Prentice Hall Literature Common Core Edition Grade
|
|
- Leonard McCarthy
- 6 years ago
- Views:
Transcription
1 A Correlation of 2012 Pennsylvania Standards For Reading, Writing, Speaking, and Listening
2 Introduction This document demonstrates how, 2012 meets the for. Correlation page references are Student and Teacher Editions; Lessons in the Teacher s Edition contain facsimile Student Edition pages. is a comprehensive literacy program that brings together the cornerstones of the Common Core State Standards and provides a full array of instructional resources. You ll find everything you need to provide differentiated instruction combined with powerful progress monitoring. is designed to motivate and inspire today s digital natives your students. : Language and Literacy brings the art of teaching literature in 21st century. Visually striking and thoroughly engaging, the unique student edition looks like the real-world media students interact with outside the classroom. blends classic and contemporary literature with new literacies informational nonfiction such Web sites and newspapers allowing students to experience and interact with the best of both worlds. PHLitOnline extends that real-world experience with a fully interactive digital literature program that allows students and teachers to move effortlessly between print and multimedia. Meet the Challenges of the Common Core In-depth support for seamless integration of the Common Core State Standards Comprehensive coverage of the standards Variety of assessments to meet the needs of soon-to-be-implemented Common Core assessments Leading author team featuring key contributors Common Core Ensure All Students Achieve Systematic approach to helping students read texts of increasing complexity Scaffolding and modeling ensure that all students can meet the rigors of the Common Core Comprehensive support for developing the reading and communication skills students need to compete in the 21st Century Independent reading strand featuring content-area readings and rich literature Differentiate Instruction and Track Progress Online student edition with built-in differentiated instruction Award-winning technology that automatically matches instruction and text levels to students abilities. 2
3 Table of Contents R11.A Comprehension and Reading Skills... 4 R11.B: Interpretation and Analysis of Fictional and Nonfictional Text... 8 Standard Area - 1.4: Types of Writing Standard Area - 1.5: Quality of Writing Standard Area - 1.6: Speaking and Listening Standard Area - 1.7: Characteristics and Functions of the English Language Standard Area - 1.8: Research Standard Area - 1.9: Information, Communication, and Technology Literacy
4 2012 R11.A Reporting Category Comprehension and Reading Skills R11.A.1 Assessment Anchor: Understand fiction appropriate to grade level. R11.A.1.1 Assessment Anchor Descriptor: Identify and apply the meaning of vocabulary. : R11.A.1.1.1: Identify and/or apply meaning of multiple-meaning words used in text. SE/TE: Vocabulary Workshop: Words With Multiple Meanings, R11.A.1.1.2: Identify and/or apply a synonym or antonym of a word used in text. SE/TE: Synonyms, antonyms, 182, 592, 891; also see: Synonym banks, use, 1006 R11.A.1.2: Assessment Anchor Descriptor: Identify and apply word recognition skills. R11.A.1.2.1: Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word from the text with an affix. SE/TE: Prefixes, 24, 27, 33, 34, 39, 258, 267, 268, 279, 644, 651, 652, 665, 694, 703, 704, 715, 804, 831, 832, 859, 892, 911, 912, 931, 1042, 1083, 1088, 1115; Suffixes, 44, 57, 58, 69, 126, 135, 136, 149, 212, 237, 238, 253, 348, 359, 360, 371, 722, 729, 730, 737; Roots, 102, 111, 112, 121, 314, 329, 330, 343, 442, 453, 461, 466, 475, 476, 487, 520, 527, 528, 535, 540, 549, 550, 561, 618, 629, 630, 639, 860, 891, 968, 975, 1146, 1163, 1164, 1189, 1194, 1199, 1200, 1205 R11.A.1.2.2: Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences. SE/TE: Building Academic Vocabulary (Word in Context), CC58 CC63; Explain context cues, 237, 253; Context Clues, ; also see: Common Core Assessment Workshop: Cumulative Review (Vocabulary), 185, 415, 595, 769, 1019,
5 2012 R11.A.1.3: Assessment Anchor Descriptor: Make inferences, draw conclusions, and make generalizations based on text. R11.A.1.3.1: Make inferences and/or draw conclusions based on information from text. SE/TE: Make Inferences, 211, 213, 219, 220, 223, 226, 227, 228, 231, 235, 237, 242, 247, 250, 253, 257, 261, 267, 272, 276, 279; Draw conclusions, 967, 971, 974, 975, 978; also see: Critical Thinking: Infer, 211, 236, 266, 297, 342, 358, 395, 890, 958, 974, 995, 1049, 1069, 1105, 1114, 1129, 1133, 1136, 1162, 1188, 1198, 1232, Draw conclusions, 266, 278, 297, 342, 400 R11.A.1.3.2: Cite evidence from text to support generalizations. SE/TE: Critical Thinking: Generalize, 751, 1069, 1133 R11.A.1.4: Assessment Anchor Descriptor: Identify and explain main ideas and relevant details. R11.A.1.4.1: Identify and/or explains stated or implied main ideas and relevant supporting details from text. SE/TE: Test Practice: Main idea (fiction), 490; also see: Common Core Literary Analysis Workshop: Determining Themes in Fiction, 6, Analyzing Structure and Theme (Short Story), 199, Themes in Literature (Oral Tradition), ; Comparing Themes, 160, 171; Theme, 162, 163, 165, 166, 199, 200, 610, 782; Archetypal themes, 944, 947, 948, 949, 952, 955, 957, 959 R11.A.1.5: Assessment Anchor Descriptor: Summarize a fictional text as a whole R11.A.1.5.1: Summarize the key details SE/TE: Summarize, 801, 809, 811, 816, and events of a fictional text as a whole. 820, 824, 831, 833, 839, 844, 853, 859, 861, 864, 868, 873, 875, 877, 881, 882, 884, 886, 888, 891, 893, 901, 903, 911, 913, 919, 922, 927, 931, 936 5
6 2012 R11.A.1.6: Assessment Anchor Descriptor: Identify, describe, and analyze genre of text. R11.A.1.6.1: Identify and/or analyze the author's intended purpose of text. SE/TE: Reading Skill: Author s purpose, 125; After You Read, 149 R11.A.1.6.2: Explain, describe, and/or analyze examples of text that support the author's intended purpose. SE/TE: Bracketed Text Reading Skill questions (Author s Purpose), 129, 149 R11.A.2: Assessment Anchor: Understand nonfiction appropriate to grade level. R11.A.2.1: Assessment Anchor Descriptor: Identify and apply the meaning of vocabulary in nonfiction. R11.A.2.1.1: Identify and/or apply meaning of multiple-meaning words used in text. SE/TE: Vocabulary Workshop: Words With Multiple Meanings, R11.A.2.1.2: Identify and/or apply meaning of content-specific words used in text. SE/TE: Building Academic Vocabulary (Word in Context), CC58 CC63; Common Core Literary Analysis Workshop: Analyzing Word Choice and Rhetoric, 429, Rhetorical Devices, 430, 431, 433, 435, 436, 438, 439; also see: Vocabulary (for nonfiction selections), 442, 453, 453, 461, 466, 475, 476, 487, 520, 527, 528, 535, 540, 549, 550, 561; Informational Texts: Technical Document, Web Article, ; Vocabulary Workshop: Connotation and Denotation, , Idioms, Jargon, and Technical Terms, R11.A.2.2: Assessment Anchor Descriptor: Identify and apply word recognition skills. R11.A.2.2.1: Identify and apply how the meaning of a word is changed when an affix is added; identify the meaning of a word from the text with an affix. SE/TE: Prefixes, 24, 27, 33, 34, 39, 258, 267, 268, 279, 644, 651, 652, 665, 694, 703, 704, 715, 804, 831, 832, 859, 892, 911, 912, 931, 1042, 1083, 1088, 1115; Suffixes, 44, 57, 58, 69, 126, 135, 136, 149, 212, 237, 238, 253, 348, 359, 360, 371, 722, 729, 730, 737; Roots, 102, 111, 112, 121, 314, 329, 330, 343, 442, 453, 461, 466, 475, 476, 487, 520, 527, 528, 535, 540, 549, 550, 561, 618, 629, 630, 639, 860, 891, 968, 975, 1146, 1163, 1164, 1189, 1194, 1199, 1200,
