JANA: WRITTEN NARRATIVE

Size: px
Start display at page:

Download "JANA: WRITTEN NARRATIVE"

Transcription

1 JANA: WRITTEN NARRATIVE Year Level: Year 4 Page 1

2 Evidence for Scaling JANA: WRITTEN NARRATIVE Language Key features and examples Examples of evidence demonstrated by student Scale Genre: achieving different purposes level of scaffolding independently written following a series of activities related to narrative genre 3 / 4 schematic structure organises the text: conjunctions: First, Next, Finally, In addition dependent clauses: When I was four phrases of time, place, manner: Yesterday, At church, With a knife topic words: Snakes action verbs (in procedures): Slice, Boil existential subject to introduce new information: There layout: subheadings, pictures, diagrams introduction, complication, resolution time, place, manner: On friday (Friday) night topic words: She, hop (Hope) builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns - synonyms / antonyms - words that go together: change tyre - classification: motor vehicles - sedans,- hatchbacks, utilities - composition (whole-part): motor vehicles - wheels, tyres, engine, seat belt conjunctions to join sentences: Next, So, However, Therefore reference: her, she, he, the vocabulary patterns - words that go together: police car, police coast (constable) joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when, so / so that relative clauses: Perth, which is the capital,... linking: and Field: expressing ideas and experiences noun groups: numbers, describers, classifiers, qualifiers: David, television, a book, a little boy, a mountain bike, the man in the shop, the three pictures on the wall, the children who live in the city comparatives: funnier, slower, more beautiful, best friday night, a princess nemed hop (named Hope), the prak (the park), her dog, home, a man nemed frank (named Frank), secret home, the door, frank (Frank), police coast (constable), police car, hop (Hope) 4 / 5 nominalisations: likelihood, growth, development, beauty, risk, government, ability verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: wants to play, tried pushing phrasal verbs: look it up, put up with action: went, play, wallk (walk), saw, run, lock, bark (broke), put, live saying: call relational: nemed (named) circumstances and clauses: when: on Sunday, when we arrived where: at the sign how: carefully, with a fine brush, like a leopard with whom / what: with my friend, with my dog why: due to the rain, because it is late technical vocabulary: consume, diet when: On friday night where: to the prak (park), to hop (Hope), secret home (to her secret home), in side (inside), in the police car how: happy (happily) with whom / what: with her dog why: to play with her dog a princess, police coast (constable), police car direct and reported speech: direct: She said, I am going home. reported: She said she was going home. Page 2

3 Evidence for Scaling JANA: WRITTEN NARRATIVE Language Key features and examples Examples of evidence demonstrated by student Scale Tenor: interacting with others speech functions: statements, questions, offers, commands subjectivity / objectivity: subjective: I believe objective: It is possible series of statements expressed through simple sentences with limited accuracy 3 modality: certainty: reckon, think, perhaps, will, has to be obligation: could, should, must interpersonal meaning: feelings, attitudes: It s beautiful, I like you, very, excellent, best, naughty, rude, well-behaved, just, only, luckily idioms, colloquialisms, humour names to refer to people feelings, attitudes: happy (happily) names: a princess, hop (Hope), frank (Frank), police coast (constable) appropriateness of tenor consistent but simplistic author s voice appropriate for early stage of writing Mode: creating spoken and written texts tenses: primary: past, present, future secondary: other tenses eg was sleeping, wanted to go, have gone passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind. primary - past: went, saw - present instead of past: wallk (walk), run, lock, bark (broke), call, live passive: a princess nemed (named) hop, a man nemed (named) Frank, got put 3 / 4 foregrounding: abstract elements: The habitat of the snakes conjunctions dependent clauses phrases of time, place, manner non-human elements: The lathe human elements: specific We, general People action verbs: Draw existential subject to introduce new information: There interpersonal elements: Dear, Thankyou, Well time, place, manner: On friday night human: She, he (He), frank (Frank), hop (Hope) appropriateness of foregrounding coherence: introduction, topic sentences and the links between them print conventions: handwriting: letter formation, spacing, direction spelling: link to pronunciation and visual patterns punctuation: capitals, fullstops, question marks, commas, speech marks, apostrophes, links to intonation abbreviations: cm, 2nd foregrounding of people and time appropriate for a narrative introduction provides setting for the short sequence of events that follow, events do not elaborate on all ideas in introduction (princess) handwriting: legible, appropriate spacing spelling: most common words correct, spells less familiar words with letters which represent sounds in the word: prak (park), coast (constable) punctuation: capital letter for She to denote new sentences but does not use capitals consistently to show all new sentences, misses all full stops multimedia / multimodal: links between gestures, visual images, physical objects, sound, light, layout, tables, spoken and written text Page 3

