New York State Testing Program Common Core English Language Arts Test
|
|
- Rachel Golden
- 6 years ago
- Views:
Transcription
1 New York State Testing Program Common Core English Language Arts Test Performance Level Descriptions Grade 4 Revised November 2013
2 THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY New York State Testing Program Common Core English Language Arts Test Performance Level Descriptions GRADE 4 Policy-Level Performance Level Definitions For each grade, there are students performing along a proficiency continuum with regard to the skills and knowledge necessary to meet the demands of grade-specific Common Core Standards for English Language Arts/Literacy. There are students who are above proficiency, students who are proficient, students who are not quite proficient, and students who are well below proficient at each grade level. New York State assessments are designed to classify students into one of four proficiency categories; these proficiency categories are defined as: NYS Level 4 Students performing at this level excel in standards for their grade. They demonstrate knowledge, skills, and practices embodied by the New York State P-12 Common Core Learning Standards for English Language Arts/Literacy that are considered more than sufficient for the expectations at this grade. NYS Level 3 Students performing at this level are proficient in standards for their grade. They demonstrate knowledge, skills, and practices embodied by the New York State P-12 Common Core Learning Standards for English Language Arts/Literacy that are considered sufficient for the expectations at this grade. NYS Level 2 Students performing at this level are below proficient in standards for their grade. They demonstrate knowledge, skills, and practices embodied by the New York State P-12 Common Core Learning Standards for English Language Arts/Literacy that are considered partial but insufficient for the expectations at this grade. NYS Level 1 Students performing at this level are well below proficient in standards for their grade. They demonstrate limited knowledge, skills, and practices embodied by the New York State P-12 Common Core Learning Standards for English Language Arts/Literacy that are considered insufficient for the expectations at this grade. 2
3 Performance Level Descriptions Performance Level Descriptions (PLDs) describe the range of knowledge and skills students should demonstrate at a given performance level. How were the PLDs developed? The New York State Education Department (NYSED) convened the state's English Language Arts (ELA) and Math Content Advisory Panels (CAPs) to develop the initial draft PLDs for grades 3-8. The CAPs are classroom teachers from elementary, middle and high school, school and district administrators, English Language Learner (ELL) and students with disabilities (SWD) specialists, and higher education faculty members from across the state. The draft PLDs from the CAPs then went through additional rounds of review and edit from a number of content experts and assessment experts under NYSED supervision. In developing PLDs, the CAPs considered policy-level definitions of the performance levels (see above) and the expectations for each grade level in the Common Core State Standards. Drafting PLDs began with Level 3, the proficiency level, to determine the content knowledge and skill necessary at a given grade level and content standard to be considered proficient according to the rigor and demand of the Common Core. CAP members then drafted PLDs at Levels 4 (excel) and 2 (partial but insufficient for proficiency). Finally, Level 1 PLDs describe a wide range of students, including both those who are just below meeting the requirements for Level 2 and those who attempted but did not answer any questions correctly. How are the PLDs used in Assessment? PLDs are essential in setting standards for the New York State Grades 3-8 assessments. Standard setting panelists use PLDs to determine the threshold expectations for students to demonstrate the knowledge and skills necessary to attain just barely a Level 2, Level 3, or Level 4 on the assessment. These discussions then influence the panelists in establishing the cut scores on the assessment. PLDs are also used to inform item development, as each test needs questions that distinguish performance all along the continuum. How can the PLDs be used in Instruction? PLDs help communicate to students, families, educators and the public the specific knowledge and skills expected of students to demonstrate proficiency and can serve a number of purposes in classroom instruction. They are the foundation of rich discussion around what students need to do to perform at higher levels and to explain the progression of learning within a subject and grade level. We encourage the use of the PLDs for a variety of purposes, such as differentiating instruction to maximize individual student outcomes, creating classroom assessments and rubrics to help in identifying target performance levels for individual or groups of students, and tracking student growth along the proficiency continuum as described by the PLDs. 3
4 Anchor Standard Performance Level 4 Performance Level 3 Performance Level 2 Performance Level 1 Students read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (CCR R1) understanding by referring to illuminating details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. understanding by referring to appropriate details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. understanding by inconsistently referring to appropriate details when explaining what the text says explicitly and when drawing inferences from the text. Demonstrate a limited or inaccurate understanding by inconsistently and/or incorrectly referring to details when explaining what the text says explicitly and when drawing inferences from the text. Students determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (CCR R2) understanding of a literary text by noting subtle connections between details in the text and the theme; provide a detailed, nuanced, and accurate summary of the text. understanding of a literary text by determining a theme of a story, drama, or poem from details in the text; provide a thorough summary of the text. understanding of a literary text by determining the subject matter addressed in a story without noting how the details in the text support a theme; provide a summary of the text that is insufficient in detail and/or scope. Demonstrate a limited or inaccurate understanding of a literary text by identifying the subject matter addressed in a story without recognizing how the details in the text support a theme; provide