7 R11.A.2.2.2: Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences SE/TE: Building Academic Vocabulary (Word in Context), CC58 CC63; Explain context cues, 237, 253; Context Clues, ; also see: Common Core Assessment Workshop: Cumulative Review (Vocabulary), 185, 415, 595, 769, 1019, 1247 R11.A.2.3: Assessment Anchor Descriptor: Make inferences, draw conclusions, and make generalizations based on text. R11.A.2.3.1: Make inferences and/or draw conclusions based on information from text. SE/TE: Test Practice: Make Inferences (nonfiction), 283, Draw Conclusions (nonfiction), 979; also see: Critical Thinking: Critical Thinking: Infer, 120, 134, 148, 166, 170, 452, 460, 507, 534, 576, Draw conclusions, 510, 580 R11.A.2.3.2: Cite evidence from text to support generalizations. SE/TE: Critical Thinking: Generalize, 1000, 1204 R11.A.2.4: Assessment Anchor Descriptor: Identify and explain main ideas and relevant details. R11.A.2.4.1: Identify and/or explain stated or implied main ideas and relevant supporting details from text. SE/TE: Common Core Literary Analysis Workshop: Determining Central Ideas in Nonfiction, 7, Close Read: Central Idea in Nonfiction, 16 22; Main idea, identify / determine, 441, 448, 453, 458, 461, 465, 470, 475, 481, 486, 487; Reading for Information: analyze text information, logic, sequence, R11.A.2.5: Assessment Anchor Descriptor: Summarize a nonfictional text as a whole. R11.A.2.5.1: Summarize the major points, processes, and/or events of a nonfictional text as a whole. SE/TE: Critical Thinking: Summarize, 510; Reading for Information: paraphrase a text (main idea), ; also see: Test Practice: Paraphrase (nonfiction), 741, Summarize (nonfiction), 937 7
8 2012 R11.A.2.6: Assessment Anchor Descriptor: Identify, describe, and analyze genre of text. R11.A.2.6.1: Identify and/or describe the author's intended purpose of text. SE/TE: Reading Skill: Author s Purpose, 101; After You Read, 111, 121 R11.A.2.6.2: Explain, describe, and/or analyze examples of text that support the author's intended purpose. SE/TE: Bracketed Text Reading Skill questions (Author s Purpose), 105, 109, 111, 118, 1193, 1199, 1205 R11.B: Reporting Category: Interpretation and Analysis of Fictional and Nonfictional Text R11.B.1: Assessment Anchor: Understand components within and between texts. R11.B.1.1: Assessment Anchor Descriptor: Interpret, compare, describe, analyze, and evaluate components of fiction and literary nonfiction. R11.B.1.1.1: Explain, interpret, compare, describe, analyze, and/or evaluate the relationships within fiction and literary nonfiction. SE/TE: Common Core Workshop: Comprehending Complex Texts, CC66 CC71, Analyzing Arguments, CC72 CC73, The Art of Argument: Rhetorical Devices and Persuasive Techniques, CC74 CC75; Literary Analysis Workshop: Determining Themes in Fiction, 6, Determining Central Ideas in Nonfiction, 7, Close Read, 8 11, 16 21, Analyzing Structure and Theme, 199, Analyzing the Development and Organization of Ideas, 428, Close Read: Development of Ideas, , Themes in Folk Literature, , Determining Themes, 1032, Analyzing Point of View and Cultural Experience, 1033, Close Read: Theme and Point of View, ; also see: Comparing Literary Works, 80, 93, 160, 171, 290, 305, 382, 401, 498, 511, 572, 581, 676, 685, 748, 755, 944, 959, 1126, 1137, 1216,
9 2012 R11.B a: Character (may also be called narrator, speaker, subject of a biography): R11.B a.1: Explain, interpret, SE/TE: Character, 6, 8, 12, 125, 130, 134, 135, 141, 144, 146, 149, 187, 198, 199, evaluate character actions, motives, 200, 204, 208, 209, 255, 347,371, 708, dialogue, emotions/feelings, traits, and 711, 782, 784; Characterization, relationships among characters within direct/indirect, 313, 318, 319, 320, 321, fictional or literary nonfictional text. 324, 329, 333, 334, 336, 339, 343; Epic Hero, 1041 R11.B a.2: Explain, interpret, evaluate the relationship between characters and other components of text. R11.B b: Setting: R11.B b.1: Explain, interpret, evaluate the setting of fiction or literary nonfiction. R11.B b.2: Explain, interpret, evaluate the relationship between setting and other components of the text. SE/TE: Performance Tasks: Analyze a Complex Character, 418; Make and Support Inferences About a Main Character, 418; Analyze a Complex Character, 1022; Analyze the Development of a Complex Character, 189; Analyze Character and Theme, 419; Present a Tragic Character, 1023; Characters, comparing and contrasting, 1145; Analyze a Complex Hero, 1251 SE/TE: Setting, 8, 9, 10, 12, 196, 199, 200, 201, 204, 206, 290, 293, 294, 296, 297, 300, 303, 304, 305, 697, 708, 711, 1034, 1037 SE/TE: Comparing setting chart (place, time, culture), 290, 305 R11.B c: Plot (May also be called action): R11.B c.1: Explain, interpret, SE/TE: Plot (includes climax), 6, 7, 14, 43, 48, 50, 51, 53, 57, 64, 69, 198, 202, 207, evaluate elements of the plot (conflict, 209, 307, 782; also see: Conflict, 8, 12, 13, rising action, climax and/or resolution). 194, 196, 198, 200, 201, 202, 203, 204, 208, 211, 216, 218, 222, 253, 307, 713, 780, 780, 782, 784, 786, 789, 792, 796 R11.B c.2: Explain, interpret, evaluate the relationship between elements of the plot (conflict, rising action, climax, resolution) and other components of the text. SE/TE: Common Core Literary Analysis Workshop: Plot Structure in a Short Story, 197, How Characters Advance the Plot, 198, Analyzing Structure and Theme, 199; also see: Suspense, 43, 50, 57, 69; Plot, 43, 46, 60, 57, 69 9