4 JANA: WRITTEN ANALYTICAL ARGUMENT Year Level: Year 4 Page 4

5 Evidence for Scaling JANA: WRITTEN ANALYTICAL ARGUMENT Language Key features and examples Examples of evidence demonstrated by student Scale Genre: achieving different purposes level of scaffolding schematic structure independently written following a range of activities related to the task and modelling of the genre position, supporting reasons 3 / 4 organises the text: conjunctions: First, Next, Finally, In addition dependent clauses: When I was four phrases of time, place, manner: Yesterday, At church, With a knife topic words: Snakes action verbs (in procedures): Slice, Boil existential subject to introduce new information: There layout: subheadings, pictures, diagrams topic words: children (Children) builds cohesion: reference items: my, it, him, this, there, the vocabulary patterns - synonyms / antonyms - words that go together: change tyre - classification: motor vehicles - sedans, hatchbacks, utilities - composition (whole-part): motor vehicles - wheels, tyres, engine, seat belt conjunctions to join sentences: Next, So, However, Therefore reference: you vocabulary patterns - antonyms: cool, hot joins clauses to expand information: linking conjunctions: and, or, so, and then binding conjunctions: because, if, as, when, so / so that relative clauses: Perth, which is the capital,... linking: and Field: expressing ideas and experiences noun groups: numbers, describers, classifiers, qualifiers: David, television, a book, a little boy, a mountain bike, the man in the shop, the three pictures on the wall, the children who live in the city comparatives: funnier, slower, more beautiful, best children, hats, school 2 / 3 / 4 nominalisations: likelihood, growth, development, beauty, risk, government, ability verbs: action: subtract, divide, peered, scanned mental (sensing): knew, think, believe saying: said, laughed, shouted relational: are, became, has verbal groups: wants to play, tried pushing phrasal verbs: look it up, put up with action: wear, keep relational: be, get circumstances and clauses: when: on Sunday, when we arrived where: at the sign how: carefully, with a fine brush, like a leopard with whom / what: with my friend, with my dog why: due to the rain, because it is late where: at school why: to keep cool and do not get sunburnt, to keep you safety (safe), to not be hot technical vocabulary: consume, diet sunburnt, safety (safe) direct and reported speech: direct: She said, I am going home. reported: She said she was going home. Page 5

6 Evidence for Scaling JANA: WRITTEN ANALYTICAL ARGUMENT Language Key features and examples Examples of evidence demonstrated by student Scale Tenor: interacting with others speech functions: statements, questions, offers, commands one run on statement with limited accuracy 4 subjectivity / objectivity: subjective: I believe objective: It is possible modality: certainty: reckon, think, perhaps, will, has to be obligation: could, should, must obligation: should interpersonal meaning: feelings, attitudes: It s beautiful, I like you, very, excellent, best, naughty, rude, well-behaved, just, only, luckily idioms, colloquialisms, humour names to refer to people appropriateness of tenor use of obligation, technical terms and contrasts help to establish writer as an expert in this argument Mode: creating spoken and written texts tenses: primary: past, present, future secondary: other tenses eg was sleeping, wanted to go, have gone passive voice: active: The winds flamed the fire. passive: The fire was flamed by the wind. primary - present: wear, keep, be, get secondary - accurate: should wear 4 / 5 foregrounding: abstract elements: The habitat of the snakes conjunctions dependent clauses phrases of time, place, manner non-human elements: The lathe human elements: specific We, general People action verbs: Draw existential subject to introduce new information: There interpersonal elements: Dear, Thankyou, Well human: children (Children) appropriateness of foregrounding foregrounding of general term children appropriate for argument coherence: introduction, topic sentences and the links between them print conventions: handwriting: letter formation, spacing, direction spelling: link to pronunciation and visual patterns punctuation: capitals, fullstops, question marks, commas, speech marks, apostrophes, links to intonation abbreviations: cm, 2nd coherence built through logical relation between statement of position and reason, constructed by the use of to (in order to) handwriting: legible with appropriate spaces between words spelling: all words correct punctuation: text is one sentence, no capital at start and no full stops at end, but uses full stops and capitals inappropriately within the text multimedia / multimodal: links between gestures, visual images, physical objects, sound, light, layout, tables, spoken and written text Page 6