a summary of the text that is inaccurate and/or includes minor or irrelevant details. Students analyze how and why individuals, events, and ideas develop and interact over the course of a text. (CCR R3) understanding of a text by formulating a sophisticated statement of the main idea of a text and providing a sophisticated explanation of how it is supported by key details; provide a detailed, nuanced, and accurate summary of the text. Provide an in-depth and nuanced description of a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character s thoughts, words, or actions) and demonstrating a clear understanding of the subtlety and complexity of the character, setting, or event. understanding of a text by determining the main idea of a text and explaining how it is supported by key details; provide a thorough summary of the text. Provide a thorough description of a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character s thoughts, words, or actions). understanding of a text by determining the subject matter addressed in a text without providing an explanation of how details support a main idea; provide summary of the text that is insufficient in detail and/or scope. Provide a basic description of a character, setting, or event in a story or drama that draws insufficiently on specific details in the text (e.g., a character s thoughts, words, or actions). Demonstrate a limited or inaccurate understanding of a text by identifying the subject matter addressed in a text without recognizing how details support a main idea; provide a summary of the text that is inaccurate and/or includes minor or irrelevant details. Provide a limited or inaccurate description of a character, setting, or event in a story or drama that fails to draw on specific details in the text (e.g., a character s thoughts, words, or actions). 4
5 Students interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. (CCR R4) Provide a detailed and nuanced explanation of events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text, demonstrating an understanding of the subtleties of the events, procedures, ideas, or concepts presented in the text. Determine with precision and detail the meaning of words and phrases as they are used in a literary text, including those that allude to significant characters found in mythology (e.g., Herculean). Provide a thorough explanation of events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Determine the meaning of words and phrases as they are used in a literary text, including those that allude to significant characters found in mythology (e.g., Herculean). Provide a limited explanation of events, procedures, ideas, or concepts in a historical, scientific, or technical text, including insufficient explanation of what happened and why, based primarily on specific information in the text. Determine inconsistently and/or inadequately the meaning of words and phrases as used in a literary text, including those that allude to significant characters found in mythology (e.g., Herculean). Provide a limited or inaccurate explanation of events, procedures, ideas, or concepts in a historical, scientific, or technical text, failing to explain what happened and why, and not based on specific information in the text. Determine, at best, the meaning of only simple words and phrases as used in a literary text. Students analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. (CCR R5) Determine with precision and detail the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. understanding of literary structure by providing a detailed and nuanced explanation of major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing about a text. Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a grade 4 topic or subject area. understanding of literary structure by explaining major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing about a text. Determine inconsistently and/or inadequately the meaning of general academic and domainspecific words or phrases in a text relevant to a grade 4 topic or subject area. understanding of literary structure by inconsistently and/or insufficiently explaining major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing about a text. Determine, at best, the meaning of only simple academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing about a text. 5
6 understanding of expository structure in an informational text by providing a detailed and nuanced description of the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in a text or part of a text. understanding of expository structure in an informational text by providing an extensive description of the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in a text or part of a text. understanding of expository structure in an informational text by providing an insufficiently detailed description of the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in a text or part of a text. describe the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in a text or part of a text. Students assess how point of view or purpose shapes the content and style of a text. (CCR R6) analysis of point of view in literary texts by insightfully comparing and contrasting the point of view from which different stories are narrated, including the difference between first- and third-person narrations. analysis of point of view in literary texts by comparing and contrasting the point of view from which different stories are narrated, including the difference between first- and third-person narrations. analysis of point of view in literary texts by making some general observations about point of view rather than comparing and contrasting the point of view from which different stories are narrated, including the difference between first- and third-person narrations. make observations and/or comparisons about the point of view from which different stories are narrated, including the difference between firstand third-person narrations. analysis of point of view in informational texts by insightfully comparing and contrasting a firsthand and secondhand account of the same event or topic; provide a detailed and nuanced description of the differences in focus and the information provided. analysis of point of view in informational texts by insightfully comparing and contrasting a firsthand and secondhand account of the same event or topic; provide a thorough description of the differences in focus and the information provided. understanding of point of view in informational texts by making some general observations about point of view rather than comparing and contrasting a firsthand and secondhand account of the same event or topic; provide a limited description of the differences in focus and the information provided. make observations and/or comparisons about a firsthand and secondhand account of the same event or topic; provide an insufficient or incorrect description of the differences in focus and the information provided. 6
