order to compose a research paper citing information from several sources.

Students will . . .

LA.6.14.1 paraphrase or cite the data and conclusions of others while avoiding plagiarism in your paper. (6.W.8)

LA.6.14.2 provide bibliographic information including in text citation (see Appendix S).

LA.6.14.3 establish and maintain a formal style (6.W.2e)

L.A.6.14.4 demonstrate the use of precise language and domain specific vocabulary to explain the topic. (6.W.2d)

LA.6.14.5 conduct research and compose a paper on a suggested topic, and draw on several sources for inquiry when appropriate. (6.W.7)

LA.6.14.6 develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach with

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guidance and support from peers and teacher. (6.W.5)

LA.6.14.7 produce clear coherent writing that is developed, and organized for a specific task, purpose and audience. (6.W.4)

LA.6.14.8 use technology to produce writing and demonstrate keyboarding skills in order to type a minimum of three pages utilizing correct spelling and punctuation using MLA format (see Appendix S). (6.W.6, 6.L.2a, 6.L.2b)

Outcome 15: Inequality/Prejudice

LA.6.15 Outcome: Students will present their research using a multimedia format to a diverse group of students.

Students will . . .

LA.6.15.1 show multimedia components and visual displays in presentations to clarify information. (6.SL.5)

LA.6.15.2 present claims and findings, sequencing ideas logically, and using facts and details. (6.SL.4)

LA.6.15.3 use eye contact, adequate volume, and clear pronunciation when presenting. (6.SL.4)

LA.6.15.4 adapt speech to a variety of contexts and task and demonstrate command of formal English. (6.SL.6)

LA.6.15.5 analyze a speaker’s argument and specific claims to evaluate validity. (6.SL.3)

LA.6.15.6 distinguish claims that are supported by reasons and evidence. (6.SL.3)

Outcome 16: Range of Reading (YEAR LONG)

LA.6.16 Outcome: Students will apply comprehension strategies to grade appropriate literary and informational texts.

Students will . . .

LA.6.16.1 comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity brand proficiently, with scaffolding as needed at the high end of the range. (6.RL.10)

LA.6.16.2 comprehend informational text in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. (6.RI.10)

Outcome 17: Range of Writing (YEAR LONG)

LA.6.17 Outcome: Students will compose writing routinely for a variety of purposes over various periods of time.

Students will . . .

LA.6.17.1 produce written pieces routinely for extended and short time frames. (6.W.10)

LA.6.17.2 produce written pieces for a variety of purposes and audiences. (6.W.10)

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Outcome 18: Research for Knowledge (YEAR LONG)

LA.6.18 Outcome: Students will draw evidence from literary and informational texts to support analysis, reflection, and research.

Students will . . .

LA.6.18.1 apply grade appropriate reading standards to literature (ex. compare and contrast genres in terms of their approach to similar themes and topics). (6.W.9a)

LA.6.18.2 apply grade appropriate reading standards to information (ex. find claims that are supported by evidence and those that are not). (6.W 9b)

Outcome 19: Vocabulary Acquisition (YEAR LONG)

LA.6.19 Outcome: Students will determine and clarify meanings of unknown grade appropriate words and multiple meaning words and phrases in order to comprehend.

Students will . . .

LA.6.19.1 utilize context clues in order to verify the meaning of words or phrases, and verify the preliminary meaning of a word or phrase. (6.L.4a, 6.L.4d)

LA.6.18.2 utilize grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word (see Appendix O). (6.L.4b)

LA.6.18.3 consult reference materials, both print and digital, to find the pronunciation of a and determine the meaning of unknown words. (6.L.4c)

LA.6.18.4 use the relationship between particular words to better understand each of the words. (6.L.5b)

LA.6.18.5 distinguish among the connotations of words with similar denotations i.e. stingy, scrimping. (6.L.5c)

LA.6.18.6 acquire and use accurately grade appropriate academic and domain specific words and phrases. (6.L.6)

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Seventh Grade

Language Arts

77

7th Grade Language Arts Curriculum

Focus: Students will exhibit critical thinking and comprehension of a variety of mediums while providing evidence to support their analysis and evaluation.

Outcome 1:

LA.7.1 Outcome: Students will utilize the writing process in order to compose a summary paragraph.

Students will . . .

LA.7.1.1 classify information from research to delineate between significant and insignificant details. (7.W.2)

LA.7.1.2 develop a summary including relevant facts, academic vocabulary, definitions, and concrete details. (7.W.3)

LA.7.1.3 demonstrate organization through the use of appropriate transitions and provide a concluding statement. (7.W.2, 7.W.4)

LA.7.1.4 revise sentences selecting among simple, compound, complex and compound-complex sentences to signal differing relationships among ideas (7.L.1b)

LA.7.1.5 Explain the function of phrases and clauses in general and their function in specific sentences (e.g. location of prepositional phrases to vary sentence patterns) (7.L.1a)

Outcome 2:

LA.7.2 Outcome: Students will analyze a theme or a central idea’s development over the course of the text.

Students will . . .

LA.7.2.1 formulate a possible theme of a text. (7.RL.2)

LA.7.2.2 cite textual evidence to support the formulated theme. (7.RL.1)

LA.7.2.3 use evidence to create an end product of the formulated theme. (7.RL.2)

Outcome 3:

LA.7.3 Outcome: Students will examine the development of characters throughout a novel.

Students will . . .

LA.7.3.1 define direct and indirect characterization.

LA.7.3.2 utilize text evidence to support analysis of character development. (7.RL.3)

LA.7.3.3 create an end product to depict a character’s traits. (7.RL.3, 7.RL.6)

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Outcome 4:

LA.7.4 Outcome: Students will determine the plot structure of a narrative in order to comprehend.

Students will . . .

LA.7.4.1 locate the exposition, rising action, falling action, climax, resolution, and conflict(s) in a grade appropriate text. (7.RL.3)

LA.7.4.2 differentiate between conflicts (person vs. person, person vs. self, and person vs. nature). (7.RL.3)

LA.7.4.3 determine the setting and analyze how it affects the characters or plot. (7.RL.3)

LA.7.4.4 define protagonist and antagonist (7.RL.3)

LA.7.4.5 analyze how an author develops and contrasts the perspectives of different characters or narrators in a text. (7.RL.6)

LA.7.4.6 compare and contrast the written version of a narrative to its film version in order to analyze the effects of techniques unique to each medium. (7.RL.7)

Outcome 5:

LA.7.5 Outcome: Students will analyze the literal and figurative meanings of words in order to comprehend grade appropriate texts.

Students will . . .

LA.7.5.1 restate the meaning of an unknown word using context clues. (7.RL.4, 7.L.4, 7.L.5)

LA.7.5.2 identify grade appropriate figurative language (see Appendix P). (7.RL.4)

LA.7.5.3 analyze figurative language in order to illustrate its meaning. (7.RL.4)

LA.7.5.4 interpret figures of speech in context (7.L.5a)

LA.7.5.5 Use the relationship between particular words to comprehend the meaning of each word (7.L.5b)

LA.7.5.6 distinguish among the connotations (associations) of words with similar denotations (definitions) (7.L.5c)

LA.7.5.7 Evaluate the impact rhymes and other repetitions of sounds have on a specific verse, stanza, or section of a story or drama (7.RL.4)

Outcome 6:

LA.7.6 Outcome: Students will determine two or more central ideas within informational text and analyze their development providing an objective summary.

Students will . . .

LA.7.6.1 identify the central ideas of a text. (7.RI.2)

LA.7.6.2 analyze the central ideas over the course of the text in order to determine the development of the topic. (7.RI.2)

LA.7.6.3 create an objective summary of the text including how the central ideas contribute to the overall topic (7.RI. 2)

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Outcome 7:

LA.7.7 Outcome: Students will analyze multiple mediums to determine how their structure enhances the overall meaning.

Students will . . .

LA.7.7.1 identify the key structural elements of each medium. (7.RL.5)

LA.7.7.2 distinguish the main idea in each medium and discuss how the various mediums give the audience a clear picture of the topic. (7.SL.2)

LA.7.7.3 determine how each medium’s structural elements contribute to the overall theme. (7.RL.5, 7.RI.5)

LA.7.7.4 draw conclusions about the effectiveness of each medium and how reading and watching various mediums give a more complex picture of the overall theme. (7.RL.5, 7.RI.7)

Outcome 8:

LA.7.8 Outcome: Students will compare and contrast the written version of a speech to its audio, video or multimedia portrayal.

Students will . . .

LA.7.8.1 critique the written version of a speech looking specifically at word choice, organization, and content. (7.RI.7)

LA.7.8.2 role play a presentation of the written version in order to compare it to the original presentation. (7.RI.7)

LA.7.8.3 evaluate how the delivery of the speech affects the impact of the words. (7.RI .7)

Outcome 9:

LA.7.9 Outcome: Students will analyze multiple informational texts on influential people in order to create a presentation highlighting actions and words that demonstrate a common theme.

Students will . . .

LA.7.9.1 conduct research to find credible print, electronic, primary, and secondary sources on an individual. (7.W.7, 7.W.8)

LA.7.9.2 annotate text and examine evidence to determine the interaction between individuals, ideas, and events. (7.RI.1, 7.RI.3)

LA.7.9.3 create a presentation to clearly introduce a topic previewing what is to follow; organize ideas, concepts, and information using organizational patterns such as definition, compare/contrast, and cause/effect (7.W.2)

LA.7.9.4 Use formatting which includes: (headings, graphics, charts, and tables) (7.W.2)

LA.7.9.5 create a multimedia presentation utilizing a formal style while integrating relevant facts, definitions, concrete details, quotations or other relevant information and

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examples. (7.SL.4, 7.SL.5, 7.W.2)

LA.7.9.6 edit and revise multimedia presentation for precise language, domain specific vocabulary, sentence variety, transitions and spelling. (7.L.1, 7.L.2, 7.L.3, 7.W.2)

LA.7.9.7 Provide a concluding statement that supports the information or explanation presented (7.W.2)

LA.7.9.8 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English (7.SL.6)

LA.7.9.9 record and evaluate the multimedia presentation focusing on eye contact, volume, clear pronunciation, and usage of visual aids. (7.SL.4, 7.SL.5, 7.SL.6)

Outcome 10:

LA.7.10 Outcome: Students will compare and contrast a fictional portrayal of a time, place, or character and a historical account of a same period as a means of understanding how authors of fiction use or alter history.

Students will . . .

LA.7.10.2 analyze to compare a historical fiction text to informational text on the same topic. (7.RL.9, 7.W.9)

LA.7.10.3 analyze the interactions between individuals, events, and ideas in both historical fiction and informational text on the same topic. (7.RI.3, 7.W.9)

LA.7.10.4 cite textual evidence from both historical fiction and informational text supporting inferences drawn from text as well as explicit text analysis. (7.RL.1, 7.RI.1)

Outcome 11:

LA.7.11 Outcome: Students will conduct research to accurately depict a chosen time period or event from history.

Students will . . .

LA.7.11.1 research a chosen time period to gather details and artifacts. (7.W.7, 7.W.8)

LA.7.11.2 compile information from multiple primary and secondary print and electronic sources. (7.W.6, 7.W.8)

LA.7.11.3 analyze and document research to identify details that enhance the depiction of the chosen time period or even while following a standard MLA format for citation (see Appendix S). (7.W.9, 7.W.6, 7.W.8)

Outcome 12:

LA.7.12 Outcome: Students will utilize the writing process in order to compose a narrative from a self-selected time period, depicting real and imagined events.

Students will . . .

LA.7.12.1 conduct and integrate research from multiple mediums to enhance fictional events. (7.W.6, 7.W.7, 7.W.8)

LA.7.12.2 arrange events in a logical sequence that unfolds

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naturally. (7.W.3a)

LA.7.12.3 utilize dialogue and descriptions to develop characters, experiences, and events. (7.W.3b, 7.L.6)

LA.7.12.4 Use precise words, phrases, relevant descriptive details, and sensory language in order to convey experiences and events recognizing wordiness and redundancy (7.W.3d, 7.L.3)

LA.7.12.5 Use commas to separate coordinate adjectives (e.g. It was a fascinating, enjoyable movie but not He wore an old green shirt.) (7.L.2)

LA.7.12.6 demonstrate organization through the use of appropriate transition words, phrases and clauses to convey sequence and signal shifts from one time frame or setting to another (7.W.2, 7.W.3.c, 7.W.3e, 7.W.4)

LA.7.12.7 provide a conclusion that ties to the experiences or events in the narrative. (7.W.3e)

LA.7.12.8 Revise narrative specifically placing phrases and clauses within a sentence recognizing and correcting misplaced and dangling modifiers (7.L.1c)

LA.7.12.9 revise sentences selecting among simple, compound, complex and compound-complex sentences to signal differing relationships among ideas (7.L.1b)

LA.7.12.10 publish historical fiction narrative with some guidance and support in order to develop and strengthen writing as needed by planning, revising, editing, spelling correctly, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed (7.W.5, 7.L.2)

Outcome 13:

LA.7.13 Outcome: Students will examine the organizational patterns of informational text pieces to interpret the text as a whole and how the major sections contribute to the development of the ideas.

Students will . . .

LA.7.13.1 identify organizational patterns of text pieces (chronological order, compare/contrast, cause/effect, and problem/solution). (7.RI. 5)

LA.7.13.2 categorize word choices for given organizational patterns. (7.RI.5)

LA.7.13.3 create a text structure diagram depicting an organizational pattern in order to interpret the text. (7.RI.5)

Outcome 14:

LA.7.14 Outcome: Students will delineate multiple arguments in a text, recognize differing perspectives, and state a claim.

Students will . . .

LA.7.14.1 identify how two or more authors writing about the same

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topic present key information by emphasizing evidence to support their perspective. (7.RI 6, 7.RI.9)

LA.7.14.2 identify and evaluate each author’s perspective, claim, and evidence to assess whether the reasoning is sound. (7.RI.8)

LA.7.14.3 State a claim and support with evidence from text using accurate and credible sources. (7.RI.1, 7.W.1, 7.W.1b)

LA.7.14.4 Compose an argument essay using a formal tone including words, phrases, and clauses to create cohesion and clarity exhibiting the relationships between claims, reasons, and evidence (7.W.1)

LA.7.14.5 Evaluate claims and evidence to provide a concluding statement which supports the argument presented (7.W.1b, 7.W.1e)

LA.7.14.6 Articulate an argument with a peer, small or large group (7.SL.1, 7.SL.4, 7.L.3)

LA.7.14.7 Analyze the speaker’s (peers) claims to evaluate the soundness of the reasoning and the relevance and sufficiency of the evidence (7.SL.3)

Outcome 15: Range of Reading (YEAR LONG)

LA.7.15 Outcome: Students will apply comprehension strategies to grade appropriate literature and informational texts.