7 ESL Scales Commentary Scale 4 Jana s texts provide evidence contributing mostly to Scale 4. Towards the end of Year 4 a student achieving the SACSA Standards should be working around Scale 8. Text in Context Language Key Teaching Points Genre Outcome 4.1 Interacts in predominately routine exchanges and constructs a limited range of texts. Field Outcome 4.2 Understands and uses a very narrow range of vocabulary constructing personally relevant fields, and uses isolated examples of technical vocabulary. Demonstrates, for several basic genres, the understanding that they have different purposes and that those purposes are similar across cultures Reads a small range of everyday and environmental texts and begins to construct collaboratively very brief examples of the most familiar - organises the meanings in brief written texts in a logical order, with support, and for a very limited range of genres Following teacher scaffolding and with the support of key words to structure the texts, organises meanings in the order appropriate to the genre and purpose of a narrative and an argument. Uses vocabulary that is developing their knowledge of the school and community, and other personally relevant topics such as transport and amenities Uses vocabulary that is mainly commonsense and everyday but begins to use some technical vocabulary when constructing those personally relevant topics more technically Demonstrates understanding of technical vocabulary constructing a very narrow range of educational topics, such as science equipment and physical geography Uses everyday, commonsense vocabulary and some technical vocabulary to construct a story about safety in the community and an argument on sun safety. Demonstrates an understanding of the organisation of several basic genres and constructs elementary examples - says and writes components of several basic genres with less dependence on scaffolding Provides key information for each text within the structure appropriate for the genre, a chronological sequence of key events (narrative), several reasons for a stated position (argument). Begins to expand information in a text by choosing the simplest linking conjunctions: and Organises texts using a limited range of cohesive resources uses a small range of reference items accurately most of the time - possessive pronouns: her - third person pronouns: she, he, you Uses very basic phrases of location expressing the circumstances of an event - uses a small range of phrases of location: to the prak (park), to hop (Hope), secret home (to her secret home), in side, in the police car, at school Expands vocabulary by exploring parts of word groups and phrases that can be changed - classifiers: secret home, police car, police coast (constable) - prepositions: to, in, at Demonstrates understanding of technical and nontechnical vocabulary constructing a very narrow range of educational fields such as science, geography or ICT Uses technical vocabulary effectively in recount: police coast (constable), police car. Shows understanding of the need to use technical vocabulary in the argument: sunburnt (sunburn), safety (safe). Provide opportunities to expand range of pronouns used and include demonstrative pronouns: here, there, this, that. (Scale 4) Provide opportunities to practise the use of a greater range of conjunctions: but, then, or, so, because. (Scales 4 and 5) Introduce orientation and evaluation stages for a recount. (Scale 5) Introduce a wider range of prepositions for phrases of location: under, beside, next to, by. (Scales 4 and 5) Explore how to expand vocabulary by exploring how to use numbers, describers and classifiers in the noun group. Introduce the use of prepositional phrases as qualifiers. (Scales 4 to 6) Page 7