7 Students integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. (CCR R7) Make detailed and nuanced connections between 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. Make connections between 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. Make limited connections between 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. Make insufficient and inaccurate connections between the text of a story or drama and a visual or oral presentation of the text. Provide a detailed and nuanced interpretation of information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages), and provide detailed and nuanced explanations of how the information contributes to an understanding of the informational text in which it appears. Provide a thorough interpretation of information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and clearly explain how the information contributes to an understanding of the informational text in which it appears. Provide a limited interpretation of information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages), and provide little or no explanation of how the information contributes to an understanding of the informational text in which it appears. Provide an insufficient and inaccurate interpretation of information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages), and provide no explanation of how the information contributes to an understanding of the informational text in which it appears. Students delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. (CCR R8) [Not applicable to literary texts] Provide a detailed and nuanced explanation of how an author uses reasons and evidence to support particular points in an informational text. [Not applicable to literary texts] Provide a thorough explanation of how an author uses reasons and evidence to support particular points in an informational text. [Not applicable to literary texts] Provide a limited and imprecise explanation of how an author uses reasons and evidence to support particular points in an informational text. [Not applicable to literary texts] Provide an insufficient and inaccurate explanation of how an author uses reasons and evidence to support particular points in an informational text. Students analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. (CCR R9) textual analysis by aptly and insightfully comparing and contrasting the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. textual analysis by comparing and contrasting the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. Demonstrate a limited or basic textual analysis by insufficiently or inaccurately comparing and contrasting the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. 7
8 textual analysis by aptly and insightfully integrating information from two informational texts on the same topic in order to write about the subject knowledgeably. textual analysis by integrating information from two informational texts on the same topic in order to write about the subject knowledgeably. Demonstrate a limited or basic textual analysis by insufficiently or inaccurately integrating information from two informational texts on the same topic in order to write about the subject knowledgeably. integrate information from two informational texts on the same topic in order to write about the subject knowledgeably. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCR L1) Demonstrate a confident command of the conventions of standard English grammar and usage by producing writing with few errors. Demonstrate a command of the conventions of standard English grammar and usage by producing writing with occasional errors that do not significantly hinder comprehension. Demonstrate an emerging command of the conventions of standard English grammar and usage by producing writing with some errors that may hinder comprehension. Demonstrate a limited command of the conventions of standard English grammar and usage by producing writing with errors that hinder comprehension. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCR L2) Demonstrate a confident command of the conventions of standard English capitalization, punctuation, and spelling by producing writing with few errors. Demonstrate a command of the conventions of standard English capitalization, punctuation, and spelling by producing writing with occasional errors that do not significantly hinder comprehension. Demonstrate an emerging command of the conventions of standard English capitalization, punctuation, and spelling by producing writing with some errors that may hinder comprehension. Demonstrate a limited command of the conventions of standard English capitalization, punctuation, and spelling by producing writing with errors that hinder comprehension. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. (CCR L3) Exhibit a skillful and precise use of language and its conventions when reading and writing. Exhibit a competent use of language and its conventions when reading and writing. Exhibit an inconsistent and occasionally limited or imprecise use of language and its conventions when reading and writing. Exhibit an imprecise and inaccurate use of language and its conventions when reading and writing. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. (CCR L4) Determine or clarify with precision and detail the meaning of unknown and multiplemeaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing from a range of strategies. Determine or clarify inadequately and/or inconsistently the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, demonstrating limited internalization of strategies. clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content. 8