Students will . . .

LA.7.15.1 comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity brand proficiently, with scaffolding as needed at the high end of the range. (7.RL.10)

LA.7.15.2 comprehend informational text in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. (7.RI.10)

Outcome 16: (YEAR LONG)

LA.7.16 Outcome: Students will determine or clarify the meaning of unknown and multiple meaning words by the end of the year.

Students will . . .

LA.7.16.1 apply context clues to determine meaning of unknown words and restate meaning. (7.L.4a, 7.RI.4)

LA.7.16.2 utilize Greek and Latin affixes and roots to determine the meaning of unknown words (see Appendix O). (7.L.4b)

LA.7.16.3 use a dictionary (electronic or print) to determine meaning, spelling, and part of speech of unknown words. (7.L.4c, 7.L.4d)

LA.7.16.4 use grade appropriate language when composing, reading, and speaking. (7.L.6)

Outcome 17: Range of Writing (YEAR LONG)

LA.7.17 Outcome: Students will compose writing routinely over extended and shorter time frames for a range of discipline specific tasks, purposes, or audiences.

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Students will . . .

LA.7.17.1 compose responses for the purpose of reflection, research, and revision (7.W.10)

LA.7.17.2 compose narrative and expository texts that follow the writing process (7.W.10)

LA.7.17.3 compose smaller pieces (ex. exit tickets, bell work assignments) for the purpose of focus and reflection (7.W.10)

Outcome 18: Collaborative Discussion (YEAR LONG)

LA.7.18 Outcome: Students will engage effectively in a range of collaborative discussions with diverse partners in grade level appropriate topics, texts, and issues building on others ideas and expressing their own clearly.

Students will . . .

LA.7.18.1 prepare for discussions by reading or researching, then annotating material being discussed (7.SL.1a)

LA.7.18.2 refer to annotated material to question and reflect on ideas being discussed (7.SL.1a)

LA.7.18.3 Follow rules for collegial discussions defining individual roles tracking progress towards specific goals (7.SL.1b)

LA.7.18.4 Pose and respond to questions that elicit elaboration being cognizant of comments and observations bring discussion back on topic as needed (7.SL.1c)

LA.7.18.5 Acknowledge other’s perspectives requiring students to modify their own views when warranted (7.SL.1d)

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Eighth Grade

Language Arts

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8th Grade Language Arts Curriculum

Focus: Students will examine and utilize textual evidence, reflections, and argumentation to deepen their skills as readers, writers, speakers, and listeners.

Outcome 1: Ethics

LA.8.1 Outcome: Students will analyze the central idea and theme of a text in order to critique characters’ development over the course of a text.

Students will . . .

LA.8.1.1 use characterization terms: static, dynamic, round, flat, protagonist, antagonist in order to analyze a character’s role. (8.RL.3)

LA.8.1.2 analyze dialogue for the purpose of gaining insight into a character’s personality and motivation. (8.RL.3)

LA.8.1.3 cite textual evidence that supports the development of the central idea or theme in a text. (8.RL.1, 8.RL.2)

LA.8.1.4 analyze the author’s choice and development of a central idea or theme to determine the relationship between the characters, setting and plot, citing textual evidence as support. (8.RL.1, 8.RL.2)

Outcome 2: Adversity

LA.8.2 Outcome: Students will conduct a short research project to answer a self-generated question and choose an appropriate medium to present.

Students will . . .

LA.8.2.1 analyze how audience informs the medium chosen, such as a power point, letter, podcast, video, webpage, artwork etc. to determine the most effective medium for the message and audience. (8.RI.7)

LA.8.2.2 analyze the purpose of information presented in diverse media formats to evaluate the motives behind its presentation. (8.SL.2)

LA.8.2.3 compose self-generated questions about a topic and select one to research. (8.W.7)

LA.8.2.4 integrate information from several sources to answer the question. (8.W.7)

LA.8.2.5 compile a works cited page with credible sources in MLA format (see Appendix S). (8.W.8)

LA.8.2.6 demonstrate command of conventions: capitalization, punctuation (including punctuation that indicates a pause or break), and spelling. (8.L.2a, 8.L.2c)

Outcome 3: Ethics

LA.8.3 Outcome: Students will write arguments to support claims with clear reasons and relevant evidence.

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Students will . . .

LA.8.3.1 propose a claim, acknowledge and distinguish the claim from alternate or opposing claims, and organize the reasons and evidence logically. (8.W.1a, 8.W.4)

LA.8.3.2 support claims with logical reasoning and relevant evidence using accurate, credible sources. (8.W.1b, 8.W.4)

LA.8.3.3 use reasonable transitions to create cohesion and clarify the relationships among claims, counter claims, reasons and evidence. (8.W.1c, 8.W.4)

LA.8.3.4 establish formal tone. (8.W.1d, 8.W.4)

LA.8.3.5 compose a concluding statement or section that follows from and supports the argument presented. (8.W.1e, 8.W.4)

LA.8.3.6 demonstrate command of conventions: capitalization, punctuation (including punctuation that indicates a pause or break), and spelling. (8.L.2a, 8.L.2c)

Outcome 4: Suspense

LA.8.4 Outcome: Students will justify authors’ use of varying plot structures in narrative pieces and analyze how the different points of view contribute to the author’s purpose.

Students will . . .

LA.8.4.1 interpret the effect the setting has on the reception of the text. (8.RL.2)

LA.8.4.2 identify and analyze alternative plot structures to evaluate the effect on the reader. (8.RL.2)

LA.8.4.3 analyze how the different points of view affect the author’s purpose and the audience’s reception of the material (humor, suspense, irony). (8.RL.6)

Outcome 5: Influences

LA.8.5 Outcome: Students will analyze the extent to which a film or live production of a story or drama stays faithful to or departs from the text or script.

Students will . . .

LA.8.5.1 explain the structure and development of a text as a basis for comparison. (8.RL.7)

LA.8.5.2 compare and contrast the two presented works. (8.RL.7)

LA.8.5.3 justify the choices made by both creators and analyze the effect the choices have on the audience. (8.RL.7)

Outcome 6: Suspense

LA.8.6 Outcome: Students will write a narrative piece to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences.

Students will . . .

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LA.8.6.1 maintain a point of view by introducing a narrator and characters. (8.W.3a, 8.W.4)

LA.8.6.2 organize an event sequence that unfolds naturally and logically. (8.W.3a, 8.W.4)

LA.8.6.3 utilize dialogue, pacing, description and reflection to develop experiences, events and characters. (8.W.3b, 8.W.4)

LA.8.6.4 use transitions appropriate to convey sequence and relationships between events. (8.W.3c, 8.W.4)

LA.8.6.5 produce descriptive details and sensory language to capture the action and convey experiences and events. (8.W.3d, 8.W.4)

LA.8.6.6 compose a reflective conclusion. (8.W.3e, 8.W.4)

LA.8.6.7 demonstrate command of conventions: capitalization, punctuation (including punctuation that indicates a pause or break), and spelling. (8.L.2a, 8.L.2c)

LA.8.6.8 use ellipses and dashes to indicate a pause or break and use an ellipsis to indicate an omission. (8.L.2a, 8.L.2b)

LA.8.6.9 form and use verbs in the active and passive voice. (8.L.1b, 8.L3a)

Outcome 7: Culture

LA.8.7 Outcome: Students will determine the central idea and theme of an informational text and chart its development by analyzing how a text makes connections among and distinctions between individuals, ideas, and events – (ex. comparisons, analogies, or categories).

Students will . . .

LA.8.7.1 annotate the connections made in a single text to other individuals, ideas, and events (ex. allusions, epigraphs). (8.RI.3)

LA.8.7.2 utilize annotated material to support the reader’s ideas, opinions and conclusions. (8. RI.1, 8.W.9b)

LA.8.7.3 analyze the connections and what effect they have on the development of the themes or the reader’s interpretation of the message. (8.RI.3)

LA.8.7.4 summarize a central idea or theme in a text citing textual evidence to support the summary. (8.RI.2)

LA.8.7.5 analyze the development of a central idea or theme including its relationship to supporting ideas. (8.RI.2)

Outcome 8: Culture

LA.8.8 Outcome: Students will compare and contrast the structure of two or more texts to analyze how the differing structure of each text contributes to its meaning and style, noting the effects of literary devices.

Students will . . .

LA.8.8.1 determine the form and function of different genres of

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literature. (8.RL.5)

LA.8.8.2 analyze specific forms and functions of text to justify the choices made by authors. (8.RL.5)

LA.8.8.3 analyze how the style affects the reader’s interpretation of the material. (8.RL.5)

LA.8.8.4 determine examples of literary devices in text (see Appendix P). (8.RL.4)

LA.8.8.5 dissect the deeper meaning of each literary device in order to determine how the language conveys implicit messages about character development. (8.RL.4)

LA.8.8.6 dissect the deeper meaning of each literary device in order to determine how the language conveys implicit messages about plot/events. (8.RL.4)

Outcome 9: Culture

LA.8.9 Outcome: Students will compose informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the selection, organization, and analysis of content.

Students will . . .

LA.8.9.1 compose a thesis statement to focus the topic. (8.W.2a, 8.W.4)

LA.8.9.2 organize ideas by using specific formatting (ex. headings, graphics, and tables to aid comprehension). (8.W.2a, 8.W.4)

LA.8.9.3 develop the topic through the use of facts, definitions, details, quotations and other information. (8.W.2b, 8.W.4)

LA.8.9.4 use appropriate transitions and syntax to create cohesion. (8.W.2c, 8.W.4)

LA.8.9.5 utilize precise language and domain specific vocabulary. (8.W.d, 8.W.4)

LA.8.9.6 establish and maintain MLA format and a formal style. (8.W.2e, 8.W.4)

LA.8.9.7 compose a concluding statement that implicates the significance of the topic. (8.W. 2f, 8.W.4)

LA.8.9.8 demonstrate command of conventions: capitalization, punctuation (including punctuation that indicates a pause or break), and spelling. (8.L.2a, 8.L.2c)

LA.8.9.9 compile a works cited page with credible resources in MLA format (see Appendix S). (8.W.8)

LA.8.9.10 utilize in-text citations to credit quotes and paraphrased data to avoid plagiarism. (8.W.8)

LA.8.9.11 explain the function of verbals (gerunds, participles, infinitives) in general, and their function in particular sentences. (8.L.1a)

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Outcome 10: Suspense

LA.8.10 Outcome: Students will evaluate figurative language, word relationships and nuances in a text.

Students will . . .

LA.8.10.1 interpret figures of speech in contexts (ex. verbal irony, puns). (8.L.5a)

LA.8.10.2 use the relationship between particular words to better understand each of the words. (8.L.5b)

LA.8.10.3 distinguish the connotations (associations) of words in order to comprehend text. (8.L.5c)

Outcome 11: Teen Issues

LA.8.11 Outcome: Students will distinguish between fact and interpretation in conflicting arguments to evaluate the validity of the information.

Students will . . .

LA.8.11.1 determine the conflicting arguments of a text. (8.RI. 6)

LA.8.11.2 evaluate the arguments in a persuasive text in order to determine the effectiveness of an author’s argument. (8.RI.8)

LA.8.11.3 distinguish between fact and opinion within two or more texts to evaluate the validity of the argument. (8.RI.9)

LA.8.11.4 analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. (8.RI.5)

Outcome 12: Teen Issues

LA.8.12 Outcome: Students will analyze the impact of the point of view as well as specific word choices, quotations, and particular sentence structures in developing a key concept.

Students will . . .

LA.8.12.1 dissect connotations and their effect on the meaning of a text. (8.RI.4)

LA.8.12.2 determine different tones in a text. (8.RI.4)

LA.8.12.3 analyze the tone and its effect on the author’s purpose. (8.RI.4)

LA.8.12.4 determine verb mood in a work (indicative, imperative, interrogative, conditional and subjunctive) and its effect on the tone. (8.L.1.c)

LA.8.12.5 determine first, second, third point of view and how this affects the author’s purpose. (8.RI.6)

Outcome 13: Teen Issues

LA.8.13 Outcome: Students will assess sound reasoning and relevant evidence within a text to analyze and cite particular passages/excerpts that strengthen their position or thesis.

Students will . . .

LA.8.13.1 analyze text, citing textual evidence to support the explicit and inferred main idea of a text. (8.RI.1)

LA.8.13.2 determine the different types of support used within an

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argument. (8.RI.8)

LA.8.13.3 determine the author’s purpose and use of ethos, pathos and logos. (8.RI.4)

LA.8.13.4 analyze and evaluate the effectiveness of the author’s reasoning, support and appeals. (8.RI.8)

LA.8.13.5 analyze how the author acknowledges and responds to conflicting evidence or viewpoints. (8.RI.6)

LA.8.13.6 prepare for discussion using evidence annotated from a text. (8.SL.1a)

LA.8.13.7 evaluate new information expressed by others and when warranted qualify or justify their own views in light of the evidence presented. (8.SL.1d)

Outcome 14: Teen Issues

LA.8.14 Outcome: Students will comprehend, analyze and discuss grade level appropriate texts.

Students will . . .

LA.8.14.1 engage in collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. (8.SL.1b)

LA.8.14.2 pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. (8.SL.1c)

LA.8.14.3 determine a theme or central idea of a text and analyze its development over the course of the text including its relationship to the characters, setting, and plot. (8.RL.2)

LA.8.14.4 provide an objective summary of the text. (8.RL.2)

Outcome 15: Teen Issues

LA.8.15 Outcome: Students will use technology to produce and publish writing, present the relationships between information and ideas, and interact and collaborate with others.

Students will . . .