8 ESL Scales Commentary Scale 4 Text in Context Language Key Teaching Points Tenor Outcome 3.3 Participates appropriately in a limited range of familiar, highly supportive contexts, suing a limited range of basic grammatical structures with some accuracy. Chooses a narrow range of basic ways of expressing statements, questions, offers and commands (uses predominantly modelled examples) with some accuracy when communicating independently Constructs statements using simple sentences with limited accuracy. Begins to experiment with newer expressions in familiar, supportive contexts and is willing to risk making inappropriate choices in those contexts Incorporates technical vocabulary in both texts. Uses small range of basic grammatical items appropriately most of the time - articles: a, the - auxiliaries: should, do - prepositions: on, to, in, with, at Uses a narrow range of evaluative language to express feelings and attitudes: happy (happily) Further explore the use of adverbs to express attitude through emphasis: so, much, really, many. (Scales 3 to 6) Provide opportunities to explore the effect of using language of different degrees of certainty and obligation: I think, maybe, know, can, might, should, must. (Scales 4 to 6) Compare the use and meaning of adjectives and adverbs: happy / happily, sad / sadly. Use modelled sentences to practice use of each form for familiar contexts. (Scales 4 to 6) Mode Outcome 4.4 Constructs a limited range of spoken texts located in the immediate context, reads a limited range of texts and begins to shape a strictly limited range of written texts. Organises the meanings in brief written texts in a logical order, with support and for a very limited range of genres Organises meanings in logical order in narrative and argument. Begins to write and draw a small range of basic examples of texts on technical fields Writes very brief examples of everyday texts Writes both a narrative and an argument around the theme of safety. Chooses repetitive beginnings of sentences in their own writing Uses pronouns she and he repetitively to begin sentences in narrative. Demonstrates some control of the primary tenses (present, past, future) and their formation for the most common regular verbs but a strictly limited control of secondary tenses In narrative occasionally uses simple past but mostly uses simple present instead of simple past. One use of secondary tense. Spells accurately most common monosyllabic words learned in the classroom and spells others based on own pronunciation or other patterns Correctly spells familiar or simple words: home, secret, door, school. Spells longer or less familiar words incorrectly: coast (constable), nemed (named). Practise the formation and use of both the regular and irregular past tense verb: lock / locked, walk / walked, put / put. (Scales 4 to 7) Compare pronunciation and spelling of pairs of words to learn about the spelling rule of adding e to make a long vowel sound: hop / hope, bit / bite. (Scales 4 and 5) Continue to provide opportunities related to the accurate use of fullstops and capitals. (Scales 4 to 7) Provide alternatives to foregrounding the person in narratives. Introduce a range of adverbs and phrases: Suddenly, Out of the blue, Nervously. (Scales 4 to 8) Experiments with punctuation Uses capitals and fullstops with varying success. Page 8

Myths, Legends, Fairytales and Novels (Writing a Letter)

Myths, 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 information

Opportunities for Writing Title Key Stage 1 Key Stage 2 Narrative

Opportunities 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 information

Loughton School s curriculum evening. 28 th February 2017

Loughton 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 information

National Literacy and Numeracy Framework for years 3/4

National 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 information

What the National Curriculum requires in reading at Y5 and Y6

What 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 information

Primary English Curriculum Framework

Primary 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 information

Subject: Opening the American West. What are you teaching? Explorations of Lewis and Clark

Subject: 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 information

First Grade Curriculum Highlights: In alignment with the Common Core Standards

First Grade Curriculum Highlights: In alignment with the Common Core Standards First Grade Curriculum Highlights: In alignment with the Common Core Standards ENGLISH LANGUAGE ARTS Foundational Skills Print Concepts Demonstrate understanding of the organization and basic features

More information

5 th Grade Language Arts Curriculum Map

5 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 information

1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature

1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature 1 st Grade Curriculum Map Common Core Standards Language Arts 2013 2014 1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature Key Ideas and Details

More information

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 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 information

Mercer County Schools

Mercer 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 information

Adjectives tell you more about a noun (for example: the red dress ).

Adjectives tell you more about a noun (for example: the red dress ). Curriculum Jargon busters Grammar glossary Key: Words in bold are examples. Words underlined are terms you can look up in this glossary. Words in italics are important to the definition. Term Adjective

More information

Lower and Upper Secondary

Lower and Upper Secondary Lower and Upper Secondary Type of Course Age Group Content Duration Target General English Lower secondary Grammar work, reading and comprehension skills, speech and drama. Using Multi-Media CD - Rom 7

More information

English for Life. B e g i n n e r. Lessons 1 4 Checklist Getting Started. Student s Book 3 Date. Workbook. MultiROM. Test 1 4

English for Life. B e g i n n e r. Lessons 1 4 Checklist Getting Started. Student s Book 3 Date. Workbook. MultiROM. Test 1 4 Lessons 1 4 Checklist Getting Started Lesson 1 Lesson 2 Lesson 3 Lesson 4 Introducing yourself Numbers 0 10 Names Indefinite articles: a / an this / that Useful expressions Classroom language Imperatives

More information

Taught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words,

Taught 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 information

California Department of Education English Language Development Standards for Grade 8

California 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 information

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading

ELA/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 information

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-

Reading 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 information

Coast Academies Writing Framework Step 4. 1 of 7

Coast Academies Writing Framework Step 4. 1 of 7 1 KPI Spell further homophones. 2 3 Objective Spell words that are often misspelt (English Appendix 1) KPI Place the possessive apostrophe accurately in words with regular plurals: e.g. girls, boys and