10 R11.B d: Theme: R11.B d.1: Explain, interpret, evaluate the theme of fiction or literary nonfiction. R11.B d.2: Explain, interpret, evaluate the relationship between the theme and other components of the text. R11.B e: Tone, Style, Mood: R11.B e.1: Explain, interpret, evaluate the tone, style, and/or mood of fiction or literary nonfiction. R11.B e.2: Explain, interpret, evaluate the relationship between the tone, style, and/or mood and other components of the text. R11.B f: Symbolism: R11.B f.1: Explain, interpret, evaluate the use of symbolism in fiction or literary nonfiction. R11.B f.2: Explain, interpret, evaluate the relationship between symbolism and other components of the text SE/TE: Common Core Literary Analysis Workshop: Determining Themes in Fiction, 6, Themes in Literature (Oral Tradition), ; Comparing Themes, 160, 171; Theme, 162, 163, 165, 166, 199, 200, 610, 782 SE/TE: Common Core Literary Analysis Workshop: Analyzing Structure and Theme (Short Story), 199; Comparing Archetypal Theme, 944, 947, 948, 949, 952, 955, 957, 959 SE/TE: Literary Analysis: Author s Style, 441; After You Read: Author s Style, 453, 461; also see: Tone, 430, 441, 445, 453, 608; Mood, narrative poetry, 693, 698, 703, 714, 715 SE/TE: Bracketed Text Reading Skill questions (Author s Style), 445, 446, 449, 457, 458, 460; also see: Comparing Tall Tale and Myth (authors style of retelling), 1216, 1218, 1219, 1220, 1223, 1224, 1226, 1229, 1230, 1232, 1233 SE/TE: Symbols, 8, 11, 13, 14, 196, 200, 204, 207, 208, 209 SE/TE: Symbolism, comparing, 382, 384, 385, 387, 388, 390, 391, 393, 394, 395, 397, 398, 400, 401 R11.B.1.2: Assessment Anchor Descriptor: Make connections between texts. R11.B.1.2. SE/TE: Comparing Literary Works, 80, 93, R11.B.1.2.1a: Explain, interpret, compare, 160, 171, 290, 305, 382, 401, 498, 511, describe, analyze, and/or evaluate 572, 581, 676, 685, 748, 755, 944, 959, connections between texts. 1126, 1137, 1216,
11 2012 R11.B.2: Assessment Anchor: Understand literary devices in fictional and nonfictional text. R11.B.2.1: Assessment Anchor Descriptor: Identify, interpret, describe, and analyze figurative language and literary structures in fiction and nonfiction. R11.B.2.1.1: Identify, explain, interpret, describe, and/or analyze examples of personification, simile, metaphor, hyperbole, satire, imagery, foreshadowing, flashbacks and irony in text. SE/TE: Foreshadowing, 43, 51, 57, 64, 69, 199; Irony, 257, 265, 267, 273, 274, 276, 277, 278, 379, 893; Simile, 429, 609, 617, 629, 633, 639; Personification, 429, 609, 617, 629, 639; Metaphor, 429, 609, 617, 629, 639; Hyperbole, 572, 581, 1216; Imagery, 612, 614, 678, 679, 680, 676, 683, 684, 685; Satire, 986, 989, 991, 992, 993, 994, 995, 996, 997, 998, 1001; Flashback, 1041, 1048, 1079 R11.B.2.1.2: Identify, explain, interpret, describe, and/or analyze the author's purpose for and effectiveness at using figurative language in text. SE/TE: Figurative language, 610, 614, 617, 625, 627, 629, 633, 637, 639, 693 R11.B.2.2: Assessment Anchor Descriptor: Identify, interpret, describe, and analyze the point of view of the narrator in fictional and nonfictional text. R11.B.2.2.1: Identify, explain, interpret, describe, and/or analyze the point of view of the narrator as first person or third person point of view. SE/TE: Comparing Literary Works: Point of View (Venn diagram), 80; After You Read, 93; Literary Analysis Workshop: Point of View (defined), 199, 200; Literary Analysis Workshop: Analyzing Point of View and Cultural Experience, 1033 R11.B.2.2.2: Explain, interpret, describe, and/or analyze the effectiveness of the point of view used by the author. SE/TE: Bracketed Text questions: Point of View, 83, 84, 85, 87, 89, 93; Literary Analysis Workshop: Point of View (close read), 201, 203, 205; Literary Analysis Workshop: Analyzing Point of View and Cultural Experience (close read),
12 2012 R11.B.3: Assessment Anchor: Understand concepts and organization of nonfictional text. R11.B.3.1: Assessment Anchor Descriptor: Interpret, describe, and analyze the characteristics and uses of facts and opinions in nonfictional text. R11.B.3.1.1: Explain, interpret, describe, and/or analyze the use of facts and opinions to make a point or construct an argument in nonfictional text. SE/TE: Common Core Workshop: Analyzing Arguments, CC71 CC73, The Art of Argument: Rhetorical Devices and Persuasive Techniques, CC74 CC75; Author s Purpose, 101, 105, 109, 118, 125, 436, 1193, 1199, 1205; Common Core Literary Analysis Workshop: Analyzing Word Choice and Rhetoric, 429, Rhetorical Devices, 430, 431, 433, 435, 436, 438, 439; Evaluate persuasive techniques, 539, 546, 549, 554, 561; Persuasive speech, 539, 546, 555, 556, 559; Rhetorical devices, 594 R11.B.3.2: Assessment Anchor Descriptor: Distinguish between essential and nonessential information within or between texts. R11.B.3.2.1: Identify, explain, and/or interpret bias and propaganda techniques in nonfictional text. SE/TE: Propaganda, evaluate, 934; for related activities, also see: Bias, 428 R11.B.3.2.2: Explain, describe and/or analyze the effectiveness of bias and propaganda techniques in nonfictional text. SE/TE: Common Core Literary Analysis Workshop: Analyzing Word Choice and Rhetoric, 429, Rhetorical Devices, 430, 431, 433, 435, 436, 438, 439; Evaluate persuasive techniques, 539, 546, 549, 554, 561; Persuasive speech, 539, 546, 555, 556, 559; Informational Texts: Evaluate credibility (and argument), ; Rhetorical devices,
13 2012 R11.B.3.3: Assessment Anchor Descriptor: Identify, compare, explain, interpret, describe, and analyze how text organization clarifies meaning of nonfictional text. R11.B.3.3.1: Explain, interpret, and/or analyze the effect of text organization, including the use of headers. SE/TE: Reading for Information: read to perform task (sequence), 74 79, analyze text structure, features, format, , critique logic of functional documents (text features, graphics), , analyze text structure, features, format, , follow technical directions (analyze structure, features, format), , analyze text information, R11.B.3.3.2: Explain, interpret, and/or analyze the author's purpose for decisions about text organization and content. R11.B.3.3.3: Explain, interpret, and/or analyze graphics and charts, and/or make connections between text and the content of graphics and charts. R11.B.3.3.4: Identify, explain, compare, interpret, describe, and/or analyze the sequence of steps in a list of directions. SE/TE: Reading for Information: critique logic of functional documents (text features, graphics), SE/TE: Informational Texts (with pictures and symbols): read to perform task (sequence), 74 79, critique logic of functional documents (text features, graphics), SE/TE: Informational Texts: read to perform task (sequence), 74 79, follow technical directions (analyze structure, features, format), Standard Area - 1.4: Types of Writing Grade Level : GRADE 9 ENGLISH I Standard A: Write poems, short stories and plays. Apply organizational methods standard genre. SE/TE: Autobiographical Narrative: identify your main point, 96; Short Story: developing the plot, 307; Point of View, 308 Use specific details to enhance the story elements Incorporate dialogue to develop character and plot. SE/TE: Autobiographical Narrative: choosing details, 95; Short Story: show, don t tell, 308; Writing Lessons, 255, 1085 SE/TE: Short Story: dialogue,