LA.8.15.1 compile relevant information from print and digital sources by using search terms effectively. (8.W.8)

LA.8.15.2 integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (8.SL.5)

LA.8.15.3 assess the credibility and accuracy of each source. (8.W.8)

LA.8.15.4 cite and paraphrase the data of others while avoiding plagiarism and following MLA format for citation (see Appendix S). (8.W.8)

LA.8.15.5 define a speaker’s argument and specific claims. (8.SL.3)

LA.8.15.6 evaluate the reasoning of the argument/claim and identify if/when irrelevant evidence is introduced. (8.SL.3)

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LA.8.15.7 produce and publish writing collaboratively for the purpose of presenting ideas. (8.W.6)

LA.8.15.8 present and support claims in a focused, coherent manner with strong support. (8.SL.4)

LA.8.15.9 use appropriate eye contact, adequate volume, and clear pronunciation. (8.SL.4)

LA.8.15.10 tailor speech to a particular task and audience. (8.SL.6)

LA.8.15.11 form and use verbs in the indicative, imperative, interrogative, conditional and subjunctive moods. (8.L.1c, 8.L3a)

LA.8.15.12 recognize and correct inappropriate shifts in verb voice and mood. (8.L.1d)

Outcome 16: Patterns in Storytelling

LA.8.16 Outcome: Students will analyze how modern text draw on themes, patterns of events or character types from myths, traditional stories or religious works such as the Bible, including describing how the material is rendered new.

Students will . . .

LA.8.16.1 determine themes, patterns, or character types in modern works. (8.RL.9)

LA.8.16.2 Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). (L.8.4b)

LA.8.16.3 evaluate the connection between the works today and the works from the past in order to discuss intertextuality. (8.RL.9, 8.W.9a)

Outcome 17:

LA.8.17 Outcome: Students will determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade appropriate reading and content choosing flexibly from a range of strategies.

Students will . . .

LA.8.17.1 use context clues to determine the meaning of a word or phrase. (8.L.4a)

LA.8.17.2 use common grade appropriate Greek or Latin affixes or roots as clues to the meaning of a word (see Appendix O) . (8.L.4b)

LA.8.17.3 predict the meaning of a word then verify the preliminary determination of the meaning of a word or phrase checking it in context. (8.L.4d)

LA.8.17.4 consult general and specialized reference materials both print and digital to find the pronunciation of a word or determine or clarify its precise meaning or part of speech. (8.L.4c)

LA.8.17.5 acquire and use grade-appropriate general and specialized vocabulary words and phrases in order to

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determine the meaning of words important to comprehension and expression. (8.L.6)

Outcome 18: Range of Reading (YEAR LONG)

LA.8.18 Outcome: Students will apply comprehension strategies to grade appropriate literature and informational texts.

Students will . . .

LA.7.15.1 comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity brand proficiently, with scaffolding as needed at the high end of the range. (8.RL.10)

LA.7.15.2 comprehend informational text in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. (8.RI.10)

Outcome 19: Range of Writing (YEAR LONG)

LA.8.19 Outcome: Students will compose routinely over extended and shorter time frames for a range of discipline specific tasks, purposes, and audiences.

Students will . . .

LA.8.19.1 compose journal responses for the purpose of reflecting and connecting to a theme or idea. (8.W.10)

LA.8.19.2 compose narrative, expository and argumentative texts that follow the writing process. (8.W.10)

LA.8.19.3 compose smaller pieces for the purpose of focus and reflection (ex. exit tickets, bell work assignments). (8.W.10)

Outcome 20: Writing (YEAR LONG)

LA.8.20 Outcome: Students will utilize the writing process in order to develop and strengthen their writing, as needed, with guidance and support from peers and adults.

Students will . . .

LA.8.20.1 create techniques for initiating and organizing ideas for writing (ex. brainstorming, outlines). (8.W.5)

LA.8.20.2 evaluate writing for weaknesses in areas such as conventions, organization, word choice and style in their own writing and the writing of their peers. (8.W.5)

LA.8.20.3 propose changes to their own writing and the writing of their peers to strengthen the piece. (8.W.5)

Outcome 21: Adversity

LA.8.21 Outcome: Students will identify and cite conflict in a text and analyze how the conflict contributes to character development and theme.

Students will . . .

LA.8.21.1 cite examples of three types of conflict: person vs. self, person vs. person, person vs. nature (8.RL.3)

LA.8.21.2 determine whether the identified conflict is internal or external (8.RL.3)

LA.8.21.3 analyze how the internal or external conflict contributes to character development and theme (8.RL.3)

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English I

Language Arts

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English I Language Arts Curriculum

Focus: Students will read and analyze various texts for the purpose of discovering one’s self through guided literary study. Students will produce written and oral responses to demonstrate comprehension of texts.

Outcome 1: Mythology

LA.9.1 Outcome: Students will analyze mythology in order to critique cultural and literary origins.

Students will…

LA.9.1.1 identify the aspects of epic format. (9.RL.5)

LA.9.1.2 identify the qualities of an epic hero

LA.9.1.3 connect mythological themes and contemporary society. (9.RL.2, 9.RL.6)

LA.9.1.4 examine complex characters and their conflicting motivations. (9.RL.3)

LA.9.1.5 comprehend literature proficiently in the grade level text complexity band. (9.RL.10)

Outcome 2: Drama

LA.9.2 Outcome: Students will analyze a play in order to appraise dramatic structural elements and their influence on the text.

Students will…

LA.9.2.1 cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as implicitly. (9.RL.1)

LA.9.2.2 analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. (9.RL.3)

LA.9.2.3 determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. (9.RL.4, 9.L.5)

LA.9.2.4 identify how an author draws on and transforms source material in a specific work (ex. how Shakespeare treats a theme or topic from Ovid or the Bible). (9.RL.9)

LA.9.2.5 analyze how authorial choices in a plot create irony. (9.RL.4)

LA.9.2.6 distinguish differences between representations of a subject or key scene in two different artistic mediums, including what is emphasized or absent in each treatment. (9.RL.7)

LA.9.2.7 comprehend literature proficiently in the grade level text complexity band. (9.RL.10)

Outcome 3: Poetry

LA.9.3 Outcome: Students will analyze selections of poetry to determine their meaning in connection to the human condition.

Students will…

LA.9.3.1 memorize poetic terms and identify examples of poetic

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terms.

LA.9.3.2 identify strong and thorough textual evidence to support analysis of what the poem says explicitly and implicitly. (9.RL.1)

LA.9.3.3 determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. (9.RL.4, 9.L.5)

LA.9.3.4 analyze the cumulative impact of specific word choices on meaning and tone. (9.RL.4)

LA.9.3.5 comprehend literature proficiently in the grade level text complexity band. (9.RL.10)

Outcome 4: Short Stories

LA.9.4 Outcome: Students will analyze short narrative selections to determine theme in relation to the human condition.

Students will…

LA.9.5.1 cite relevant textual evidence to support character analysis. (9.RL.1)

LA.9.5.2 identify possible themes, including how they emerge as well as how they are shaped and refined by specific details. (9.RL.2)

LA.9.5.3 analyze textual structure, sequence of events, and time manipulation effects to evaluate author’s purpose. (9 RL.6)

LA.9.4.4 comprehend literature proficiently in the grade level text complexity band. (9.RL.10)

Outcome 5: Novel

LA.9.5 Outcome: Students will analyze a novel to evaluate character development in relation to the human condition.

Students will…

LA.9.5.1 cite strong and thorough textual evidence to support thematic analysis. (9.RL.1)

LA.9.5.2 examine how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. (9.RL.3)

LA.9.5.3 distinguish an author’s choices concerning how to structure a text, including such techniques as the use of subplots, flashbacks, suspense. (9.RL.5)

LA.9.5.4 analyze the representation of a character, subject, or key scene in two different artistic mediums, including what is emphasized or absent in each treatment, to differentiate between artistic interpretations. (9.RL.7)

LA.9.5.5 comprehend literature proficiently in the grade level text complexity band. (9.RL.10)

Outcome 6: Informational Text

LA.9.6 Outcome: Students will analyze various informational texts in order to deduce the various features inherent in informational writing.

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Students will…

LA.9.6.1 evaluate the central idea of a text. (9.RI.2)

LA.9.6.2 analyze how an author introduces and develops claims. (9.RI.5)

LA.9.6.3 analyze an author’s viewpoint or purpose in a text. (9.RI.6)

LA.9.6.4 review the difference between expository and argumentative texts. (9.RI.8)

LA.9.6.5 comprehend informational texts proficiently in the grade level text complexity band. (9.RI.10)

Outcome 7: Explanatory Writing

LA.9.7 Outcome: Students will utilize the writing process to compose an explanatory essay based on the evaluation and synthesis of several textual forms.

Students will…

LA.9.7.1 produce arguments based on reasoning and evidence in light of topics or texts. (9.W.1)

LA.9.7.2 synthesize ideas into a thesis statement. (9.W.2)

LA.9.7.3 develop a topic based on relevant information gathered from multiple print and digital sources. (9.W.2, 9.W.7, 9.W.8, 9.W.9)

LA.9.7.4 utlize a variety of sentence beginnings and other transitional devices. (9.W.2)

LA.9.7.5 establish formal tone by adhering to language conventions. (9.W.2)

LA.9.7.6 demonstrate proper closing techniques. (9.W.2)

LA.9.7.7 integrate technology dynamically in the publication process. (9.W.6)

LA.9.7.8 write clear and coherent drafts. (9.W.4)

LA.9.7.9 write routinely to support the steps of the formal writing process. (9.W.5, 9.W.10)

LA.9.7.10 apply knowledge of contextual choices in language for meaning and style, particularly with regard to MLA handbook guidelines (see Appendix S). (9.L.3)

Outcome 8: Narrative Writing

LA.9.8 Outcome: Students will utilize the writing process to compose narratively about imagined and real experiences using detail, technique, and structure.

Students will…

LA.9.8.1 create cohesion and clarity in the linking of events and ideas, maintaining appropriate style and convention. (.W.1)

LA.9.8.2 establish a situational premise with a narrator or characters. (9.W.3)

LA.9.8.3 incorporate common narrative features. (9.W.3)

LA.9.8.4 develop appropriate sensory language to convey experience of narrator/characters. (9.W.3)

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LA.9.8.5 demonstrate proper closing techniques. (9.W.3)

LA.9.8.6 write a clear and coherent drafts. (9.W.4)

LA.9.8.7 write routinely to support the steps of the writing process. (9.W.5, 9.W.10)

Outcome 9: Language

LA.9.9 Outcome: Students will incorporate appropriate sentence variety in their writing.

Students will…

LA.9.9.1 integrate adverbial, noun, and relative clauses. (9.L.1)

LA.9.9.2 integrate various grammatical phrases (ex. gerund, infinitive, participial, appositive, prepositional). (9.L.1)

LA.9.9.3 utilize semicolons to combine sentences. (9.L.2)

LA.9.9.4 employ colons to aid in style and syntax. (9.L.2)

Outcome 10: Speaking/Listening

LA.9.10 Outcome: Students will present well-organized evidence-based findings appropriate to purpose, audience, and task through the creation and delivery of an informative speech.

Students will…

LA.9.10.1 integrate multiple sources in a media format. (ex. use of visuals and/or video). (9.SL.2)

LA.9.10.2 utilize appropriate digital media. (9.SL.5)

LA.9.10.3 find, organize, and present logical and coherent evidence. (9.SL.4, 9.SL.6)

LA.9.10.4 produce clear and coherent writing appropriate to task, purpose, and audience demonstrating command of conventions of standard English usage and mechanics adhering to MLA format (see Appendix S). (9.W.4, 9.L.1, 9.L.2, 9.L.3)

Outcome 11: Language (Vocabulary) (YEAR LONG)

LA.9.11 Outcome: Students will utilize previously unknown words and phrases.

Students will…

LA.9.11.1 use context clues to find the meaning of unknown words. (9.L.4)

LA.9.11.2 demonstrate ability to use reference materials to confirm inference of word meanings. (9.L.4)

LA.9.11.3 use academic and course-specific terminology as appropriate to audience. (9.L.4)

Outcome 12: Speaking/Listening (YEAR LONG)

LA.9.12 Outcome: Students will communication in variety of collaborative discussions in appropriate settings.

Students will…

LA.9.12.1 prepare for discussion by reading and researching material. (9.SL.1)

LA.9.12.2 develop ideas through question generation and

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clarification. (9.SL.1)

LA.9.12.3 evaluate peer responses and reasoning to support collaborative discussion. (9.SL.2, 9.SL.3)

LA.9.12.4 acquire and utilize general and specific academic vocabulary appropriate to college and career readiness. (9.L.6)

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English II

Language Arts

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English II Language Arts Curriculum

Focus: Students will read and analyze various texts to determine one’s impact on the world through moderated literary discussion and study. Students will produce formal analytical and expository compositions to demonstrate comprehension and synthesis skills.

Outcome 1: Short Narrative

LA.10.1 Outcome: Students will analyze the development of short narrative selections’ themes (or central ideas) in detail.

Students will…

LA.10.1.1 cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including the analysis of how an author draws on and transforms source material in a specific work (ex. how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare) (see Appendix P). (10.RL.1, 10.RL.9).

LA.10.1.2 explain how characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme (see Appendix P). (10.RL.3)..

LA.10.1.3 explain how an author’s choices concerning how to structure a text and manipulate time (ex. pacing, flashbacks) create such effects as mystery, tension, or surprise (see Appendix P). (10.RL.5).

LA.10.1.4 comprehend and analyze literary texts proficiently in grade-level the text complexity band (see Appendix Q). (10.RL.2, 10.RL.10).

Outcome 2: Novel

LA.10.2 Outcome: Students will analyze the development of a novel selection’s theme (or central idea) in detail.

Students will…

LA.10.2.1 cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including the analysis of how an author draws on and transforms source material in a specific work (ex. how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare) (see Appendix P). (10.RL.1, 10.RL.9).

LA.10.2.2 explain how complex characters (ex. those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. (10.R.3).

LA.10.2.3 analyze how an author’s choices concerning how to structure a text, order events within it (ex. parallel plots), and manipulate time (ex. pacing, flashbacks) create such effects as mystery, tension, or surprise (see

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Appendix P). (10.RL.5).

LA.10.2.4 comprehend and analyze literary texts proficiently in the grade-level text complexity band (see Appendix Q). (10.RL.2,10.RL.10).