More information

Dickinson ISD ELAR Year at a Glance 3rd Grade- 1st Nine Weeks

Dickinson 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 information

Houghton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1)

Houghton 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 information

The College Board Redesigned SAT Grade 12

The 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 information

Emmaus Lutheran School English Language Arts Curriculum

Emmaus 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 information

Text Type Purpose Structure Language Features Article

Text 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 information

Thornhill Primary School - Grammar coverage Year 1-6

Thornhill Primary School - Grammar coverage Year 1-6 Thornhill Primary School - Grammar coverage Year 1-6 Year Topic Examples Terminology Importance Using full stops and capital letters to demarcate s We sailed to the land where the wild things are. Sentence

More information

Writing a composition

Writing a composition A good composition has three elements: Writing a composition an introduction: A topic sentence which contains the main idea of the paragraph. a body : Supporting sentences that develop the main idea. a

More information

Developing Grammar in Context

Developing Grammar in Context Developing Grammar in Context intermediate with answers Mark Nettle and Diana Hopkins PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge, United

More information

I. INTRODUCTION. for conducting the research, the problems in teaching vocabulary, and the suitable

I. INTRODUCTION. for conducting the research, the problems in teaching vocabulary, and the suitable 1 I. INTRODUCTION This chapter describes the background of the problem which includes the reasons for conducting the research, the problems in teaching vocabulary, and the suitable activity which is needed

More information

ELD CELDT 5 EDGE Level C Curriculum Guide LANGUAGE DEVELOPMENT VOCABULARY COMMON WRITING PROJECT. ToolKit

ELD CELDT 5 EDGE Level C Curriculum Guide LANGUAGE DEVELOPMENT VOCABULARY COMMON WRITING PROJECT. ToolKit Unit 1 Language Development Express Ideas and Opinions Ask for and Give Information Engage in Discussion ELD CELDT 5 EDGE Level C Curriculum Guide 20132014 Sentences Reflective Essay August 12 th September

More information

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))

PAGE(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 information

Facing our Fears: Reading and Writing about Characters in Literary Text

Facing 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 information

Common Core State Standards for English Language Arts

Common 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 information

Comprehension Recognize plot features of fairy tales, folk tales, fables, and myths.

Comprehension 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 information

TABE 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 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 information

Lesson objective: Year: 5/6 Resources: 1a, 1b, 1c, 1d, 1e, 1f, Examples of newspaper orientations.

Lesson objective: Year: 5/6 Resources: 1a, 1b, 1c, 1d, 1e, 1f, Examples of newspaper orientations. Resources: 1a, 1b, 1c, 1d, 1e, 1f, Examples of newspaper orientations. The Lighthouse- 1 To understand the features of a report To create an orientation and suitable heading Opening Using a selection of

More information

Nancy Hennessy M.Ed. 1

Nancy Hennessy M.Ed. 1 Writing Construction Zone: A Blueprint for Effective Instruction Session 3 Continued: The intermediate-adolescent Writer: Building Critical Skills and Processes Nancy Hennessy M.Ed. 2012 Agenda-Session

More information

This publication is also available for download at

This publication is also available for download at Sourced from SATs-Papers.co.uk Crown copyright 2012 STA/12/5595 ISBN 978 1 4459 5227 7 You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open

More information

CEFR Overall Illustrative English Proficiency Scales

CEFR 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 information

Copyright 2017 DataWORKS Educational Research. All rights reserved.

Copyright 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 information

5. UPPER INTERMEDIATE

5. 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 information

5 Star Writing Persuasive Essay

5 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 information

Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)

Prentice 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 information

How to Teach English

How to Teach English "How to Teach English" is a practical book which covers the aspects of being a good teacher, dealing with problems and the unexpected in the classroom. It describes, simplifies and gives us an introduction

More information

1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources.