14 B: Write complex informational pieces (e.g. reviews, research papers, instructions, essays, articles) Apply purpose / audience appropriate methods to develop the thesis of the piece. SE/TE: Cause-and-Effect Essay: TRI method, 404; Research Report: Thesis Statement, 1005; Comparison-and- Contrast Essay: specify your purpose, 1235; also see: Timed Writing (informative/explanatory writing), 79, 159, 289, 381, 497, 571, 675, 943, 985, 1125, 1215; Research and Technology, 123, 345, 935; Integrated Language Skills: Writing, 401, 755, 1117 Use discipline specific vocabulary, precise language, and relevant detail. Use relevant graphics (e.g. maps, charts, graphs, tables, illustrations, photographs). Evaluate the validity and significance of primary and secondary sources as related thesis. SE/TE: Cause and Effect Essay: examine current events & chart causes and effects, 403, use logical evidence, 404, showing cause and effect, 405, clarify cause and effect, 406; Research Report: Gathering Details, ; Comparison and Contrast Essay: support generalizations with specifics, 1236 SE/TE: Communications Workshop: Multimedia Presentation of a Research Report, ; Technical Document: use visual aids, 1139; also see: Research and Technology: Introduction for Multimedia Presentation, 123, Comparative Chart, 537, Research Report Informational Chart, 977 SE/TE: Use a variety of sources, 1003; Source and notecards, 1004; Credit sources, 1005; Consistent research format, 1006; Professional Model, 1007; Documenting sources, 1008; Works Cited, 1012; Citing Sources and Preparing Manuscript, R36 R37; also see: Sources, identify primary and secondary, 739; Find appropriate sources, 1003; Question sources, 1004; Make direct references to sources,
15 1.4.9.C: Write persuasive pieces. Include a clearly stated position or opinion with awareness of audience and topic Organize ideas and appeals in a sustained and effective fashion. Clarify positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning. Anticipate and counter reader concerns and arguments SE/TE: Common Core Workshop: Composing an Argument (introduce claim), CC76; Problem-and-solution Essay: outline problem clearly, 174; Editorial: Ideas, generate, 582; Issues, consider all sides of, 583; Testimonials, provide, 584; Readers' concerns, address, 586; also see: Writing: Critique, 71, Proposal, 563, Editorial, 667, 933, Communications Workshop: Persuasive Speech, 592, 593 SE/TE: Problem-and-solution Essay: cause-effect organizer, 174; Editorial: organizing your arguments, 584; Communications Workshop: parallel structures, 592 SE/TE: Common Core Workshop: Composing an Argument (develop claim), CC76; Problem-and-solution Essay: select convincing details, 174, support generalizations, 176; Editorial: Issues, consider all sides of, 583; Statistics, provide, 584; Testimonials, provide, 584; Readers' concerns, address, 586; also see: Writing: Editorial, 667, Communications Workshop: Persuasive Speech, 592, 593 SE/TE: Problem-and-Solution Essay: Problem Profile, 173, Address readers concerns, 174; Editorial: Issues, consider all sides of, 583, Logic, appeal to, 583, Readers' concerns, address, 586; Response to Literature: Consider audience, 758, Check words of praise or criticism,
16 Standard Area - 1.5: Quality of Writing Grade Level : GRADE 9 ENGLISH I Standard A: Write with a clear focus, identifying topic, task, and audience B: Develop content appropriate for the topic. Gather, organize, and determine validity and reliability of information SE/TE: Prewriting (includes choosing topic, narrowing topic and gathering details), 94, 173, 306, 403, 512, 583, 686, 757, 960, 1003, 1138, 1235 SE/TE: Use a variety of sources, 1003; Source and notecards, 1004; Credit sources, 1005; Consistent research format, 1006; Professional Model, 1007; Documenting sources, 1008; Works Cited, 1012; Citing Sources and Preparing Manuscript, R36 R37; also see: Sources, identify primary and secondary, 739; Find appropriate sources, 1003; Question sources, 1004; Make direct references to sources, 1005 Employ the most effective format for purpose and audience. Incorporate specialized vocabulary for topic and audience Write fully developed paragraphs that have details and information specific topic and relevant to the focus. SE/TE: Audience, consider, 688, 758; Purpose, clarify, 757, specify, 1235; Audience, teach, 1139; Audience, consider, 1140; also see; Language, use active, 308; Voice, create, 513; Voice, highlight, 514; Words, choose powerful, 586; Revise to vary word choice, 1006; Word choice, review, 1140 SE/TE: Problem-and-solution Essay: expert opinions, 174, word choice, 175; Editorial: appeal to logic and emotion, 583, expert opinions and statistics, 584 SE/TE: Cause and Effect Essay: TRI method to develop paragraphs & chronological, 404, clarify cause and effect relationships, 406; Comparison and Contrast Essay: add transitions, 1236, revising for to make comparisons and contrasts clear, 1238, varying sentence structure, 1239; Research and Technology, 123,
17 1.5.9.C: Write with controlled and/or subtle organization. Sustain a logical order throughout the piece SE/TE: Problem, outline, 174; Text structure, choose, 345, 1005; Cause-andeffect chart, 403; Chronological order, use, 404; Organizational pattern, establish, 582; Outline, use, 584, 1005; Parallelism, create, 587; Organization, choose, 688, 1236; Cause-effect sequences, add, 1085 Include an effective introduction and conclusion. Apply effective, subtle transitional methods within and across paragraphs D: Write with an understanding of style using a variety of sentence structures and descriptive word choices. Create tone and voice through the use of precise language E: Revise writing to improve style, word choice, sentence variety, and subtlety of meaning after rethinking how questions of purpose, audience, and genre have been addressed. SE/TE: Organizational pattern, establish, 582; Outline, use, 584, 1005; Parallelism, create, 587; Organization, choose, 688, 1236 SE/TE: Transitional words, use, 209; Transitions, focus on, 691; Transitions, provide, 962; also see: Cause-and-effect chart, 403; Organizational pattern, establish, 582; Cause-effect sequences, add, 1085 SE/TE: Writer s Toolbox: Sentence Fluency, 515, Revising to Vary Sentence Patterns, 689, Revising to Combine Sentences with Phrases, 963, Revising to Combine Sentences Using Adverb Clauses, 1009, Revising to Correct Fragments and Run-ons, 1141, Varying Sentence Structure and Length, 1239; also see: Grammar (Integrated Language Skills): Simple and Compound Sentences, 1084, Complex and Compound-Complex Sentences, 1116 SE/TE: Writing Workshop: Revising, 96, 177, 308, 406, 514, 596, 688, 761, 962, 1006, 1140, 1238; Writer s Toolbox: Revising, 97, 177, 309, 407, 587, 689, 963, 1009, F: Use grade appropriate conventions of language when writing and editing. Spell all words correctly. SE/TE: Spelling, focus on, 179, 311, 589; Spelling skills, use basic, 1143; also see: Writing Workshop: Editing and Proofreading, 99, 129, 311, 409, 517, 589, 691, 763, 965, 1013, 1143,