Outcome 3: Drama Analysis

LA.10.3 Outcome: Students will analyze a particular cultural perspective reflected in a work of literature from outside the United States in order to widen readers’ experience of world literature and the human condition.

Students will…

LA.10.3.1 evaluate words and phrases as they are used in the text, including figurative and connotative meanings in order to determine the cumulative effect of specific word choices on mood and tone (see Appendix P). (10.RL.4, 10.L.4, 10.L.5).

LA.10.3.2 cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including the analysis of how an author draws on and transforms source material in a specific work (ex. how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare) (see Appendix P). (10.RL.1, 10.RL.9).

LA.10.3.3 analyze how complex characters (ex. those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme, in order to deduce the cultural perspective (see Appendix P). (10.RL.3).

LA.10.3.4 analyze how an author’s choices concerning how to structure a text, order events within it (ex. parallel plots), and manipulate time (ex. pacing, flashbacks) create such effects as mystery, tension, or surprise (see Appendix P). (10.RL.5).

LA.10.3.5 comprehend and analyze literary texts proficiently in the grade-level text complexity band. (10.RL.6, 10.RL.10).

Outcome 4: Poetry

LA.10.4 Outcome: Students will analyze the development of poetry selections’ moods, tones, and themes (or central ideas) in detail.

Students will…

LA.10.4.1 cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including the analysis of the cumulative impact of specific word choices on meaning and tone (ex. how the language evokes a sense of time and place; how it sets a formal or informal tone) (see Appendix P). (10.RL.1, 10.RL.4, 10.L.4, 10.L.5)

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LA.10.4.2 analyze how the author’s choices concerning poetic format (ex. rhyme scheme, meter, line arrangement) affect the interpretation of the poem’s mood, tone, and theme (see Appendix P). (10.RL.5)

LA.10.4.3 comprehend and analyze literary texts proficiently in the grade-level text complexity band. (10.RL. 2, 10.RL.10)

Outcome 5: Novel

LA.10.5 Outcome: Students will analyze in detail the development of allegory in a novel in order to evaluate the author’s purpose.

Students will…

LA.10.5.1 cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including the analysis of how an author draws on and transforms source material in a specific work (ex. how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare) (see Appendix P). (10.RL.1, 10.RL.9)

LA.10.5.2 defend how complex characters (ex. those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the allegory (see Appendix P). (10.RL.3)

LA.10.5.3 justify how an author’s choices concerning how to structure a text, order events within it (ex. parallel plots and/or subplots, allegorical connections), and manipulate time (ex. pacing, flashbacks) create such effects as mystery, tension, or surprise (see Appendix P). (10.RL.5)

LA.10.5.4 analyze the representation of a subject or key scene in two different artistic mediums, in order to determine what is emphasized or absent in each treatment (see Appendix P). (10.RL.7)

LA.10.5.5 comprehend and analyze literary texts proficiently in the grade-level text complexity band (10.RL.9, 10.RL.10)

Outcome 6: Reading Informational Text

LA.10.6 Outcome: Students will analyze the development of a long-form informational text’s theme (or central idea) in detail.

Students will…

LA.10.6.1 cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (see Appendix P). (10.RI.1).

LA.10.6.2 analyze texts to determine how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. (10.RI.3)

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LA.10.6.3 evaluate in a text in order to determine how an author uses rhetoric to advance a viewpoint or purpose (see Appendix P). (10.RI.6)

LA.10.6.4 comprehend and analyze informational texts proficiently in the grade-level text complexity band. (10.RI.2, 10.RI.10)

Outcome 7: Writing

LA.10.7 Outcome: Students will utilize the writing process to compose a literature analysis essay.

Students will…

LA.10.7.1 write and discuss response pieces toward developing thesis statements and supporting subtopics. (10.W.2, 10.W.5, 10.W.10)

LA.10.7.2 research and organize textual evidence to support thesis statements and its subtopics. (10.W.2, 10.W.5, 10.W.6, 10.W.7, 9-10.W.9)

LA.10.7.3 write a clear and coherent rough draft of the essay according to assignment standards (see Appendix S). (10.W.2, 10.W.4, 10.W.5, 10.W.6, 10.L.3)

LA.10.7.4 revise, edit, and rewrite the rough draft of the essay, especially in terms of strengthening its focus, clarity, depth, and presentation, while also considering alternative approaches toward those same ends (see Appendix S). (10.W.2, 10.W.4, 10.W.6, 10.L.3)

Outcome 8: Writing

LA.10.8 Outcome: Students utilize the writing process to compose a persuasive research essay.

Students will…

LA.10.8.1 write and discuss response pieces toward developing thesis statements and supporting subtopics. (10.W.1, 10.W.5, 10.W.10)

LA.10.8.2 research and organize textual evidence to support thesis statements and its subtopics. (10.W.1, 10.W.5, 10.W.6, 10.W.7, 9-10.W.9)

LA.10.8.3 write a clear and coherent rough draft of the essay according to assignment standards (see Appendix S). (10.W.1, 10.W.4, 10.W.5, 10.W.6, 10.L.3)

LA.10.8.4 revise, edit, and rewrite the rough draft of the essay, especially in terms of strengthening its focus, clarity, depth, and presentation, while also considering alternative approaches toward those same ends (see Appendix S). (10.W.1, 10.W.4, 10.W.6, 10.L.3)

Outcome 9: Appropriate Style

LA.10.9 Outcome: Students will compose written pieces with a clear, concise formal style, avoiding slang and the colloquial when

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appropriate.

Students will…

LA.10.9.1 identify and explain errors in parallel structure. (10.L.1)

LA.10.9.2 identify and explain examples of the appropriate uses of formal and informal diction (slang and the colloquial). (10.L.3, 9-10.L.6)

LA.10.9.3 identify and explain examples of redundancy errors. (10.L.3, 10.L.6)

LA.10.9.4 rewrite sentences, correcting errors in parallel structure, informality, and redundancy. (10.L.1,10.L.3, 10.L.6)

LA.10.9.5 identify and explain errors in parallel structure. (10.L.1)

Outcome 10: Collaborative Discussion (YEAR LONG)

LA.10.10 Outcome: Students will communicate and collaborate in variety of discussions in appropriate settings.

Students will…

LA.10.10.1 prepare for discussion by reading or researching. (10.SL.1)

LA.10.10.2 develop ideas through question generation and clarification. (10.SL.1)

LA.10.10.3 evaluate peer responses and reasoning to support collaborative discussion. (10.SL.2, 10.SL.3)

LA.10.10.4 acquire and utilize general and specific academic vocabulary appropriate to college and career readiness. (10.L.6)

Outcome 11: Formal Speech/Presentation

LA.10.11 Outcome: Students will compose a formal speech/presentation through written and oral form utilizing digital media.

Students will…

LA.10.11.1 compose and discuss response pieces toward developing essays' theses and supporting subtopics. (10.W.2, 10.W.5, 10.W.10)

LA.10.11.2 research, synthesize, and evaluate material that fits the speeches/presentation tone and purpose. (10.W.1, 10.W.5, 10.W.6, 10.W.7, 10.W.8, 10.W.9; 10.SL.1, 10.SL.4, 10.SL.6)

LA.10.11.3 use digital media to further draw in and sustain audience attention. (10.SL.5)

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English III

Language Arts

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English III Language Arts Curriculum

Focus: Students will read and analyze literature of the American people for the purpose of recognizing the literary and historical significance of the work. Students will present their analysis during discussion and in writing.

Outcome 1: Early American Works

LA.11.1 Outcome: Students will examine various selections of Early American works (including Native American, Puritan, and Early Colonial) to determine the characteristics of these literary eras.

Students will…

LA.11.1.1 identify the qualities of a myth in order to determine tribal characteristics and values. (11.RL.3)

LA.11.1.2 analyze myths from various Native American tribes in order to compare communal elements (ex. pantheism). (11.RL.7)

LA.11.1.3 examine multiple interpretations of the same text (including a work by an American dramatist) in order to evaluate how each version presents the given story. (11.RL.5, 11.RL.7)

LA.11.1.4 examine author point of view and bias in a non-fiction work in order to determine author purpose and reliability. (11.RI.6)

LA.11.15 comprehend literature proficiently in the grade level text complexity band. (11.RL.10)

Outcome 2: Classicism

LA.11.2 Outcome: Students will examine various selections of Classicist American works to determine the characteristics of this literary era.

Students will…

LA.11.2.1 locate rhetorical devices (including rhetorical question, parallel structure, allusion) and determine their roles within a piece of literature. (11.RL.4)

LA.11.2.2 identify the use and compare the effectiveness of the four persuasive appeals within various arguments. (11.RI.5)

LA.11.2.3 analyze the structure of a persuasive piece in order to determine clarity and effectiveness. (11.RI.1, 11.RI.2, 11.RI.3, 11.RI.5)

LA.11.2.4 isolate specific diction (ex. literal/figurative, connotative/denotative language) to analyze the effectiveness of author word choice. (11.RI.4)

LA.11.2.5 analyze several U.S. documents, speeches, and essays of historical and literary significance (including the Declaration of Independence, the Preamble to the Constitution, and the Bill of Rights) in order to identify their themes, purposes, and rhetorical features.

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(11.RI.3, 11.RI.9, 11.SL.3)

LA.11.2.6 comprehend literature proficiently in the grade level text complexity band. (11.RL.10)

Outcome 3: Romanticism

LA.11.3 Outcome: Students will examine various selections of Romantic American works to determine the characteristics of this literary era.

Students will…

LA.11.3.1 identify allegorical and archetypal elements within a literary text to compare literal and figurative meaning. (11.RL.3)

LA.11.3.2 assess narrator reliability and/or bias by identifying satire, sarcasm, irony, or understatement. (11.RL.6)

LA.11.3.3 compare works that illustrate the multi-faceted nature of Romanticism (ex: Transcendentalism, Anti-Transcendentalism, Gothic). (11.RL.9)

LA.11.3.4 comprehend literature proficiently in the grade level text complexity band. (11.RL.10)

Outcome 4: Realism

LA.11.4 Outcome: Students will examine various selections of Realistic American literary works and informational texts (including Realism, Regionalism, and Naturalism) to determine the characteristics of this literary era.

Students will…

LA.11.4.1 examine diction for evidence and meaning of vernacular and colloquial language. (11.RL.4, 11.L.4)

LA.11.4.2 compare elements of local color between literary works and regions of the U.S. (11.RL.9)

LA.11.4.3 analyze diction to distinguish between what is stated and what is meant. (11.RL.6, 11.L.3,11.L.4)

LA.11.4.4 examine informational works (including Lincoln’s Second Inaugural Address) in order to analyze themes, purposes, and rhetorical features. (11.RI.3, 11.RI.4, 11.RI.8, 11.RI.9, 11.SL.3)

LA.11.4.5 evaluate multiple sources of information (including a speech) presented in different formats in order to address a question or solve a problem (ex. woman’s suffrage, the immigration experience, the rise of unions, the genocide of Native American tribes). (11.RI.4, 11.RI.6, 11.RI.7, 11.SL.3)

LA.11.4.6 comprehend literature proficiently in the grade level text complexity band. (11.RL.10)

Outcome 5: Modernism

LA.11.5 Outcome: Students will read and examine various selections of Modern American works to determine the characteristics of this literary era.

Students will…

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LA.11.5.1 analyze plot lines in order to discover and discuss the effects of author manipulation of plot (ex. flashback, foreshadowing, stream of consciousness, in medias res). (11.RL.3, 11.RL5)

LA.11.5.2 distinguish between traits of the hero and the anti-hero as elements of character development. (11.RL.3)

LA.11.5.3 analyze the development of theme(s) in a complex text (novel) in order to determine author’s purpose. (11.RL.2)

LA.11.5.4 analyze author choice in the development of a work (novel) and its elements (ex. setting, plot structure, character development) in order to assess the complexity of how the elements relate to and have an effect upon one another. (11.RL.3, 11. RL.5)

Outcome 6: Argumentative Writing

LA.11.6 Outcome: Students will utilize the writing process in order to compose an argumentative piece that addresses issues integral to a literary era/time period.

Students will…

LA.11.6.1 introduce and develop significant claims and counterclaims. (11.W.1a, 11.W.1b)

LA.11.6.2 research in order to develop claims using various appeals and appropriate evidence. (11.W.1b)

LA.11.6.3 use diction and syntax to provide cohesion. (11.W.1c, 11.L.3)

LA.11.6.4 create a conclusion that is a result of examination of claims and counterclaims. (11.W.1e)

LA.11.6.5 write, revise, and edit, especially with the focus of maintaining objectivity, formality, and cohesion. (11.W.1d, 11.W.5, 11.L.6)

LA.11.6.6 produce clear and coherent writing appropriate to task, purpose, and audience demonstrating command of conventions of standard English usage and mechanics, adhering to MLA format (see Appendix S). (11.W.4, 11.L.1, 11.L.2, 11.L.3)

Outcome 7: Literary Analysis

LA.11.7 Outcome: Students will utilize the writing process in order to compose a literary analysis to illustrate the complexity of an era, the style of an author, or the establishment of a theme.

Students will…

LA.11.7.1 cite evidence from literary or informational text to support analysis. (11.W.2b)

LA.11.7.2 compose an introduction on a topic of analysis. (11.W.2a)

LA.11.7.3 develop the topic by selecting significant and relevant components/criteria for the basis of comparison. (11.W.2b)

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LA.11.7.4 use appropriate transitions to clarify relationships among complex ideas and concepts. (11.W.2c, 11.L.6)

LA.11.7.5 establish and maintain a formal style and objective tone. (11.1d, 11.L.6)

LA.11.7.6 utilize precise language and vocabulary to manage the topic complexity. (11.W.2d, 11.L.6)

LA.11.7.7 compose a conclusion that follows from the analysis presented. (11.W.2f)

LA.11.7.8 produce clear and coherent writing appropriate to task, purpose, and audience demonstrating command of conventions of standard English usage and mechanics, adhering to MLA format (see Appendix S). (11.W.4, 11.L.1, 11.L.2, 11.L.3)

Outcome 8: Personal Narrative

LA.11.8 Outcome: Students will utilize the writing process in order to compose a personal narrative for the purpose of self-analysis.