1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources. Course French I Grade 9-12 Unit of Study Unit 1 - Bonjour tout le monde! & les Passe-temps Unit Type(s) x Topical Skills-based Thematic Pacing 20 weeks Overarching Standards: 1.1 Interpersonal Communication:

More information

CORPUS ANALYSIS CORPUS ANALYSIS QUANTITATIVE ANALYSIS

CORPUS ANALYSIS CORPUS ANALYSIS QUANTITATIVE ANALYSIS CORPUS ANALYSIS Antonella Serra CORPUS ANALYSIS ITINEARIES ON LINE: SARDINIA, CAPRI AND CORSICA TOTAL NUMBER OF WORD TOKENS 13.260 TOTAL NUMBER OF WORD TYPES 3188 QUANTITATIVE ANALYSIS THE MOST SIGNIFICATIVE

More information

About this unit. Lesson one

About this unit. Lesson one Unit 30 Abuja Carnival About this unit This unit revises language and phonics done throughout the year. The theme of the unit is Abuja carnival. Pupils describe a happy carnival picture and read a story

More information

4 th Grade Reading Language Arts Pacing Guide

4 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 information

Today we examine the distribution of infinitival clauses, which can be

Today we examine the distribution of infinitival clauses, which can be Infinitival Clauses Today we examine the distribution of infinitival clauses, which can be a) the subject of a main clause (1) [to vote for oneself] is objectionable (2) It is objectionable to vote for

More information

Prentice 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 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 information

BASIC ENGLISH. Book GRAMMAR

BASIC ENGLISH. Book GRAMMAR BASIC ENGLISH Book 1 GRAMMAR Anne Seaton Y. H. Mew Book 1 Three Watson Irvine, CA 92618-2767 Web site: www.sdlback.com First published in the United States by Saddleback Educational Publishing, 3 Watson,

More information

Virtually Anywhere Episodes 1 and 2. Teacher s Notes

Virtually Anywhere Episodes 1 and 2. Teacher s Notes Virtually Anywhere Episodes 1 and 2 Geeta and Paul are final year Archaeology students who don t get along very well. They are working together on their final piece of coursework, and while arguing over

More information

One Stop Shop For Educators

One Stop Shop For Educators Modern Languages Level II Course Description One Stop Shop For Educators The Level II language course focuses on the continued development of communicative competence in the target language and understanding

More information

Formulaic Language and Fluency: ESL Teaching Applications

Formulaic Language and Fluency: ESL Teaching Applications Formulaic Language and Fluency: ESL Teaching Applications Formulaic Language Terminology Formulaic sequence One such item Formulaic language Non-count noun referring to these items Phraseology The study

More information

Language Acquisition Chart

Language 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 information

TWO OLD WOMEN (An Alaskan Legend of Betrayal, Courage and Survival) By Velma Wallis

TWO OLD WOMEN (An Alaskan Legend of Betrayal, Courage and Survival) By Velma Wallis TWO OLD WOMEN (An Alaskan Legend of Betrayal, Courage and Survival) By Velma Wallis Sample Lesson meeting the Alaska English/Language Arts Standards Grade 4 By Nita Rearden Vocabulary List: Pick words

More information

Pronunciation: Student self-assessment: Based on the Standards, Topics and Key Concepts and Structures listed here, students should ask themselves...

Pronunciation: Student self-assessment: Based on the Standards, Topics and Key Concepts and Structures listed here, students should ask themselves... BVSD World Languages Course Outline Course Description: furthers the study of grammar, vocabulary and an understanding of the culture though movies, videos and magazines. Students improve listening, speaking,

More information

Word Stress and Intonation: Introduction

Word Stress and Intonation: Introduction Word Stress and Intonation: Introduction WORD STRESS One or more syllables of a polysyllabic word have greater prominence than the others. Such syllables are said to be accented or stressed. Word stress

More information

Grade 5: Module 3A: Overview

Grade 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 information

Sample Goals and Benchmarks

Sample Goals and Benchmarks Sample Goals and Benchmarks for Students with Hearing Loss In this document, you will find examples of potential goals and benchmarks for each area. Please note that these are just examples. You should

More information

Unit 14 Dangerous animals

Unit 14 Dangerous animals Unit 14 Dangerous About this unit In this unit, the pupils will look at some wild living in Africa at how to keep safe from them, at the sounds they make and at their natural habitats. The unit links with

More information

Unit 8 Pronoun References

Unit 8 Pronoun References English Two Unit 8 Pronoun References Objectives After the completion of this unit, you would be able to expalin what pronoun and pronoun reference are. explain different types of pronouns. understand

More information

Grade 2 Unit 2 Working Together

Grade 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 information

This publication is also available for download at

This publication is also available for download at Crown copyright 2012 STA/12/5601 ISBN 978 1 4459 5233 8 You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view

More information

Literature and the Language Arts Experiencing Literature

Literature 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 information

Advanced Grammar in Use

Advanced Grammar in Use Advanced Grammar in Use A self-study reference and practice book for advanced learners of English Third Edition with answers and CD-ROM cambridge university press cambridge, new york, melbourne, madrid,