18 2012 Use capital letters correctly. SE/TE: Common and Proper Nouns, 40; Editing: Proper names and places, 99; Grammar, Usage, and Mechanics Handbook: Capitalization, R52 Punctuate correctly SE/TE: Writer s Toolbox: Using Quotations, 761; Conventions: Commas and Dashes, 1190, Colon, Semicolons, and Ellipses, 1206; Grammar, Usage, and Mechanics Handbook: Capitalization and Punctuation, R52, R53 R54 Use correct grammar and sentence formation. SE/TE: Writer s Toolbox: Sentence Fluency, 515, Revising to Vary Sentence Patterns, 689, Revising to Combine Sentences with Phrases, 963, Revising to Combine Sentences Using Adverb Clauses, 1009, Revising to Correct Fragments and Run-ons, 1141, Varying Sentence Structure and Length, 1239; also see: Grammar (Integrated Language Skills): Simple and Compound Sentences, 1084, Complex and Compound-Complex Sentences, 1116; also see: Proofreading, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241 Standard Area - 1.6: Speaking and Listening Grade Level : GRADE 9 ENGLISH I Standard A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information or opinions. SE/TE: Exploring the Big Question: Collaboration, 2, 194, 424, 604, 778, 1028; Vocabulary Workshop: Comprehension and Collaboration, 181, 411, 591, 765, 1015, 1243; Communications Workshop: Comprehension and Collaboration, 183, 413, 593, 767, 1017, 1245; also see: Listening and Speaking: Debate, 281, 1117, Dialogue, 373, 717, Panel discussion, 463, 739, 1207, Staged performance, 934, Conversations, improvise everyday,
19 1.6.9.B: Demonstrate awareness of audience using appropriate volume and clarity in formal speaking presentations SE/TE: Delivering a Persuasive Speech: Use your voice and gestures effectively, 592; Oral Interpretation of Literature: Rehearse the interpretation, 766, What pace and tone of voice best enhances this particular piece?, 767; also see: Listening and Speaking: Staged performance, 934 Standard Area - 1.7: Characteristics and Functions of the English Language Grade Level : GRADE 9 ENGLISH I Standard A: Analyze the role and place of standard American English and informal language when used in speech, writing and literature. Standard Area - 1.8: Research Grade Level : GRADE 9 ENGLISH I Standard A: Focus on a clear research question and develop and implement an inquirybased process in carrying out research. SE/TE: Vocabulary Workshop: Idioms, Jargon, and Technical Terms, ; also see: Letter, informal, 373 SE/TE: Research Report (Write an Informative Text):Identify an open-ended research question, 1003; propose thesis statement, 1005; also see: Research and Technology: Introduction for a multimedia presentation, 123, Multimedia presentation, 935, Oral report, 1191; Communications Workshop: Multimedia Presentation of a Research Report, B: Conduct inquiry and research on self-selected or assigned topics, issues, or problems using information from a variety of sources and document sources by using a consistent format for citations. Organize information logically as it relates to research topic. SE/TE: Research Report: Create a text structure, 1005; Follow a consistent research format, 1006; also see: Research and Technology, 123, 151, 345, 489, 537, 935, 977,
20 Evaluate information sources for relevance and credibility C: Create an organized and reasoned product that supports inferences and conclusions drawn from research SE/TE: Use a variety of sources, 1003; Source and notecards, 1004; Credit sources, 1005; Consistent research format, 1006; Professional Model, 1007; Documenting sources, 1008; Works Cited, 1012; Citing Sources and Preparing Manuscript, R36 R37; also see: Sources, identify primary and secondary, 739; Find appropriate sources, 1003; Question sources, 1004; Make direct references to sources, 1005 SE/TE: Writing Workshop: Research Report, ; also see: Research report, 935, 977, 1008; Communication Workshop: Multimedia Presentation of a Research Report, Standard Area - 1.9: Information, Communication, and Technology Literacy Grade Level : GRADE 9 ENGLISH I Standard A: Use media and technology resources for research and problem solving in content learning. SE/TE: Communication Workshop: Multimedia Presentation of a Research Report, ; also see: Writing Workshop: Publishing and Sharing, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241; Research and Technology, 123, 935; Creating an Effective Podcast, R B: Analyze the techniques of media messages to evaluate how they influence society. SE/TE: Communication Workshop: Comparing Media Coverage, ; also see: Reading for Information: Commentary, Movie Review,
Prentice Hall Literature Common Core Edition Grade 10, 2012
A Correlation of Prentice Hall Literature Common Core Edition, 2012 To the New Jersey Model Curriculum A Correlation of Prentice Hall Literature Common Core Edition, 2012 Introduction This document demonstrates
More informationPAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))
Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other
More information2006 Mississippi Language Arts Framework-Revised Grade 12
A Correlation of Prentice Hall Literature Common Core Edition 2012 Grade 12 to the 2006 Mississippi Language Arts Framework-Revised Grade 12 Introduction This document demonstrates how Prentice Hall Literature
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10)
Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Nebraska Reading/Writing Standards (Grade 10) 12.1 Reading The standards for grade 1 presume that basic skills in reading have
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)
Nebraska Reading/Writing Standards, (Grade 9) 12.1 Reading The standards for grade 1 presume that basic skills in reading have been taught before grade 4 and that students are independent readers. For
More informationLiterature and the Language Arts Experiencing Literature
Correlation of Literature and the Language Arts Experiencing Literature Grade 9 2 nd edition to the Nebraska Reading/Writing Standards EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102
More informationThe College Board Redesigned SAT Grade 12
A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.