Students will…

LA.11.8.1 create a character/narrator to establish a significant experience or observation. (11.W.3a)

LA.11.8.2 use narrative techniques to develop an experience or observation. (11.W.3b)

LA.11.8.3 use a variety of techniques to create a particular tone—including choice of diction and syntax variation. (11-12.W.3c)

LA.11.8.4 use diction to create imagery and sensory detail. (11.W.3d, 11.L.5a)

LA.11.8.5 compose a conclusion that reflects on and gives meaning to experience over the course of the narrative. (11.W.3e)

LA.11.8.6 produce clear and coherent writing appropriate to task, purpose, and audience demonstrating command of conventions of standard English usage and mechanics. (11.W.4, 11.L.1, 11.L.2, 11.L.3)

Outcome 9: Research

LA.11.9 Outcome: Students will conduct a research project in order to answer a question or solve a problem.

Students will…

LA.11.9.1 compile relevant information and data from multiple, reliable sources both print and digital. (11.W.8)

LA.11.9.2 synthesize multiple sources to answer the question or solve the problem. (11.W.7)

LA.11.9.3 create a clear and cohesive piece that addresses the purpose of sharing information through publication. (11.W.4, 11.W.5, 11.W.6)

LA.11.9.4 produce clear and coherent writing appropriate to task, purpose, and audience demonstrating command of conventions of standard English usage and

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mechanics, adhering to MLA format (see Appendix S). (11.W.4, 11.L.1, 11.L.2, 11.L.3)

Outcome 10: Writing (YEAR LONG)

LA.11.10 Outcome: Students will compose writing routinely for a variety of purposes.

Students will…

LA.11.10.1 use writing to demonstrate comprehension of classroom material and/or discussion in a variety of ways (ex. essays, written responses on assessments, response journals, etc.). (11.W.4, 11.W.7, 11.W.9a, 11.W.9b, 11.W.10)

LA.11.10.2 use writing to express opinion of classroom material and/or discussion in a variety of ways (ex. essays, written responses on assessments, response journals, etc.). (11.W.4, 11.W.7, 11.W.9a, 11.W.9b, 11.W.10)

LA.11.10.3 produce clear writing with appropriate spelling, punctuation, and grammar. (11.W.4, 11.W.5, 11.L.1, 11.L.2, 11.L.3)

Outcome 11: Vocabulary (YEAR LONG)

LA.11.11 Outcome: Students will utilize context clues, word patterns, and reference materials in order to enrich reading vocabulary.

Students will…

LA.11.11.1 use context in order to develop meaning and build vocabulary. (11.L.4a)

LA.11.11.2 use word patterns to develop meaning and build vocabulary. (11.L.4b)

LA.11.11.3 use reference materials to develop meaning and build vocabulary. (11.L.4c, 11.L.6)

Outcome 12: Speech (YEAR LONG)

LA.11.12 Outcome: Students will communicate in a variety of oral presentations and discussions to present logical and coherent information in a manner appropriate to purpose and audience.

Students will…

LA.11.12.1 comprehend research material to contribute to discussions. (11.SL.1a)

LA.11.12.2 collaborate to discuss ideas, present questions and answer questions. (11.SL.1b, 11.SL.1c)

LA.11.12.3 converse to clarify, verify, or challenge ideas, responding thoughtfully to diverse perspectives. (11.SL.1c., 11.SL.1d)

LA.11.12.4 adapt speech to a variety of contexts and tasks (ex. small group, whole class, and panel discussions, debate, Socratic seminar, individual and group presentations, and formal speeches). (11.SL.4, 11.SL.6)

LA.11.12.5 utilize digital media to enhance presentations. (11.SL.5)

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English IV

Language Arts

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English IV Language Arts Curriculum

Focus: Students will read and independently analyze world literature from various eras to enhance their ability to apply literature to life. Students will write and speak in various modes to demonstrate comprehension and communication skills.

Outcome 1: Reading (SEMESTER LONG)

LA.12.1 Outcome: Students will examine various texts, including a Shakespearean play, within a chosen context (ex. genre, literary movement, era, etc.) in order to evaluate author craft, structure, purpose, and themes.

Students will…

LA.12.1.1 analyze how the structure and syntax of a text contributes to its overall meaning. (12.RL.4,12.RL5, 12.RI.5, 12.RI.6)

LA.12.1.2 analyze diction to distinguish the difference between what is said and what is really meant. (12.RL.4, 12.RL.6, 12.RI.4)

LA.12.1.3 analyze text to determine the effect of diction (ex. on mood, tone, theme, motif, etc). (12.RL.4, 12.L.5)

LA.12.1.4 cite textual evidence to support analysis of what a text says as well as inferences drawn from the text. (12.RL.1,12.RI.1)

LA.12.1.5 analyze how author choice in the development of the elements of a text (ex. setting, plot, characterization, context, etc.) effects overall themes. (12.RL.2, 12.RL.3, 12.RI.2, 12.RI.3)

LA.12.1.6 analyze an alternative version of a text (ex. movie, song, poem, historical document, etc.) for multiple interpretations of theme and purpose. (12.R.7)

LA.12.1.6 comprehend literature proficiently in the grade level text complexity band. (12.RL.10)

Outcome 2: Literary Analysis

LA.12.2 Outcome: Students will utilize the writing process to compose a literary analysis.

Students will…

LA.12.2.1 cite supporting evidence from literary or informational texts. (12.W.9, 12.W.6)

LA.12.2.2 compose a topic for analysis. (11-12.W.4)

LA.12.2.3 develop the topic with significant and relevant information and examples from a variety of sources. (12.W.8)

LA.12.2.4 create cohesion between the ideas of others and their own ideas. (12.W.4)

LA.12.2.6 compose a conclusion that expresses the significance of

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the topic. (12.W.4)

LA.12.2.7 produce clear writing with appropriate spelling, punctuation, and grammar, adhering to a formal style and MLA format (see Appendix S). (12.W.4,12.W.5,12.L.1, 12.L.2, 12.L.3, 12.L.6)

Outcome 3: Research Project

LA.12.3 Outcome: Students will conduct a research project to answer a question, solve a problem, or investigate background information.

Students will…

LA.12.3.1 compile and evaluate information from a variety of print and digital sources as support and cite it correctly using MLA format (see Appendix S). (12.W.8)

LA.12.3.2 synthesize information from reliable sources to effectively answer a question, solve a problem, or investigate background information. (12.W.8)

LA.12.3.3 create a clear, cohesive piece for publication. (12.W.5, 12.L.1, 12.L.2, 12.L.3)

Outcome 4: Routine Writing (SEMESTER LONG)

LA.12.4 Outcome: Students will compose writing routinely for a variety of purposes.

Students will…

LA.12.4.1 use writing to demonstrate comprehension of classroom material and/or discussion in a variety of ways (ex. essays, written responses on tests and quizzes, response journals, etc.). (12.W.4, 12.W.7, 12.W.9a, 12.W.9b, 12.W.10)

LA.12.4.2 Use writing to express opinion of classroom material and/or discussion in a variety of ways (ex. essays, written responses on tests and quizzes, response journals, etc.). (12.W.4, 12.W.7, 11-12.W.9a, 11-12.W.9b, 11-12.W.10)

LA.12.4.3 produce clear writing with appropriate spelling, punctuation, and grammar. (11-12.W.4, 11-12.W.5 11-12.L.2)

Outcome 5: Collaborative Discussion (SEMESTER LONG)

LA.12.5 Outcome: Students will communicate in a variety of oral presentations and discussion to present logical and coherent information in a manner appropriate to purpose and audience.

Students will…

LA.12.5.1 comprehend research material to contribute to discussions. (12.SL.1a)

LA.12.5.2 collaborate to discuss ideas, present questions, and answer questions. (12.SL.1b, 12.SL.1c)

114

LA.12.5.3 converse to clarify, verify, or challenge ideas, responding thoughtfully to diverse perspectives. (12.SL.1c.,12.SL.1d)

LA.12.5.4 adapt speech to a variety of contexts and tasks (ex. small group, whole class, panel discussions, debate, Socratic seminar, individual and group presentations, and formal speeches). (12.SL.4, 12.SL.6)

LA.12.5.5 utilize digital media to enhance presentations. (12.SL.5)

115

Appendix Appendix A Kindergarten Word Lists Page 1116

Appendix B Kindergarten Phonics/Word Recognition List Page 117

Appendix C 1st Grade Phonics/Word Recognition List Page 118

Appendix D 1st Grade Spelling Lists Pages 119-122

Appendix E 1st Grade Irregular Word Lists Page 123

Appendix F 1st Grade High Frequency Sight Words List Pages 124-125

Appendix G 2nd Grade Phonics/Word Recognition List Page 126

Appendix H 2nd Grade Spelling Lists Pages 127-134

Appendix I 2nd Grade High Frequency Words Pages 135-136

Appendix J 2nd Grade Irregular Words List Page 137

Appendix K 3rd Grade Word Recognition List Pages 138-139

Appendix L 3rd Grade Spelling Lists Pages 140-143

Appendix M 3rd Grade Syllabication Rules Pages 144145

Appendix N 1st, 2nd , 3rd Grade Affixes Lists Page 146

Appendix O 4th, 5th, 6th, 7th, 8th Grade Word Study Pages 147-148

Appendix P Figurative Language List Page 149

Appendix Q Text Complexity: Literature Page 150

Appendix R Text Complexity: Informational Page 151

Appendix S MLA Expectations Page 152

Appendix T 2nd Grade Abbreviations Page 153

116

Appendix A Kindergarten Word Lists

High-Frequency Words Yorkville CUSD #115 has selected the FRY high-frequency word list for use in grades K-2. The

following words will be taught in Kindergarten in the following quarters:

1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

I of for be

a is on this

like you are have

the that as from

and it with or

to he his one

in was they had

at by

Word Families

Kindergarten students will fluently read words containing the following word families:

-at -in -it

ex. sat ex. pin ex. sit

hat win pit

cat bin fit

mat tin mit

rat fin kit

Inflectional endings and affixes

Kindergarten students will learn the meaning of the following inflectional endings and affixes:

-ed -s re- un- pre- -ful -less

117

Appendix B

Kindergarten Phonics and Word Recognition

Consonants (all primary sounds) K.RFS.3a Short vowel sounds (all) K.RFS.3b Consonant digraphs in isolation Local

th-voiced and unvoiced (with, that, this)

sh (shop, dish, ship)

ch (chin, chat, chip) Short vowel words (cvc) Local Word Families (from Kindergarten Sight Word List) Local at In it

Introduce the following sounds in isolation: K.RFS.3b

ai

oa

ou

ie

ee

oo

ue

oi

er

ar

ng

118

Appendix C 1st Grade Phonics and Word Recognition

**Apply blends and digraphs to all vowel patterns

Initial Consonant blends Local

b (bl, br)

c (cl, cr)

d (dr)

f (fl, fr)

g (gl, gr)

p (pl, pr)

s (sc, sk, sl, sm, sn, sp, st, sw)

t (tr, tw) Final Consonant Blends Local

mp (camp, dump)

ng (-ang, ing)

nk (bank, pink)

nt (pant, vent)

sk (ask, whisk)

st (past, pest)

Consonant Digraph in words 1.RFS.3a

ph (phone)

wh

th

sh

ch

ck (back, sick)

kn (knit)

wr (write) Regular Long Vowel Teams 1.RFS.3c, 1.L.2d

ail/ain (sail, train)

eak/eal/eam/eat (each, treat)

ee, eed, eek, eep, eet, een (meet, sweep)

oad/boat/oast (boat, coast)

out/ound/ouse (out, house)

ow (down, towel)

unk (stunk, bunk) Irregular Vowel Teams 1.RFS.3c, 1.L.2d

ar/ark/ard (far, bark)

ang, ank (sang/blank)

ing, ink (swing, drink)

or/ore/orn/ort (for, more)

ook/ood (look, wood)

oo/ool/oot/oom (spoon, zoo)

Consonant as a long vowel 1.L.2d

y (my, shy)

y (baby, easy)

ay (say, stay) Consonant + le syllable 1.RFS.3e

apple, middle, wiggle, triple

Short Vowels 1.L.2d

Short a word families

ab, ag, ap, am, an ad (cab, flag, slap)

amp, and (camp, stand)

ack, ash (pack, stash) Short e word families

ed, en, et (sped, hen)

end, ent, est (send, best) Short i word families

id, ig, im, ip (slid, swim)

ick, ish (quick, fish)

int (hint, print) Short o word families

ob, op, ot, od, og (shop, knot, knob)

ock (shock, stock) Short u word families

ub, ug, un, um, ut (stub, plum)

uck, ush (truck, crush)

ump, ust (dump, trust) Long Vowel Final E Rule 1.RFS.3c, 1.L.2d

Long a word families

ade, ake, ame, ane, ape, ate, ave (snake, late) Long e word families

eak, eal, eam, eat (peak, deal)

ee, eed, eek (bee, seed)

eep, eet, een (sheep, queen) Long i word families

ide, ive, ime, ine (hide, drive, spine) Long o word families

oke, one, ope (choke, bone) Inflectional Endings (READ ONLY-do not have to spell) 1.RFS.3f

ing

ed

s

es

er

est

Abbreviations—READ ONLY

Mr., Mrs., Ms., Miss, Dr. Contractions-READ ONLY Local

is (he’s, she’s, it’s, what’s, who’s, that’s, there’s, here’s

us (let’s)

not (can’t, don’t, didn’t, isn’t, won’t, wasn’t, shouldn’t, wouldn’t, couldn’t, weren’t, doesn’t, aren’t, hasn’t, haven’t)

am (I’m)

119

Appendix D

Suggested First Grade Spelling Lists-Quarter 1

Word Family

Short a (ab, ad, ag, am, an, ap, at)

Short e (ed, en, et)

Short i (id, ig, im, in, ip)

Short o (ob, od, og, op, ot)

Short u (ub, ug, um, un, us, ut)

Final ck (ack, ick, ock, uck)

Final Consonant Blends #1 (amp, and, ask, end, ent, esk, est)