More information

Common Core ENGLISH GRAMMAR & Mechanics. Worksheet Generator Standard Descriptions. Grade 2

Common Core ENGLISH GRAMMAR & Mechanics. Worksheet Generator Standard Descriptions. Grade 2 Common Core ENGLISH GRAMMAR & Mechanics Worksheet Generator Descriptions Grade 2 Level 2 L.1 Description Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

More information

November 2012 MUET (800)

November 2012 MUET (800) November 2012 MUET (800) OVERALL PERFORMANCE A total of 75 589 candidates took the November 2012 MUET. The performance of candidates for each paper, 800/1 Listening, 800/2 Speaking, 800/3 Reading and 800/4

More information

ELPAC. Practice Test. Kindergarten. English Language Proficiency Assessments for California

ELPAC. Practice Test. Kindergarten. English Language Proficiency Assessments for California ELPAC English Language Proficiency Assessments for California Practice Test Kindergarten Copyright 2017 by the California Department of Education (CDE). All rights reserved. Copying and distributing these

More information

Participate in expanded conversations and respond appropriately to a variety of conversational prompts

Participate in expanded conversations and respond appropriately to a variety of conversational prompts Students continue their study of German by further expanding their knowledge of key vocabulary topics and grammar concepts. Students not only begin to comprehend listening and reading passages more fully,

More information

LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy

LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy Literacy is a bridge from misery to hope. It is a tool for daily life in modern society. It is a bulwark against poverty and a building block of

More information

MYP Language A Course Outline Year 3

MYP 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 information

SAMPLE PAPER SYLLABUS

SAMPLE PAPER SYLLABUS SOF INTERNATIONAL ENGLISH OLYMPIAD SAMPLE PAPER SYLLABUS 2017-18 Total Questions : 35 Section (1) Word and Structure Knowledge PATTERN & MARKING SCHEME (2) Reading (3) Spoken and Written Expression (4)

More information

ENGLISH. Progression Chart YEAR 8

ENGLISH. 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 information

Intensive English Program Southwest College

Intensive English Program Southwest College Intensive English Program Southwest College ESOL 0352 Advanced Intermediate Grammar for Foreign Speakers CRN 55661-- Summer 2015 Gulfton Center Room 114 11:00 2:45 Mon. Fri. 3 hours lecture / 2 hours lab

More information

Student Name: OSIS#: DOB: / / School: Grade:

Student 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 information

Tracy Dudek & Jenifer Russell Trinity Services, Inc. *Copyright 2008, Mark L. Sundberg

Tracy Dudek & Jenifer Russell Trinity Services, Inc. *Copyright 2008, Mark L. Sundberg Tracy Dudek & Jenifer Russell Trinity Services, Inc. *Copyright 2008, Mark L. Sundberg Verbal Behavior-Milestones Assessment & Placement Program Criterion-referenced assessment tool Guides goals and objectives/benchmark

More information

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS

Arizona 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 information

We are going to talk about the meaning of the word weary. Then we will learn how it can be used in different sentences.

We are going to talk about the meaning of the word weary. Then we will learn how it can be used in different sentences. Vocabulary Instructional Routine: Make Connections with New Vocabulary Preparation/Materials: several words selected from Hansel and Gretel (e.g.,, glorious, scare) 1 Italicized sentences are what the

More information

English IV Version: Beta

English 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 information

YMCA SCHOOL AGE CHILD CARE PROGRAM PLAN

YMCA SCHOOL AGE CHILD CARE PROGRAM PLAN YMCA SCHOOL AGE CHILD CARE PROGRAM PLAN (normal view is landscape, not portrait) SCHOOL AGE DOMAIN SKILLS ARE SOCIAL: COMMUNICATION, LANGUAGE AND LITERACY: EMOTIONAL: COGNITIVE: PHYSICAL: DEVELOPMENTAL

More information

Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed.

Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed. Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed. Speaking Standard Language Aspect: Purpose and Context Benchmark S1.1 To exit this

More information

Medium Term Plan English Year

Medium Term Plan English Year Medium Term Plan English Year 12016 17 Comprehension Work through Comprehension Book and guided reading Grammar and punctuation Nelson Grammar International Pupil Book 1. Nelson International Comprehension

More information

Correspondence between the DRDP (2015) and the California Preschool Learning Foundations. Foundations (PLF) in Language and Literacy

Correspondence between the DRDP (2015) and the California Preschool Learning Foundations. Foundations (PLF) in Language and Literacy 1 Desired Results Developmental Profile (2015) [DRDP (2015)] Correspondence to California Foundations: Language and Development (LLD) and the Foundations (PLF) The Language and Development (LLD) domain

More information

Let's Learn English Lesson Plan

Let's Learn English Lesson Plan Let's Learn English Lesson Plan Introduction: Let's Learn English lesson plans are based on the CALLA approach. See the end of each lesson for more information and resources on teaching with the CALLA

More information

Grade 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 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 information

2017 national curriculum tests. Key stage 1. English grammar, punctuation and spelling test mark schemes. Paper 1: spelling and Paper 2: questions

2017 national curriculum tests. Key stage 1. English grammar, punctuation and spelling test mark schemes. Paper 1: spelling and Paper 2: questions 2017 national curriculum tests Key stage 1 English grammar, punctuation and spelling test mark schemes Paper 1: spelling and Paper 2: questions Contents 1. Introduction 3 2. Structure of the key stage

More information

IN THIS UNIT YOU LEARN HOW TO: SPEAKING 1 Work in pairs. Discuss the questions. 2 Work with a new partner. Discuss the questions.

IN THIS UNIT YOU LEARN HOW TO: SPEAKING 1 Work in pairs. Discuss the questions. 2 Work with a new partner. Discuss the questions. 6 1 IN THIS UNIT YOU LEARN HOW TO: ask and answer common questions about jobs talk about what you re doing at work at the moment talk about arrangements and appointments recognise and use collocations

More information

The Common European Framework of Reference for Languages p. 58 to p. 82

The Common European Framework of Reference for Languages p. 58 to p. 82 The Common European Framework of Reference for Languages p. 58 to p. 82 -- Chapter 4 Language use and language user/learner in 4.1 «Communicative language activities and strategies» -- Oral Production

More information

Linguistic Variation across Sports Category of Press Reportage from British Newspapers: a Diachronic Multidimensional Analysis

Linguistic Variation across Sports Category of Press Reportage from British Newspapers: a Diachronic Multidimensional Analysis International Journal of Arts Humanities and Social Sciences (IJAHSS) Volume 1 Issue 1 ǁ August 216. www.ijahss.com Linguistic Variation across Sports Category of Press Reportage from British Newspapers:

More information

BULATS A2 WORDLIST 2

BULATS A2 WORDLIST 2 BULATS A2 WORDLIST 2 INTRODUCTION TO THE BULATS A2 WORDLIST 2 The BULATS A2 WORDLIST 21 is a list of approximately 750 words to help candidates aiming at an A2 pass in the Cambridge BULATS exam. It is

More information

Greeley-Evans School District 6 French 1, French 1A Curriculum Guide

Greeley-Evans School District 6 French 1, French 1A Curriculum Guide Theme: Salut, les copains! - Greetings, friends! Inquiry Questions: How has the French language and culture influenced our lives, our language and the world? Vocabulary: Greetings, introductions, leave-taking,

More information

Grade 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 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 information

a) analyse sentences, so you know what s going on and how to use that information to help you find the answer.

a) analyse sentences, so you know what s going on and how to use that information to help you find the answer. Tip Sheet I m going to show you how to deal with ten of the most typical aspects of English grammar that are tested on the CAE Use of English paper, part 4. Of course, there are many other grammar points

More information

Explicitly teaching Year 2 students to paraphrase will improve their reading comprehension

Explicitly teaching Year 2 students to paraphrase will improve their reading comprehension Explicitly teaching Year 2 students to paraphrase will improve their reading comprehension LESSON PLANS Lessons were based on J. Munro s Paraphrasing Lesson Plans 2006 with adaptations. As mentioned earlier

More information

Spelling, Punctuation & Grammar

Spelling, Punctuation & Grammar Spelling, Punctuation & Grammar Guidance For Parents & Carers Spelling, Punctuation & Grammar Explained As part of the changes to the National Curriculum, the Department for Education has raised the profile

More information

A Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy

A 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 information

CHAPTER II LITERATURE REVIEW

CHAPTER II LITERATURE REVIEW CHAPTER II LITERATURE REVIEW A. The Theoretical Framework 1. Nature of Writing Writing is an important skill in English besides listening, speaking and reading. Writing is a medium in which someone can

More information