More informationGrade 7. Prentice Hall. Literature, The Penguin Edition, Grade Oregon English/Language Arts Grade-Level Standards. Grade 7
Grade 7 Prentice Hall Literature, The Penguin Edition, Grade 7 2007 C O R R E L A T E D T O Grade 7 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate
More informationReading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-
New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,
More informationPennsylvania Common Core Standards English Language Arts Grade 11
A Correlation of Prentice Hall Literature Common Core Edition Grade 11, 2012 To the Common Core Standards English Language Arts Grade 11 Table of Contents 1.2 Reading Informational Text... 4 1.3 Reading
More informationCommon Core State Standards for English Language Arts
Reading Standards for Literature 6-12 Grade 9-10 Students: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.
More informationOakland Unified School District English/ Language Arts Course Syllabus
Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the
More informationGrade 4. Common Core Adoption Process. (Unpacked Standards)
Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
More informationMYP Language A Course Outline Year 3
Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,
More informationPearson Longman Keystone Book D 2013
A Correlation of Keystone Book D 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document
More informationArizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS
Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together
More informationAchievement Level Descriptors for American Literature and Composition
Achievement Level Descriptors for American Literature and Composition Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation
More informationEnglish Language Arts Missouri Learning Standards Grade-Level Expectations
A Correlation of, 2017 To the Missouri Learning Standards Introduction This document demonstrates how myperspectives meets the objectives of 6-12. Correlation page references are to the Student Edition
More informationOakland Unified School District English/ Language Arts Course Syllabus
Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the
More information5 th Grade Language Arts Curriculum Map
5 th Grade Language Arts Curriculum Map Quarter 1 Unit of Study: Launching Writer s Workshop 5.L.1 - Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
More informationMercer County Schools
Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Fourth Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed
More information1/25/2012. Common Core Georgia Performance Standards Grade 4 English Language Arts. Andria Bunner Sallie Mills ELA Program Specialists
Common Core Georgia Performance Standards Grade 4 English Language Arts Andria Bunner Sallie Mills ELA Program Specialists 1 Welcome Today s Agenda 4 th Grade ELA CCGPS Overview Organizational Comparisons
More informationPearson Longman Keystone Book F 2013
A Correlation of Keystone Book F 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document
More informationGrade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None
Grade 11 Language Arts (2 Semester Course) CURRICULUM Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Through the integrated study of literature, composition,
More informationcorrelated to the Nebraska Reading/Writing Standards Grades 9-12
correlated to the Nebraska Reading/Writing Standards Grades 9-12 CONTENTS CORRELATION: Grade 9... 1 Grade 10...21 Grade 11..39 Grade 12..58 McDougal Littell The Language of Literature correlated to the
More informationNight by Elie Wiesel. Standards Link:
Night by Elie Wiesel Standards Link: CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific
More informationPAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) MINNESOTA ACADEMIC STANDARDS FOR LANGUAGE ARTS GRADES 9 12
GRADES 9 12 1. Acquire, understand and use vocabulary by learning words through explicit vocabulary instruction and independent reading, and appropriately use these words in writing. Because Minnesota
More informationStudent Name: OSIS#: DOB: / / School: Grade:
Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards
More informationA Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy
A Correlation of, To A Correlation of myperspectives, to Introduction This document demonstrates how myperspectives English Language Arts meets the objectives of. Correlation page references are to the
More informationOpportunities for Writing Title Key Stage 1 Key Stage 2 Narrative
English Teaching Cycle The English curriculum at Wardley CE Primary is based upon the National Curriculum. Our English is taught through a text based curriculum as we believe this is the best way to develop
More informationENGLISH. Progression Chart YEAR 8
YEAR 8 Progression Chart ENGLISH Autumn Term 1 Reading Modern Novel Explore how the writer creates characterisation. Some specific, information recalled e.g. names of character. Limited engagement with
More informationComprehension Recognize plot features of fairy tales, folk tales, fables, and myths.
4 th Grade Language Arts Scope and Sequence 1 st Nine Weeks Instructional Units Reading Unit 1 & 2 Language Arts Unit 1& 2 Assessments Placement Test Running Records DIBELS Reading Unit 1 Language Arts
More informationHighlighting and Annotation Tips Foundation Lesson
English Highlighting and Annotation Tips Foundation Lesson About this Lesson Annotating a text can be a permanent record of the reader s intellectual conversation with a text. Annotation can help a reader
More informationPUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION LLD LANGUAGE ARTS
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION LLD LANGUAGE ARTS Length of Course: Elective/Required: School: Term Required High Schools Student Eligibility: Grades 9-12 Credit
More informationFlorida Reading for College Success
Core provides an English curriculum focused on developing the mastery of skills identified as critical to postsecondary readiness in reading. This single semester elective aligns to Florida's Postsecondary
More informationHolt McDougal Literature, Grade 11. Write Source, Grade 11
, Grade 11 crosswalk correspondence with, Grade 11 Use these lesson and practice resources BEFORE the Holt McDougal Literature selection to review or introduce upcoming instruction OR AFTER the Holt McDougal
More information4 th Grade Reading Language Arts Pacing Guide
TN Ready Domains Foundational Skills Writing Standards to Emphasize in Various Lessons throughout the Entire Year State TN Ready Standards I Can Statement Assessment Information RF.4.3 : Know and apply
More informationDickinson ISD ELAR Year at a Glance 3rd Grade- 1st Nine Weeks
3rd Grade- 1st Nine Weeks R3.8 understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understand R3.8A sequence and
More informationEpping Elementary School Plan for Writing Instruction Fourth Grade
Epping Elementary School Plan for Writing Instruction Fourth Grade Unit of Study Learning Targets Common Core Standards LAUNCH: Becoming 4 th Grade Writers The Craft of the Reader s Response: Test Prep,
More informationSouth Carolina English Language Arts
South Carolina English Language Arts A S O F J U N E 2 0, 2 0 1 0, T H I S S TAT E H A D A D O P T E D T H E CO M M O N CO R E S TAT E S TA N DA R D S. DOCUMENTS REVIEWED South Carolina Academic Content
More informationFacing our Fears: Reading and Writing about Characters in Literary Text
Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham
More informationTABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards
TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary
More informationEnglish IV Version: Beta
Course Numbers LA403/404 LA403C/404C LA4030/4040 English IV 2017-2018 A 1.0 English credit. English IV includes a survey of world literature studied in a thematic approach to critically evaluate information
More informationEmmaus Lutheran School English Language Arts Curriculum
Emmaus Lutheran School English Language Arts Curriculum Rationale based on Scripture God is the Creator of all things, including English Language Arts. Our school is committed to providing students with
More informationMissouri GLE THIRD GRADE. Grade Level Expectations and Glossary
Missouri GLE THIRD GRADE Grade Level Expectations and Glossary 1 Missouri GLE This document contains grade level expectations and glossary terms specific to third grade. It is simply a reorganized version
More informationDRA Correlated to Connecticut English Language Arts Curriculum Standards Grade-Level Expectations Grade 4
DRA 2 2006 Correlated to 2007 Connecticut English Language Arts Curriculum Standards Grade 4 GRADE 4: READING Students comprehend and respond in literal, critical and evaluative ways to various texts that
More informationEnglish Language Arts (7th Grade)
Curriculum Package 2011-2012 English Language Arts (7th Grade) English Language Arts 7 is an integrated approach to reading, writing, and speaking curriculum based on the Reading/Language Arts Frameworks
More informationCommon Core Curriculum- Draft
Arkansas English Language Arts Curriculum s Grade 11 Strand: Oral and Visual Communication Standard 1: Speaking Students shall demonstrate effective oral communication skills to express ideas and to present
More informationGreeley/Evans School District 6
Content Area English Language Arts Grade Level 6 Course Name/Course Code English 6 Purpose Priority Standards Reading Literature (RL) Reading Informational (RI) Language (L) Writing (W) Common Core State
More informationSubject: Opening the American West. What are you teaching? Explorations of Lewis and Clark
Theme 2: My World & Others (Geography) Grade 5: Lewis and Clark: Opening the American West by Ellen Rodger (U.S. Geography) This 4MAT lesson incorporates activities in the Daily Lesson Guide (DLG) that
More informationEnglish 2, Grade 10 Regular, Honors Curriculum Map
The following curriculum map is based on the Language Arts Florida Standards (LAFS), which are listed at the beginning of the map and can be accessed at www.cpalms.org. The main resource for the support
More informationHonors 7 th Grade Language Arts Curriculum
Honors 7 th Grade Language Arts Curriculum Unit of Study: Short Stories Unit of Study: Paragraph Writing Unit of Study: Vocabulary Unit of Study: Grammar Unit of Study: Mysteries/Hound of the Baskervilles,
More informationPrimary English Curriculum Framework
Primary English Curriculum Framework Primary English Curriculum Framework This curriculum framework document is based on the primary National Curriculum and the National Literacy Strategy that have been
More informationCalifornia Department of Education English Language Development Standards for Grade 8
Section 1: Goal, Critical Principles, and Overview Goal: English learners read, analyze, interpret, and create a variety of literary and informational text types. They develop an understanding of how language
More informationNew York State P-12 Common Core Learning Standards For English Language Arts & Literacy
A Correlation of To the New York State P-12 Common Core Learning Standards For Introduction This document demonstrates how English Language Arts meets the objectives of the New York State P-12. Correlation
More informationREADING CONTENT STANDARDS
eorgia Adult Education READING CONTENT READING ABE 1-Beginning Literacy (0.0 1.9) A. Apply recognition and decoding strategies to pronounce and derive the meaning of words B. Apply reading skills to functional
More informationELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading
ELA/ELD Correlation Matrix for ELD Materials Grade 1 Reading The English Language Arts (ELA) required for the one hour of English-Language Development (ELD) Materials are listed in Appendix 9-A, Matrix
More informationGTPS Curriculum English Language Arts-Grade 7
Unit 1 5 weeks Big Idea: What makes a story unforgettable? Topic: Plot, Conflict, and Setting Standards Reading Lit xxrl.7.1. Cite several pieces of textual evidence to support analysis of what the text
More informationWhat the National Curriculum requires in reading at Y5 and Y6
What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the
More informationCopyright 2017 DataWORKS Educational Research. All rights reserved.
Copyright 2017 DataWORKS Educational Research. All rights reserved. No part of this work may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic or mechanical,
More informationAlignment of Iowa Assessments, Form E to the Common Core State Standards Levels 5 6/Kindergarten. Standard
Alignment of Iowa Assessments, Form E to the Common Core State s Levels 5 6/Kindergarten 4 Print Concepts 4 3 RL.K.1. With prompting and support, ask and answer questions about key details in a text. RF.K.1.
More informationTRAITS OF GOOD WRITING
TRAITS OF GOOD WRITING Each paper was scored on a scale of - on the following traits of good writing: Ideas and Content: Organization: Voice: Word Choice: Sentence Fluency: Conventions: The ideas are clear,
More informationGrade 5: Module 3A: Overview
Grade 5: Module 3A: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright
More informationGrade 5: Curriculum Map
Grade 5: Curriculum Map EL Education s Grades 3 5 comprehensive literacy curriculum is 2 hours per day of content-based literacy: Module lessons (60 minutes of daily instruction): explicitly teach and
More informationGeorgia Department of Education Dr. John D. Barge, State School Superintendent May 3, 2012 * Page 1 All Rights Reserved
May 3, 2012 * Page 1 GRADE 8 ELA CCGPS UNIT PLAN: 2nd 9 WEEKS 2. We have read a poem by Georgia author Alice Walker and her short story Everyday Use. Using words and phrases from the texts show how Walker
More informationCEFR Overall Illustrative English Proficiency Scales
CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey
More informationGrade 6 Intensive Language Arts - Collection 1 Facing Fear
Suggested Semester 1 Central Text Selections Anchor Text: Short Story: The Ravine by Graham Salisbury 680L, p. 3 LG: Describe characters and setting, and make inferences in the context of a short story.
More informationDublin City Schools Broadcast Video I Graded Course of Study GRADES 9-12
Philosophy The Broadcast and Video Production Satellite Program in the Dublin City School District is dedicated to developing students media production skills in an atmosphere that includes stateof-the-art
More informationTest Blueprint. Grade 3 Reading English Standards of Learning
Test Blueprint Grade 3 Reading 2010 English Standards of Learning This revised test blueprint will be effective beginning with the spring 2017 test administration. Notice to Reader In accordance with the
More informationCLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction
CLASSIFICATION OF PROGRAM Critical Elements Analysis 1 Program Name: Macmillan/McGraw Hill Reading 2003 Date of Publication: 2003 Publisher: Macmillan/McGraw Hill Reviewer Code: 1. X The program meets
More informationTo the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for English 2B.
ENG 2B English II, Second Semester #PR-8870, BK-8878 (v.3.0) To the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for English 2B.