Spelling List *all have 8 words that follow phonics and/or word families

cab bad dad bag ham can tap hat

bed wed hen pen men wet pet yet

slid kid pig him win fin grip zip

job nod dog frog hop hot knot not

cub club bug plug gum fun bus cut

black back brick sick lock rock duck luck

camp hand mask send spend went desk best

Irregular Spelling Words (Sight Words) *all lists have 2 words per week

the and

a of

to all

we you

that go

he was

for on

Harcourt Link

The Hat (1-1) Sam and the Bag (1-2)

Dan’s Pet (2-1)

Ants (1-3) Todd’s Box (1-5)

Space Pup (2-3)

Jack and Rick (1-4)

**New**

120

Appendix D

Suggested First Grade Spelling Lists-Quarter 2

Word Family

Final Consonant Blends #2 ant, ent, int, ump, ust

Digraph th/wh

Digraph sh (beginning sh, ash, ish, ush)

Digraph ch (initial)

Final Consonant Blends #3 (ang, ank, ing, ink, unk)

R Controlled Vowel (or, ore, orn, ort)

R Controlled (ar, ard, ark)

Spelling List *all have 7-8 words that follow phonics and/or word families

plant bent dent mint hunt jump pump crust

them then that math path whiz when

ship shot shop cash dash fish wish push

chat chip chin chop chick chimp chomp

hang sang bank ring pink blink junk dunk

for more shore corn horn born torn fort

far car arch arm card bark park shark

Irregular Spelling Words (Sight Words) *all lists have 2-3 words per week

are as

with this but

they from

at be his

have I

or had

one by

Harcourt Link

**New** Boots for Beth (2-2)

Fun with Fish (2-6)

I am a Butterfly (3-1)

Where Do Frogs Come From? (2-4)

Try Your Best (2-5)

Did You See Chip? (3-2)

121

Appendix D

Suggested First Grade Spelling Lists-Quarter 3

Word Family Long a final e #1 (ade, ake, ape, ate)

Long a final e #2 (ame, ane, ave)

Long i final e (ide, ime, ine, ive)

Long o final e (oke, one, ope)

Long a (ai, ay)

Long e #1(ee, eed, eek, een, eep, eet)

Long e #2(ea, eak, eal, eam, eat)

Spelling List *all have 8 words that follow phonics and/or word families

made make brake take tape grape gate late

game came frame cane plane gave cave wave

hide ride side chime line spine hive drive

choke broke joke bone cone phone rope hope

day say play spray sail pail brain chain

bee knee tree need cheek seen beep feet

tea eat beak meal seal dream cheat teach

Irregular Spelling Words (Sight Words) *all lists have 2 words per week

what were

do your

said there

use she

does their

about many

these so

Harcourt Link

Me on the Map (4-2)

Me on the Map (4-2)

Tell Me a Story (4-4)

Busy Buzzy Bee (4-8)

Frog and Toad All Year (5-2)

A Bed Full of Cats (4-1)

A Bed Full of Cats (4-1)

122

Appendix D

Suggested First Grade Spelling Lists-Quarter 4

Word Family

Long o (oad, oast, oat)

Long e (spelled-y)

Long i (spelled-y)

Long o (ou, ow, ound)

ood, ook oo, ool, oot, oom

Final-le

Spelling List *all have 7-8 words that follow phonics and/or word families

load road toad roast soap boat coat float

baby body easy jelly belly bunny funny hurry

my fly by sky try cry dry

out cow how now round ground couch slouch

good hood stood cook look took book shook

pool cool tool boot boom room bloom broom

apple triple middle wiggle giggle puddle cuddle

Irregular Spelling Words (Sight Words) *all lists have 2-3 words per week

some her

would has

why two put

no first

come me

very our

where here want

Harcourt Link

Fox and Stork (3-6)

At Home Around the World (4-3)

Little Bear’s Friend (4-7)

On the Job with Dr. Martha Smith (4-8)

**New** Baboon (5-8)

Friends Forever (3-5)

123

Appendix E

First Grade Irregular Word Spelling List

By the end of 2nd Quarter first grade students will be able to spell:

the all he as at or

of is was with be one

a you for his this had

and that go they have by

to we are I from but

By the end of 4th Quarter first grade students will be able to spell:

what there about her no our

were use many would first where

does she these has come want

your do so two me here

said their some put very why

124

Appendix F

1st Grade High-Frequency Words--Fry’s Word List

1. but

2. not

3. what

4. all

5. were

6. we

7. when

8. your

9. can

10. said

11. there

12. use

13. an

14. each

15. which

16. she

17. do

18. how

19. their

20. if

21. will

22. up

23. other

24. about

25. out

26. many

27. then

28. them

29. these

30. so

31. some

32. her

33. would

34. make

35. words

36. him

37. into

38. time

39. has

40. look

41. two

42. more

43. write

44. go

45. see

46. number

47. no

48. way

49. could

50. people

51. my

52. than

53. first

54. water

55. been

56. called

57. who

58. am

59. its

60. now

61. find

62. long

63. down

64. day

65. did

66. get

67. come

68. made

69. may

70. part

71. over

72. new

73. sound

74. take

75. only

76. little

77. work

78. know

79. place

80. years

81. live

82. me

83. back

84. give

85. most

86. very

87. after

125

88. thing

89. our

90. just

91. name

92. good

93. sentence

94. man

95. think

96. say

97. great

98. where

99. help

100. through

101. much

102. before

103. line

104. right

105. too

106. means

107. old

108. any

109. same

110. tell

111. boy

112. following

113. came

114. want

115. show

116. also

117. around

118. farm

119. three

120. small

121. set

122. put

123. end

124. does

125. another

126. well

127. large

128. must

129. big

130. even

131. such

132. because

133. turn

134. here

135. why

136. asked

137. went

138. men

139. read

140. need

141. land

142. different

143. home

144. us

145. move

146. try

147. kind

148. hand

149. picture

150. again

126

Appendix G

2nd Grade Phonics and Word Recognition

Long Vowel Open Syllable Rule (ending) 2.RFS.3c

Long Vowel (vowel digraphs) 2.RFS.3b

ie (pie)

ue (blue)

Irregular Vowel Sounds 2.RFS.3b

al/alk (all, talk)

are (spare, share)

au/aught (taught, haunt)

aw/awn (awful, lawn, jaw)

ea-short vowel (bread, feather)

ear/eer (smear, deer)

er (her, wonder)

ew (few, stew)

igh/ight (high, sigh)

ind (mind, behind)

ir (third, dirt, birth)

ur (purple, turn)

oi/oy (coin, boil, boy)

ol (bold, jolt, roll)

ought (au sound-fought)

ow (own, bowl)

ue (blue, due) Schwa Vowel Sounds Local

Schwa A (about, away) Long Vowels Open Syllable Rule (initial, medial, ending) 2.RFS.3c

acre, flavor

even, meter

idea, pilot

open, program

unit, human

me, he

go, zero

menu

Silent/Double Consonants 2.RFS.3e

gh (night, sleigh)

gn (gnat, gnaw)

mb (lamb, numb)

ll (sell, fill, full)

ff (cuff, stuff)

ss (bass, less, kiss, floss) Consonant Variants 2.RFS.3e

c-initial (cent)

c-medial (decide)

c-ending (ace/ance/ice words)

g-initial (gym)

g-medial (danger, page)

g-ending (badge, budge)

s-ending (was, please, rose) Final Consonant Blends Local

ld (wild, cold)

lf

ng (song, flung) Three Letter Consonant Blends Local

spl

spr

str

squ

thr Consonant Digraph Local

atch/itch (match, witch)

unch (bunch, inch) Inflectional Endings (READ AND SPELL) Local

ing

ed

s

es

er

est

Contractions (READ AND SPELL) 2.L.2c

have (you’ve, we’ve, could’ve, should’ve, would’ve, I’ve)

will (I’ll, you’ll, he’ll, she’ll, we’ll, it’ll, they’ll)

are (we’re, they’re, you’re)

would (I’d, you’d, he’d, she’d)

127

Appendix H

2nd Grade Spelling Lists

1st Quarter Spelling Words

Read and Spell

-all and -alk

1. tall

2. ball

3. mall

4. small

5. stall

6. wall

7. talk

8. walk

9. chalk

10. stalk

11. words

12. they

13. what

14. when

15. who

-are and -ie

1. spare

2. share

3. rare

4. stare

5. care

6. bare

7. pie

8. tie

9. lie

10. die

11. field

12. yield

13. shield

14. shriek

15. thief

2.RF.3e

-oi and oy

1. boil

2. soil

3. coin

4. spoil

5. join

6. moist

7. enjoy

8. boy

9. toy

10. soy

11. annoy

12. decoy

13. about

14. some

15. people

-ol and -ow

1. how

2. shower

3. flower

4. now

5. power

6. owl

7. own

8. bowl

9. grown

10. blown

11. low

12. snow

13. could

14. would

15. should

128

-aw and -awn

1. jaw

2. awful

3. claw

4. straw

5. crawl

6. saw

7. dawn

8. fawn

9. drawn

10. pawn

11. lawn

12. water

13. little

14. sentence

15. another

-ll, -ff, and -ss

1. fell

2. full

3. shell

4. bull

5. drill

6. stuff

7. fluff

8. cliff

9. stiff

10. off

11. floss

12. dress

13. bliss

14. mess

15. boss

irregular nouns

1. teeth

2. children

3. geese

4. feet

5. mice

6. tooth

7. child

8. goose

9. mouse

10. foot

11. because

12. different

13. picture

14. again

15. change

nouns

1. copies

2. babies

3. cities

4. elf

5. copy

6. baby

7. city

8. elves

9. leaf

10. leaves

11. chiefs

12. lady

13. pencil

14. ladies

15. chief

129

Appendix H

2nd Grade Spelling Lists

2nd Quarter Spelling Words

-es and -ing

1. hopping

2. running

3. skipping

4. bunches

5. crunches

6. bushes

7. boxes

8. crashes

9. stopping

10. dropping

11. branches

12. flopping

13. matches

14. catches

15. zipping

-ed

1. barked

2. licked

3. backed

4. thanked

5. painted

6. opened

7. mailed

8. wondered

9. checked

10. finished

11. story

12. while

13. something

14. next

15. example

contractions

1. don’t

2. can’t

3. isn’t

4. shouldn’t

5. wouldn’t

6. couldn’t

7. weren’t

8. haven’t

9. doesn’t

10. aren’t

11. didn’t

12. what’s

13. here’s

14. let’s

15. who’s

Contractions (read

and spell)

1. you’ve

2. we’ve

3. could’ve

4. should’ve

5. I’ll

6. you’ll

7. we’ll

8. they’ll

9. it’ll

10. we’re

11. they’re

12. you’re

13. I’d

14. you’d

15. he’d

130

-unch and -inch

1. munch

2. bunch

3. lunch

4. crunch

5. punch

6. inch

7. pinch

8. grinch

9. flinch

10. clinch

11. second

12. idea

13. enough

14. watch

15. real

-atch and -itch

1. match

2. batch

3. hatch

4. catch

5. snatch

6. witch

7. stitch

8. glitch

9. twitch

10. switch

11. almost

12. above

13. sometimes

14. mountains

15. young

-ind and -ur

1. mind

2. behind

3. kind

4. mind

5. blind

6. purple

7. burn

8. nurse

9. hurt

10. hurl

11. soon

12. being

13. family

14. music

15. color

-ea and -er

1. bread

2. feather

3. read

4. head

5. thread

6. beach

7. reach

8. cheap

9. beast

10. cream

11. herb

12. fern

13. verb

14. herd

15. clerk

2.RF.3e

131

Appendix H

2nd Grade Spelling Lists

3rd Quarter Spelling Words

-ue and -ew

1. blue

2. glue

3. clue

4. due

5. true

6. few

7. stew

8. drew

9. chew

10. new

11. since

12. ever

13. piece

14. told

15. usually

-eer and -ear

1. deer

2. jeer

3. peer

4. steer

5. sneer

6. fear

7. smear

8. hear

9. rear

10. spear

11. know

12. friends

13. easy

14. heard

15. order

spr-, thr-, squ, and

spl

1. sprout

2. spring

3. spray

4. throw

5. throat

6. three

7. squash

8. squirt

9. squint

10. strap

11. strong

12. streams

13. splash

14. split

15. splinter

-igh, -ight, and -ir

1. flight

2. sight

3. right

4. night

5. high

6. sigh

7. thigh

8. third

9. bird

10. shirt

11. dirt

12. stir

13. birth

14. smirk

15. skirt

132

-au and -aught

1. haunt

2. Paul

3. haul

4. vault

5. sauce

6. taught

7. caught

8. daughter

9. naughty

10. aught

11. sure

12. become

13. across

14. today

15. during

gn- and -mb

1. gnat

2. gnaw

3. gnarl

4. gnome

5. lamb

6. numb

7. comb

8. bomb

9. climb

10. crumb

11. better

12. however

13. hours

14. black

15. products

schwa A

1. about

2. away

3. other

4. under

5. again

6. problem

7. dozen

8. adjust

9. the

10. around

11. happened

12. whole

13. measure

14. remember

15. early

-ought and c-initial

1. fought

2. bought

3. thought

4. brought

5. sought

6. cent

7. civil

8. century

9. city

10. center

11. reached

12. listen

13. space

14. several

15. toward

133

Appendix H

2nd Grade Spelling Lists

4th Quarter Spelling Words

g (initial, medial, and

ending)

1. gym

2. gentle

3. gender

4. gem

5. genre

6. danger

7. page

8. ginger

9. surgeon

10. gadgets

11. badge

12. budge

13. fridge

14. ridge

15. gorge

c (medial and

ending)

1. decide

2. December

3. recent

4. concern

5. sincere

6. distance

7. dice

8. face

9. place

10. balance

11. morning

12. past

13. vowel

14. hundred

15. against

prefixes pre, un, and

de

1. preheat

2. prepay

3. preschool

4. pretest

5. preview

6. rewrite

7. return

8. remove

9. replace

10. recycle

11. depart

12. delight

13. defrost

14. deduct

15. decode

2.RF.3f

prefixes un and dis

1. unhappy

2. unable

3. uneven

4. unkind

5. unplug

6. unsafe

7. disagree

8. dishonest

9. discover

10. dislike

11. distrust

12. disable

13. passed

14. pattern

15. number

2.RF.3f

134

suffixes less, ful, and

er

1. priceless

2. joyless

3. ageless

4. careless

5. hopeful

6. beautiful

7. careful

8. cheerful

9. smarter

10. softer

11.closer

12. lighter

13. table

14. money

15. voice

2.RF.3f

suffixes ly, ness, y,

and or

1. friendly

2. lovely

3. bravely

4. slowly

5. kindness

6. goodness

7. darkness

8. funny

9. sunny

10. rainy

11. actor

12. doctor

13. author

14. seen

15. cold

2.RF.3f

-ld and -lf

1. blindfold

2. build

3. cornfield

4. household

5. shield

6. bookshelf

7. golf

8. calf

9. wolf

10. gulf

11. cried

12. notice

13. ground

14. town

15. unit

long vowels open

syllable rule (initial,

medial, ending)