9 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCR L5) understanding of figurative language, word relationships, and nuances in word meanings by choosing words precisely and purposefully. Demonstrate an understanding of figurative language, word relationships, and nuances in word meanings by choosing words that suit the purpose. Demonstrate a limited understanding of figurative language, word relationships, and nuances in word meanings by choosing words that show little connection to purpose. understand figurative language, word relationships, and nuances in word meanings by choosing words that show very little or no connection to purpose. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the College and Career Readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. (CCR L6) Use, in a precise and nuanced way, grade 4-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are essential to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). Use, in a careful and accurate way, grade 4-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are essential to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). Use, in an inconsistent way, grade 4-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are essential to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). Use, in a limited or inaccurate way, grade 4-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are essential to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. (CCR W2) Produce precise and insightful informative/explanatory texts that fully examine a topic and convey ideas clearly, coherently, and in an engaging way. Produce competent informative/explanatory texts that adequately examine a topic and convey ideas clearly. Produce informative/explanatory texts that address a topic with insufficient clarity and coherence. Produce informative/explanatory texts that address a topic inaccurately and/or with no clarity and coherence. Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCR W9) understanding of the careful and purposeful use of evidence in writing by skillfully and purposefully drawing evidence from literary or informational texts to support analysis, reflection, and research. understanding of the careful and purposeful use of evidence in writing by carefully drawing evidence from literary or informational texts to support analysis, reflection, and research. Demonstrate a limited understanding of the careful and purposeful use of evidence in writing by inconsistently and/or insufficiently drawing evidence from literary or informational texts to support analysis, reflection, and research. Demonstrate no understanding of the careful and purposeful use of evidence in writing by inaccurately drawing evidence from literary or informational texts to support analysis, reflection, and research. 9
Grade 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 informationGrade 6: Module 3A: Unit 2: Lesson 11 Planning for Writing: Introduction and Conclusion of a Literary Analysis Essay
Grade 6: Module 3A: Unit 2: Lesson 11 Planning for Writing: Introduction and Conclusion of a Literary Analysis Essay This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike
More informationPrentice 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 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 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 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 informationColumbus Diocese, Office of Catholic Schools Record of Standards
Columbus Diocese, Office of Catholic Schools 2017-2018 Record of Standards Name Grade Level Content Area Table of Contents Content Area Section Page Religion Religion Essential Standards and COS Alignment
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 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 informationCommon Core State Standards
Los Angeles Unified School District Office of the Deputy Superintendent of Instruction Common Core State Standards Including: California State Standards Additions College and Career Readiness Anchor Standards
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 informationEQuIP Review Feedback
EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS
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 informationand secondary sources, attending to such features as the date and origin of the information.
RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.9-10.1. Cite specific textual evidence
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 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 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 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 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 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 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 informationFOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION. ENGLISH LANGUAGE ARTS (Common Core)
FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION CCE ENGLISH LANGUAGE ARTS (Common Core) Wednesday, June 14, 2017 9:15 a.m. to 12:15 p.m., only SCORING KEY AND
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 informationImplementing the English Language Arts Common Core State Standards
1st Grade Implementing the English Language Arts Common Core State Standards A Teacher s Guide to the Common Core Standards: An Illinois Content Model Framework English Language Arts/Literacy Adapted from
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 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 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 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 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 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 informationELA Grade 4 Literary Heroes Technology Integration Unit
ELA Grade 4 Literary Heroes Technology Integration Unit Teachers Name(s): Holly Cousens & Caitlin Coyne Grade Level(s): 4 Content Area(s): ELA: Unit 3 - Literary Heroes Technology Overview: Microsoft Word
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 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 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 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 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 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 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 informationGrade 6: Module 4: Unit 3: Overview
Grade 6: Module 4: Unit 3: 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
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 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 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 informationTeachers Guide Chair Study
Certificate of Initial Mastery Task Booklet 2006-2007 School Year Teachers Guide Chair Study Dance Modified On-Demand Task Revised 4-19-07 Central Falls Johnston Middletown West Warwick Coventry Lincoln
More informationCopyright Corwin 2015
2 Defining Essential Learnings How do I find clarity in a sea of standards? For students truly to be able to take responsibility for their learning, both teacher and students need to be very clear about
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 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 informationTeaching Task Rewrite. Teaching Task: Rewrite the Teaching Task: What is the theme of the poem Mother to Son?