More informationENGLISH/LANGUAGE ARTS CURRICULUM GUIDE GRADE FIVE
ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE GRADE FIVE LOUDOUN COUNTY PUBLIC SCHOOLS 2012-2013 ELEMENTARY LANGUAGE ARTS CONTACTS Shannon Abel Ariane Axt Diane Bell Barbara Brosnan Brooke Brown Tracey Burcroff
More informationRESPONSE TO LITERATURE
RESPONSE TO LITERATURE TEACHER PACKET CENTRAL VALLEY SCHOOL DISTRICT WRITING PROGRAM Teacher Name RESPONSE TO LITERATURE WRITING DEFINITION AND SCORING GUIDE/RUBRIC DE INITION A Response to Literature
More informationLoughton School s curriculum evening. 28 th February 2017
Loughton School s curriculum evening 28 th February 2017 Aims of this session Share our approach to teaching writing, reading, SPaG and maths. Share resources, ideas and strategies to support children's
More informationMulti-genre Writing Assignment
Multi-genre Writing Assignment for Peter and the Starcatchers Context: The following is an outline for the culminating project for the unit on Peter and the Starcatchers. This is a multi-genre project.
More informationRubric for Scoring English 1 Unit 1, Rhetorical Analysis
FYE Program at Marquette University Rubric for Scoring English 1 Unit 1, Rhetorical Analysis Writing Conventions INTEGRATING SOURCE MATERIAL 3 Proficient Outcome Effectively expresses purpose in the introduction
More informationText Type Purpose Structure Language Features Article
Page1 Text Types - Purpose, Structure, and Language Features The context, purpose and audience of the text, and whether the text will be spoken or written, will determine the chosen. Levels of, features,
More informationRendezvous with Comet Halley Next Generation of Science Standards
Next Generation of Science Standards 5th Grade 6 th Grade 7 th Grade 8 th Grade 5-PS1-3 Make observations and measurements to identify materials based on their properties. MS-PS1-4 Develop a model that
More informationLanguage Arts: ( ) Instructional Syllabus. Teachers: T. Beard address
Renaissance Middle School 7155 Hall Road Fairburn, Georgia 30213 Phone: 770-306-4330 Fax: 770-306-4338 Dr. Sandra DeShazier, Principal Benzie Brinson, 7 th grade Administrator Language Arts: (2013-2014)
More informationPUERTO RICO DEPARTMENT OF EDUCATION CAGUAS REGION SPECIALIZED BILINGUAL EDUCATION SCHOOL LUIS MUÑOZ IGLESIAS
PUERTO RICO DEPARTMENT OF EDUCATION CAGUAS REGION SPECIALIZED BILINGUAL EDUCATION SCHOOL LUIS MUÑOZ IGLESIAS SYLLABUS FOR SCHOOL YEAR: AUGUST-MAY 2015-2016 COURSE CODE CREDITS PRE- REQUISITOS ENGLISH INGL
More informationOhio s New Learning Standards: K-12 World Languages
COMMUNICATION STANDARD Communication: Communicate in languages other than English, both in person and via technology. A. Interpretive Communication (Reading, Listening/Viewing) Learners comprehend the
More informationENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE
NEW HANOVER TOWNSHIP ENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE Prepared by: Heather Schill, Dena Thomas Initial Board approval: August 23, 2012 Revisions approved : Unit Overview Content
More informationGrade 6: Module 2A Unit 2: Overview
Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore
More informationTaught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words,
First Grade Standards These are the standards for what is taught in first grade. It is the expectation that these skills will be reinforced after they have been taught. Taught Throughout the Year Foundational
More informationTable of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...
Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............
More informationCandidates must achieve a grade of at least C2 level in each examination in order to achieve the overall qualification at C2 Level.
The Test of Interactive English, C2 Level Qualification Structure The Test of Interactive English consists of two units: Unit Name English English Each Unit is assessed via a separate examination, set,
More informationChallenging Language Arts Activities Grade 5
ALCCRS: 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Students can quote accurately from a text when explaining what the text
More informationFourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade
Fourth Grade Libertyville School District 70 Reporting Student Progress Fourth Grade A Message to Parents/Guardians: Libertyville Elementary District 70 teachers of students in kindergarten-5 utilize a
More informationEnglish as a Second Language Unpacked Content
This document is designed to help North Carolina educators teach the Common Core and Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better
More information5 Star Writing Persuasive Essay
5 Star Writing Persuasive Essay Grades 5-6 Intro paragraph states position and plan Multiparagraphs Organized At least 3 reasons Explanations, Examples, Elaborations to support reasons Arguments/Counter
More informationGrade 5 ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE
READING: Word Recognition, Fluency, and Vocabulary Development Standard 1: Students use their knowledge of word parts and word relationships, as well as context clues (the meaning of the text around a
More informationFifth Grade. (Questions based on Harry Potter and the Sorcerer s Stone by J.K. Rowling. paired with
Teaching Toward the Demands of the CCSS 1 Fifth Grade City/State Focused Standards: Reading Literature, Grade 5 What the Standards Say 5.1 Quote accurately from a text when explaining what the text says
More informationKENTUCKY COGNIT IVE LIT ERACY MODEL UNIT PLANNING TEMPLATE
GRADE 5/Unit # 4 Focus Standards for Unit: KENTUCKY COGNIT IVE LIT ERACY MODEL UNIT PLANNING TEMPLATE Duration of Unit: LANGUAGE CC.5.L.3.a Expand, combine, and reduce sentences for meaning, reader/listener
More informationBig Fish. Big Fish The Book. Big Fish. The Shooting Script. The Movie
Big Fish The Book Big Fish The Shooting Script Big Fish The Movie Carmen Sánchez Sadek Central Question Can English Learners (Level 4) or 8 th Grade English students enhance, elaborate, further develop
More informationELA/Literacy Shifts Flip
Common Core Standards ELA/Literacy Shifts Flip Curriculum and Instruction 202A N. Hwy 85 Niceville, Florida 32578 (850) 833-4208 Shift 1: Balancing Informational & Literary Text Students read a true balance
More informationNational Literacy and Numeracy Framework for years 3/4
1. Oracy National Literacy and Numeracy Framework for years 3/4 Speaking Listening Collaboration and discussion Year 3 - Explain information and ideas using relevant vocabulary - Organise what they say
More informationContent Language Objectives (CLOs) August 2012, H. Butts & G. De Anda
Content Language Objectives (CLOs) Outcomes Identify the evolution of the CLO Identify the components of the CLO Understand how the CLO helps provide all students the opportunity to access the rigor of
More informationDegree Qualification Profiles Intellectual Skills
Degree Qualification Profiles Intellectual Skills Intellectual Skills: These are cross-cutting skills that should transcend disciplinary boundaries. Students need all of these Intellectual Skills to acquire
More informationTeaching Literacy Through Videos
Teaching Literacy Through Videos Elizabeth Stavis Reading Intervention Specialist RR Teacher Santa Clara Unified Jenny Maehara Elementary Literacy Specialist RR Teacher Santa Clara Unified February 9,
More informationThis Performance Standards include four major components. They are
Environmental Physics Standards The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy
More information