1. acre

2. flavor

3. even

4. meter

5. idea

6. pilot

7. open

8. program

9. unit

10. human

11. me

12. he

13. go

14. zero

15. menu

135

Appendix I

2nd Grade High-Frequency Words--Fry’s Word List

1. change

2. off

3. play

4. spell

5. air

6. away

7. animals

8. house

9. point

10. page

11. letters

12. mother

13. answer

14. found

15. study

16. still

17. learn

18. should

19. America

20. world

21. high

22. every

23. near

24. add

25. food

26. between

27. own

28. below

29. country

30. plants

31. last

32. school

33. father

34. keep

35. trees

36. never

37. started

38. city

39. earth

40. eyes

41. light

42. thought

43. head

44. under

45. story

46. saw

47. left

48. don’t

49. few

50. while

51. along

52. might

53. close

54. something

55. seemed

56. next

57. hard

58. open

59. example

60. beginning

61. life

62. always

63. those

64. both

65. paper

66. together

67. got

68. group

69. often

70. run

71. important

72. until

73. children

74. side

75. feet

76. car

77. miles

78. night

79. walked

80. white

81. sea

82. began

83. grow

84. took

85. river

86. four

87. carry

88. state

89. once

90. book

91. hear

92. stop

93. without

94. second

95. later

96. miss

97. idea

98. enough

99. eat

136

100. face

101. watch

102. far

103. Indians

104. really

105. almost

106. let

107. above

108. girl

109. sometimes

110. mountains

111. cut

112. young

113. talk

114. soon

115. list

116. song

117. being

118. leave

119. family

120. it’s

121. body

122. music

123. color

124. stand

125. sun

126. questions

127. fish

128. area

129. mark

130. dog

131. horse

132. birds

133. problem

134. complete

135. room

136. knew

137. since

138. ever

139. piece

140. told

141. usually

142. didn’t

143. friends

144. easy

145. heard

146. order

147. red

148. door

149. sure

150. become

151. top

152. ship

153. across

154. today

155. during

156. short

157. better

158. best

159. however

160. low

161. hours

162. black

163. product

164. happened

165. whole

166. measure

167. remember

168. early

169. waves

170. reached

171. listen

172. wind

173. rock

174. space

175. covered

176. fast

177. several

178. hold

179. himself

180. toward

181. five

182. step

183. morning

184. passed

185. vowel

186. true

187. hundred

188. against

189. pattern

190. numeral

191. table

192. north

193. slowly

194. money

195. map

196. busy

197. pulled

198. draw

199. voice

200. seen

137

Appendix J

2nd Grade Long Vowel Words with Two Syllables

Long /a/ 1. taken 2. bacon 3. basic 4. inflate 5. baby 6. bagel 7. basic 8. cable 9. cradle 10. flavor 11. lady 12. labor 13. paper 14. radar 15. table

Long /e/ 1. meaning 2. between 3. begin 4. even 5. behind 6. cement 7. decay 8. demand 9. evil 10. fever 11. legal 12. pretend 13. recess 14. regard 15. resist

Long /i/ 1. rider 2. writing 3. spider 4. sliding 5. final 6. item 7. minus 8. rival 9. silent 10. siren 11. tidy 12. tiger 13. virus 14. biking 15. biting

Long /o/ 1. frozen 2. token 3. hotel 4. open 5. hoping 6. clover 7. donate 8. focus 9. global 10. hero 11. locate 12. moment 13. obey 14. oval 15. pony

Long /u/ 1. music 2. unit 3. super 4. tuna 5. unite 6. tuba 7. cubic 8. ruler 9. tubing 10. using 11. confused 12. useless 13. useful 14. rudely 15. cupid

138

Appendix K

3rd Grade Word Recognition List --Fry’s Word List

1. cold 2. cried 3. plan 4. notice 5. south 6. sing 7. war 8. ground 9. fall 10. king 11. town 12. I’ll 13. unit 14. figure 15. certain 16. field 17. travel 18. wood 19. fire 20. upon 21. done 22. English 23. road 24. halt 25. ten 26. fly 27. gave 28. box 29. finally 30. wait 31. correct 32. oh 33. quickly 34. person 35. became 36. shown 37. minutes 38. strong 39. verb 40. stars 41. front 42. feel

43. fact 44. inches 45. street 46. decided 47. contain 48. course 49. surface 50. produce 51. building 52. ocean 53. class 54. note 55. nothing 56. rest 57. carefully 58. scientists 59. inside 60. wheels 61. stay 62. green 63. known 64. island 65. week 67. less 68. machine 69. base 70. ago 71. stood 72. plane 73. system 74. behind 75. ran 76. round 77. boat 78. game 79. force 80. brought 81. understand 82. warm 83. common 84. bring 85. explain

86. dry 87. thought 88. language 89. shape 90. deep 91. thousands 92. yes 93. clear 94. equation 95. yet 96. government 97. filled 98. heat 99. full 100. hot 101. check 102. object 103. bread 104. rule 105. among 106. noun 107. power 108. cannot 109. able 110. six 111. size 112. dark 113. ball 114. material 115. special 116. heavy 117. fine 118. pair 119. circle 120. include 121. built 122. can’t 123. matter 124. square 125. syllables 126. perhaps 127. bill

139

128. felt 129. suddenly 130. test 131. direction 132. center 133. farmers 134. ready 135. anything 136. divided 137. general 138. energy 139. subject 140. Europe 141. moon 142. region 143. return 144. believe 145. dance 146. members 147. picked 148. simple 149. cells 150. paint 151. mind 152. love

153. cause 154. rain 155. exercise 156. eggs 157. train 158. blue 159. wish 160. drop 161. developed 162. window 163. different 164. distant 165. heart 166. sit 167. sum 168. summer 169. wall 170. forest 171. probably 172. legs 173. sat 174. main 175. winter 176. wide 177. written

178. length 179. reason 180. kept 181. interest 182. arms 183. brother 184. race 185. present 186. beautiful 187. store 188. job 189. edge 190. past 191. sign 192. record 193. finished 194. discovered 195. wild 196. happy 197. beside 198. gone 199. sky 200. glass

140

Appendix L

3rd Grade Spelling Lists

Quarter 1

Word Pattern

ar sh, ch, tch udge & idge Closed Syllables

Double Consonants

kn, wr, gh, ph

Suffixes (able, ible)

Spelling List

1. started

2. artist

3. argument

4. garden

5. march

6. farther

7. party

8. smart

9. barn

10. bark

11. sky

12. ground

13. town

14. unit

15. figure

1. shower 2. sharp 3. chance 4. cheese 5. quench 6. crash 7. sketch 8. shock 9. speech 10. pitch 11. travel 12. upon 13. done 14. finally 15. wood

1. fudge 2. budge 3. judge 4. nudge 5. smudge 6. sludge 7. budget 8. bridge 9. fridge 10. ridge 11. wait 12. quickly 13. person 14. became 15. shown

1. finish 2. dentist 3. monster 4. button 5. until 6. subject 7. connect 8. gossip 9. sudden 10. publish 11. dry 12. strong 13. front 14. inches 15. able

1. correct 2. bottles 3. common 4. silly 5. different 6. hugged 7. setting 8. pulled 9. lesson 10. bubble 11. pair 12. course 13. surface 14. boat 15. cold

1. knowledge 2. knight 3. known 4. written 5. writer 6. wrong 7. laugh 8. rough 9. enough 10. phone 11. ocean 12. note 13. nothing 14. carefully 15. inside

1. playable 2. readable 3. fixable 4. capable 5. bendable 6. edible 7. terrible 8. horrible 9. possible 10. flexible 11. island 12. class 13. plane 14. stood 15. check

141

3rd Grade Spelling Lists

Quarter 2

Word Pattern

Compound Words

sw, tw aw, au -le and -al Homophones er, est Prefixes (over & post)

Spelling List

1. applesauce 2. homework 3. ballpark 4. pancake 5. cookbook 6. classmate 7. toothbrush 8. yourself 9. sometimes 10. someone 11. behind 12. round 13. force 14. stars 15. feel

1. twilight 2. twelve 3. twenty 4. twinkle 5. twins 6. sweet 7. sweater 8. swirl 9. switch 10. swollen 11. warm 12. common 13. explain 14. thought 15. shape

1. because 2. caution 3. pause 4. author 5. autograph 6. awkward 7. awful 8. thaw 9. gnaw 10. draw 11. wheels 12. clear 13. filled 14. object 15. Bread

1. handle 2. medal 3. central 4. signal 5. candle 6. normal 7. title 8. simple 9. purple 10. people 11. verb 12. rule 13. noun 14. power 15. size

1. weigh 2. way 3. hear 4. here 5. there 6. their 7. they’re 8. your 9. you’re 10. flower 11. flour 12. through 13. threw 14. weak 15. week

1. bigger 2. shorter 3. louder 4. kindest 5. strangest 6. hottest 7. coolest 8. saddest 9. prettiest 10. happier 11. special 12. heavy 13. fine 14. circle 15. include

1. overdue 2. overpriced 3. overactive 4. overgrown 5. postpone 6. posttest 7. postcard 8. postbox 9. built 10. matter 11. square 12. blue 13. felt 14. heat 15. ago

142

3rd Grade Spelling Lists

Quarter 3

Word Pattern

regular & irregular

plural nouns

air, ear, are or, our Open Syllables

Change the y to i

regular & irregular

verbs

Prefixes (mis, non, in,

im)

Spelling List

1. families 2. knives 3. halves 4. bosses 5. benches 6. lives 7. cacti 8. men 9. women 10. shelves 11. syllables 12. center 13. ready 14. anything 15. divided

1. wear 2. fairy 3. compare 4. parent 5. square 6. share 7. airplane 8. stairs 9. bear 10. pear 11. general 12. energy 13. subject 14. return 15. believe

1. poured 2. important 3. morning 4. before 5. fourth 6. horse 7. born 8. corner 9. forget 10. orbit 11. dance 12. members 13. picked 14. simple 15. cause

1. photo 2. broken 3. giant 4. erase 5. pilot 6. legal 7. paper 8. begin 9. tiger 10. wagon 11. bill 12. exercise 13. window 14. distant 15. heart

1. pennies 2. emptied 3. parties 4. mysteries 5. married 6. carried 7. supplies 8. puppies 9. studies 10. libraries 11. developed 12. different 13. summer 14. forest 15. probably

1. brought 2. taught 3. caught 4. frozen 5. eaten 6. forgiven 7. heard 8. hidden 9. learned 10. thought 11. winter 12. length 13. reason 14. interest 15. kept

1. mistake 2. mistreat 3. miscount 4. misread 5. nonfiction 6. nonstop 7. nonsense 8. inactive 9. independent 10. impossible 11. beautiful 12. edge 13. sign 14. wide 15. sum

143

3rd Grade Spelling Lists

Quarter 4

Word Pattern

Standalones (words that

don’t follow a pattern or have

no rhyme)

i before e except after c

Singular Possessives

Plural Possessives

Prefixes (en/em)

Suffixes (ment, graph)

Suffixes (tion, ion, ation)

Spelling List

1. orange 2. silver 3. zebra 4. nothing 5. hundred 6. hungry 7. infant 8. exit 9. wasp 10. Wednesday 11. discovered 12. finished 13. beside 14. record 15. gone

1. thief 2. chief 3. receive 4. ceiling 5. vein 6. freight 7. neighbor 8. weigh 9. field 10. receipt 11. produce 12. machine 13. brought 14. thousands 15. king

1. girl’s 2. child’s 3. boy’s 4. student’s 5. baker’s 6. doctor’s 7. teacher’s 8. book’s 9. brother’s 10. sister’s 11. suddenly 12. direction 13. Europe 14. wild 15. notice

1. birds’ 2. families’ 3. dogs’ 4. cars’ 5. kids’ 6. women’s 7. men’s 8. children’s 9. chicken’s 10. cow’s 11. equation 12. glass 13. halt 14. building 15. south

1. enchant 2. enclose 3. enhance 4. enjoy 5. entertain 6. enroll 7. embrace 8. empathy 9. embark 10. employ 11. language 12. correct 13. contain 14. street 15. dark

1. government 2. comment 3. experiment 4. ornament 5. enjoyment 6. photograph 7. biography 8. graph 9. assignment 10. movement 11. scientists 12. built 13. system 14. perhaps 15. among

1. combination 2. action 3. question 4. attention 5. vacation 6. champion 7. vision 8. confusion 9. tension 10. permission 11. understand 12. decided 13. minutes 14. material 15. farmers

144

Appendix M

3rd Grade Syllabication Rules*

(taken from The Reading Teacher’s Book of Lists)

Rule 1: VCV (Vowel/Consonant/Vowel) A consonant between two vowels tends to go with the second vowel unless the first vowel is accented and short.

Examples: bro’-ken, wag’-on, e-vent’ Rule 2: VCCV (Vowel/Consonant/Consonant/Vowel) Divide two consonants between vowels unless they are a blend or digraph.

Examples: pic-ture, ush-er Rule 3: VCCCV When there are three consonants between two vowels, divide between the blend or the digraph and the other consonant.

Example: an-gler Rule 4: Affixes a. Prefixes always form separate syllables (un-happy, re-act) b. Suffixes form separate syllables if they contain a vowel sound. c. The suffix -y tends to pick up the preceding consonant to form a separate syllable.

Example: fligh-ty d. The suffix -ed tends to form a separate syllable only when it follows a root that ends in d or t.

Example: plant-ed (not in stopped) e. The suffix -s never forms a syllable except sometimes when it follows an -e.