Teaching Task Rewrite Student Support - Task Re-Write Day 1 Copyright R-Coaching Name Date Teaching Task: Rewrite the Teaching Task: In the left column of the table below, the teaching task/prompt has
More informationLanguage Acquisition Chart
Language Acquisition Chart This chart was designed to help teachers better understand the process of second language acquisition. Please use this chart as a resource for learning more about the way people
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 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 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 informationIntegrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes
Integrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes Linda Taylor, CASAS ltaylor@casas.or Susana van Bezooijen, CASAS svanb@casas.org CASAS and
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 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 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 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 informationMyths, Legends, Fairytales and Novels (Writing a Letter)
Assessment Focus This task focuses on Communication through the mode of Writing at Levels 3, 4 and 5. Two linked tasks (Hot Seating and Character Study) that use the same context are available to assess
More informationAnalyzing Linguistically Appropriate IEP Goals in Dual Language Programs
Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs 2016 Dual Language Conference: Making Connections Between Policy and Practice March 19, 2016 Framingham, MA Session Description
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 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 informationC a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n. E n g l i s h a s a S e c o n d L a n g u a g e M o d e l
C a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n E n g l i s h a s a S e c o n d L a n g u a g e M o d e l C u r r i c u l u m S t a n d a r d s a n d A s s e s s m e n t G u i d
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 informationUnit of Study: STAAR Revision and Editing. Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grade 4
Unit of Study: Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grade 4 TABLE OF CONTENTS PREFACE Overview of Lessons...ii MINI-LESSONS Understanding the Expectations
More information5. UPPER INTERMEDIATE
Triolearn General Programmes adapt the standards and the Qualifications of Common European Framework of Reference (CEFR) and Cambridge ESOL. It is designed to be compatible to the local and the regional
More informationSt. Martin s Marking and Feedback Policy
St. Martin s Marking and Feedback Policy The School s Approach to Marking and Feedback At St. Martin s School we believe that feedback, in both written and verbal form, is an integral part of the learning
More informationGrade 2 Unit 2 Working Together
Grade 2 Unit 2 Working Together Content Area: Language Arts Course(s): Time Period: Generic Time Period Length: November 13-January 26 Status: Published Stage 1: Desired Results Students will be able to
More informationGrade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and Theme in Stanza 4 of If
Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party
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 informationGrade 3: Module 2B: Unit 3: Lesson 10 Reviewing Conventions and Editing Peers Work
Grade 3: Module 2B: Unit 3: Lesson 10 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
More informationCommon Core Exemplar for English Language Arts and Social Studies: GRADE 1
The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules
More informationMathematics Scoring Guide for Sample Test 2005
Mathematics Scoring Guide for Sample Test 2005 Grade 4 Contents Strand and Performance Indicator Map with Answer Key...................... 2 Holistic Rubrics.......................................................
More informationEnglish 491: Methods of Teaching English in Secondary School. Identify when this occurs in the program: Senior Year (capstone course), week 11
English 491: Methods of Teaching English in Secondary School Literacy Story and Analysis through Critical Lens Identify when this occurs in the program: Senior Year (capstone course), week 11 Part 1: Story
More informationReading Project. Happy reading and have an excellent summer!
Reading Project In order to prepare for seventh grade, you are required to read at least one book from the District 54 Summer Reading List. The list contains both fiction and non-fiction books at different
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 informationCreate A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills.
Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Author Gale Ekiss Grade Level 4-8 Duration 3 class periods
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 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 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 informationHoughton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1)
Houghton Mifflin Reading Correlation to the Standards for English Language Arts (Grade1) 8.3 JOHNNY APPLESEED Biography TARGET SKILLS: 8.3 Johnny Appleseed Phonemic Awareness Phonics Comprehension Vocabulary
More informationLivermore Valley Joint Unified School District. B or better in Algebra I, or consent of instructor
Livermore Valley Joint Unified School District DRAFT Course Title: AP Macroeconomics Grade Level(s) 11-12 Length of Course: Credit: Prerequisite: One semester or equivalent term 5 units B or better in
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 informationExemplar Grade 9 Reading Test Questions
Exemplar Grade 9 Reading Test Questions discoveractaspire.org 2017 by ACT, Inc. All rights reserved. ACT Aspire is a registered trademark of ACT, Inc. AS1006 Introduction Introduction This booklet explains
More informationGrade 12 English 4 - Intensive Reading - Collection 2 Gender Roles
Semester 2: 6-8 Weeks Central Text Selections Anchor Text: Narrative Poem: The Wife of Bath s Tale from Canterbury Tales by Geoffrey Chaucer p. 77 LG: Analyze the narrator and the framestory structure
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 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 information