Examples: at-oms, cours-es Rule 5: Compounds Always divide compound words.

Example: black-bird Rule 6: Final le Final le picks up the preceding consonant to form a syllable.

Example: ta-ble Rule 7: Vowel Clusters Do not split common vowel clusters, such as:

a. R- controlled vowels (ar, er, ir, or, and ur).

Example: ar-ti-cle b. Long vowel digraphs (ea, ee, ai, oa, and ow).

Example: fea-ture c. Broad o clusters (au, aw, and al).

Example: au-di-ience d. Diphthongs (oi, oy, ou, and ow).

Example: thou-sand e. Double o like oo.

Examples: moon, look

145

Rule 8: Vowel Problems Every syllable must have one and only one vowel sound.

a. The letter e at the end of a word is usually silent.

Example: come b. The letter y at the end or in the middle of a word operates as a vowel. At the beginning of a word it is a consonant.

Examples: ve-ry, cy-cle, yes c. Two vowels together with separate sounds form separate syllables.

Example: po-li-o *Source: Costigan, P. (1977). A Validation of the Fry Syllabication Generalization. Unpublished master’s thesis, Rutgers University, New Brunswick, NJ. Available from ERIC. Note: These rules tend to give phonetic (sound) division of syllables that is in harmony with phonics instruction. Dictionaries tend to favor morphemic (meaning) division for main entries. Often, this does not conflict with phonetic (pronunciation) division but sometimes it does; for example, “skat-er” morphemic versus “ska-ter” phonetic. The “er” is a morphemis (meaning) unit meaning “one who.” The Reading Teacher’s Book of Lists, Fifth Edition, © 2006 by John Wiley & Sons, Inc.

146

Appendix N

Affixes (Prefix and Suffix) List for Grades 1-3

1st Grade 2nd Grade 3rd Grade

un- -less

-ful re- dis- pre- -y -er/est -or -ly -ness

en/em- in/im- mis- non- over- post- -ment -ion/tion/ation/ition -able/ible -graph

147

Appendix O

4th-8th Grade Word Study

4th Grade:

Prefixes:

Co, Col, Com, Con

En, Em, In, Im

Ex

Mono, Uni, Bi, Du

Pre

Re

Sub

Trans

Tri, Quad, Quar

Un

Roots:

Magn, Magni, Maxi

Man

Mem

Micro, Min, Macro

Nat

Pri

Quer, ques, quir, quis

Struct, stru

Vert, Vers

Vis, Vid

Suffixes: -cent -ity/Ty

*4th and 5th Grade words in bold must be covered, the remaining words are optional.

5th Grade:

Prefixes:

Cir, Circum

Dec, Deci, Deca, Cent, Mill

Il, Ir, Non

Inter

Tele

Ast, Stell

Mal

Prim, Prin, Pronto

Rota, Volv

Tri, Quad, Qunit, Pent, Dec, Cent

Roots:

Graph, Gram

Phon, Phono

Anthro, Homo, Hum

Aqua, Hydra

Cap

Carn, Corp

Chron, Temp

Cor

Curr, Curs, Cours

Dict

Flam, Pyro

Foli

Gen

Geo, Terr

Ject, Jet

Manu

Mater, Pater

Miss, Mitt

Mob, Mot

Ped, Pod

Phil

Phon

Port

Rect, Reg

Suffixes:

-ence/acne

148

6Th Grade:

Prefixes:

Super, Supre, Sur

Bene, Bon

Sym, Syn

Ultra

Fore

Di, De

Super

Val

Para

Roots:

Bio, Vit, Viv

Arch

Cycl, Orb

Suffixes:

-ous/eous/ious -ship

-duct

7th Grade:

Roots:

Ant, Anti, Contra, Counter

Multi, Poly

Aud

Flex

Helio

Hydro

Peri

Scrib, scrip

Sect

Semi

Spic, Spec

Therm

Suffixes:

-al/ical -ic -ician/ist -ology

8Th Grade:

Roots:

Cred

Fin

Morph

Mort

Ob

Omni

Pseudo

Spect

Suffixes:

-ary

-cide

-ism

-ist

-ive

-ness

-ure

149

Appendix P Figurative Language (Grades 2-12)

2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade

Simile Personification Onomatopoeia Alliteration

Metaphor Simile Personification Onomatopoeia Idiom Alliteration

Metaphor Simile Personification Onomatopoeia Hyperbole Idiom Alliteration

Metaphor Simile Personification Onomatopoeia Symbolism Hyperbole Idiom

Metaphor Simile Personification Onomatopoeia Symbolism Hyperbole Idiom Imagery

7th Grade 8th Grade English I English II English III/ English IV

Metaphor Simile Personification Onomatopoeia Symbolism Hyperbole Idiom

Metaphor Simile Personification Onomatopoeia Symbolism Hyperbole Allusion Irony (Situational, Verbal, Dramatic) Idiom

Puns Metaphor Simile Personification Onomatopoeia Symbolism Hyperbole Allusion Irony-Situation and Verbal

Alliteration Consonance Onomatopoeia Allegory Puns Metaphor Simile Personification Onomatopoeia Symbolism Hyperbole Allusion Irony-Situation and Verbal

Anachronism Colloquialism Vernacular Conceit Extended Metaphor Paradox Hyperbole Oxymoron Motif

150

Appendix Q

Text Complexity: Literary Text

Text Title and Author: ________________________________________________________________ Lexile Level:____________

Slightly Complex Profoundly Complex Texts that would stretch a reader and/or requires direct instruction

Moderately Complex Texts that require grade-appropriate

skills and guided instruction

Slightly Complex Texts that are comfortable and/or

build background, fluency, or skills independently

MEANING

o Meaning: Significant density and

complexity with multiple levels of meaning; meanings are ambiguous and revealed over the entirely of the text

o Meaning: More complex/abstract levels of

meaning; some meanings are stated, whereas others are left for the reader to identify throughout the text

o Meaning: The literal levels of

meaning are obvious and revealed early in the text

TEXT STRUCTURE

o Narration: Many shifting points of view

and/or perspective

o Order of Events: Not in chronological

order; heavy use of flashback

o Graphics and Text Features: Limited

use to organize information and guide the reader

o Narration: Occasional or limited shifting

points of view and/or perspective

o Order of Events: Occasional use of

flashback, no major shifts in time

o Graphics and Text Features: Used to

enhance and illustrate information in the main part of the text (e.g., margin notes, diagrams, graphs, font changes)

o Narration: No shifts in point of

view

o Order of Events: Strictly

chronological

o Graphics and Text Features:

Used to organize information and guide the reader (e.g., bold and italicized words, headings, and subheadings.)

LANGUAGE FEATURES

o Conventionality: Dense and complex;

contains abstract, ironic, and/or figurative language

o Vocabulary: Generally unfamiliar,

archaic, subject-specific, or overly domain specific language; may be ambiguous or purposefully misleading

o Sentence Structure: Mainly complex

sentences often containing multiple concepts

o Conventionality: Complex; contains

some abstract, ironic, and/or figurative language, mostly easy to understand with some occasion for more complex meaning

o Vocabulary: Somewhat complex and

domain specific language that is sometimes unfamiliar

o Sentence Structure: Some complex

sentences with possible subordinate phrases or clauses and transition words

o Conventionality: Explicit, literal,

straightforward, easy to understand

o Vocabulary: Contemporary,

familiar, conversational language

o Sentence Structure: Mainly

simple sentences

KNOWLEDGE DEMANDS

o Life Experiences: Explores many

complex and sophisticated themes; experiences are distinctly different from the common reader and require other interpretive skills

o Intertextuality and Cultural

Knowledge: Many references or allusions to other texts or cultural elements

o Subject Matter Knowledge: Requires

extensive, perhaps specialized prior content knowledge

o Life Experiences: Explores many themes

of varying layers of complexity; experiences portrayed are implied yet identifiable to readers

o Intertextuality and Cultural Knowledge:

Some references or allusions to other texts or cultural elements

o Subject Matter Knowledge: Requires

moderate amount of prior content knowledge

o Life Experiences: Explores a

single theme; experiences portrayed are every day and common to readers

o Intertextuality and Cultural

Knowledge: No references or allusions to other texts, or cultural elements

o Subject Matter Knowledge:

Requires only everyday content knowledge

151

Appendix R

Text Complexity: Informational Text

Text Title and Author: ________________________________________________________________ Lexile Level: ____________

Slightly Complex Profoundly Complex Texts that would stretch a reader and/or requires direct instruction

Moderately Complex Texts that require grade-appropriate

skills and guided instruction

Slightly Complex Texts that are comfortable and/or

build background, fluency, or skills independently

PURPOSE

o Purpose: Subtle, implied, difficult to

determine; intricate, theoretical elements

o Purpose: Implied, but fairly easy to infer

and identify based upon context or source

o Purpose: Explicitly stated; clear,

concrete with a narrow focus

TEXT STRUCTURE

o Organization of Main Ideas:

Connections between an extensive range of ideas or events are deep, intricate and often implicit or subtle; organization of the text is intricate or specialized for a particular discipline

o Text Features: If used, are essential in

understanding content

o Use of Graphics: If used, extensive,

intricate, essential integrated graphics, tables, charts, etc., necessary to make meaning of text; also may provide information not otherwise conveyed in the text

o Organization of Main Ideas:

Connections between some ideas or events are implicit or subtle; organization is evident and generally sequential

o Text Features: If used, greatly enhance

the reader’s understanding of content

o Use of Graphics: If used, integrated

graphics, tables, charts, etc.; may occasionally be essential to understanding the text

o Organization of Main Ideas:

Connections between ideas, processes or events are explicit and clear; organization of text is clear or chronological or easy to predict

o Text Features: If used, help the

reader navigate and understand content but are not essential

o Use of Graphics: If used, simple

graphics, unnecessary to understanding the text but directly support and assist in interpreting the written text

LANGUAGE FEATURES

o Conventionality: Dense and complex;

contains abstract, ironic, and/or figurative language

o Vocabulary: Generally unfamiliar,

archaic, subject-specific, or overly academic language; may be ambiguous or purposefully misleading

o Sentence Structure: Mainly complex

sentences often containing multiple concepts

o Conventionality: Complex; contains

some abstract, ironic, and/or figurative language, mostly easy to understand with some occasion for more complex meaning

o Vocabulary: Somewhat complex and

academic language that is sometimes unfamiliar and subject-specific

o Sentence Structure: Some complex

sentences with possible subordinate phrases or clauses and transition words

o Conventionality: Explicit, literal,

straightforward, easy to understand

o Vocabulary: Contemporary,

familiar, conversational language

o Sentence Structure: Mainly

simple sentences

KNOWLEDGE DEMANDS

o Subject Matter Knowledge: Extensive,

perhaps specialized or even theoretical discipline-specific content knowledge; range of challenging abstract and theoretical concepts

o Intertextuality: Many references or

allusions to other texts or outside ideas, theories, etc.

o Subject Matter Knowledge: Moderate

levels of discipline-specific content knowledge; some theoretical knowledge may enhance understanding; range of recognizable ideas and challenging abstract concepts

o Intertextuality: Some references or

allusions to other texts or outside ideas, theories, etc

o Subject Matter Knowledge:

Everyday, practical knowledge; simple, concrete ideas

o Intertextuality: No references or

allusions to other texts, or outside ideas, theories, etc.

152

Appendix S

Modern Language Association (MLA) Formatting Expectations

Grade Trait

K Write name on top left of page

1st Write name and date on top left of page.

2nd

Use quotation marks (short works) and italics/underlining (long works) when referring to other works. Examples:

o “Invitation” by Shel Silverstein o The Lorax by Dr. Seuss

3rd Use Times New Roman font.

Double space between the title and the first line of the text.

Create the heading in the upper left-hand corner of the first page (only): list your name, your instructor's name, the course, and the date. Again, be sure to use double-spaced text (when typed).

Your name: John Smith Instructor’s name: Mr. McGillicuddy Course name: Biology Date: 22 April 2005 (or April 22, 2005)

4th Use 1” Margins

Create a header in the upper right-hand corner that includes your last name, followed by a space with a page number; number all pages consecutively with Arabic numerals (1, 2, 3, 4, etc.), one-half inch from the top and flush with the right margin.

o Example: Smith 2

5th Include a Works Cited Page

o Example Book: Shelley, Mary. Frankenstein. Mineola, New York: Dover, 1994. Print.

6th Use in-text citations: When taking an idea or information from an author, you must use a parenthetical

citation that lists the author’s name and page number of the source. There is no punctuation between the author’s name and the page number. You do not write the letter “p” for “page.” 1. If the author’s words are copied directly, they are placed between quotation marks, and the

citation follows immediately after. Place a period after the citation. Example: There is no better line of song to demonstrate a hobbit’s fundamental life philosophy than when Frodo sings, “O! Wanderers in the shadowed land despair not! For though dark they stand, all woods there be must end at last” (Tolkien 127).

2. If the author’s name is mentioned in the student’s text, then only the page number is placed in

parentheses. Example: The “seed of courage hidden” inside of the hobbits to which Tolkien refers is the same seed that exists inside us all (159).

3. If the author’s ideas are paraphrased, the citation is placed as close as possible to the

paraphrased idea. Example: Tolkien develops the hobbits as a hardy folk, but one that, from its isolation in the Shire, remains untested in the tumultuous politics of the other races on Middle-Earth (6).

4. If the same book is used for two or more sequential quotes, the author’s last name is only needed

for the first citation. For every citation afterwards, the number will do.

7th Write date in MLA format. Example: 22 April 2005 (Day Month Year)

8-12 Reinforce expectations.

Additional Resources: Purdue Online Writing Lab: http://owl.english.purdue.edu/owl/printable/557/ Diana Hacker: http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch08_s1-0011.html Modern Language Association: http://www.mla.org/

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Appendix T

2nd Grade Abbreviations

Days of the week: Months of the year:

Mon. Jan.

Tues. Feb.

Wed. Mar.

Thurs. Apr.

Fri. May

Sat. June

Sun. July

Aug.

Sept.

Oct.

Nov.

Dec.

Community Titles: Measurement:

Rd. in.

St. cm.

Dr. mph

Blvd. m.

Cir. yd.

Trl. F

Ave. C

Dr. oz.

Capt. lb.

Gov. gal.