Scope & Sequence Instructional Planner

Miami-Dade County Public Schools Division of Bilingual Education and World Languages Developmental Language Arts Through ESOL I - IV Scope & Sequence Instructional Planner

Developmental Language Arts Through ESOL I-IV Instructional Planner Table of Contents Developmental Language Arts Through ESOL I Developmental Language Arts Through ESOL II Developmental Language Arts Through ESOL III Developmental Language Arts Through ESOL IV Introduction Overview of Developmental Language Arts Through ESOL I-IV Developmental Language Arts Through ESOL I Course at a Glance Scope and Sequence Guide to SSS Reading and Writing Tested Benchmarks Correlation of Developmental Language Arts Through ESOL I CBC & SSS Reading/Writing Benchmarks Weekly Guide of SSS Tested Benchmarks Student Checklist of SSS Tested Benchmarks Developmental Language Arts Through ESOL II Course at a Glance Scope and Sequence Guide to SSS Reading and Writing Tested Benchmarks Correlation of Developmental Language Arts Through ESOL II CBC & SSS Reading/Writing Benchmarks Weekly Guide of SSS Tested Benchmarks Student Checklist of SSS Tested Benchmarks Developmental Language Arts Through ESOL III Course at a Glance Scope and Sequence Guide to SSS Reading and Writing Tested Benchmarks Correlation of Developmental Language Arts Through ESOL III CBC & SSS Reading/Writing Benchmarks Weekly Guide of SSS Tested Benchmarks Student Checklist of SSS Tested Benchmarks Developmental Language Arts Through ESOL I Course at a Glance Scope and Sequence Guide to SSS Reading and Writing Tested Benchmarks Correlation of Developmental Language Arts Through ESOL CBC & SSS Reading/Writing Benchmarks Weekly Guide of SSS Tested Benchmarks Student Checklist of SSS Tested Benchmarks i ii 1 2 3 4-16 17-20 21 1 2 3 4-14 14-17 18 1 2 3 4-14 14-17 18 1 2 3 4-15 15-18 19

INTRODUCTION The Developmental Language Arts Through ESOL Scope and Sequence Instructional Planner is a long-range planning document created for teachers as a guide to structure lessons that will successfully correlate the Miami-Dade County Public Schools Competency Based Curriculum (M-DCPS CBC) and the Florida Sunshine State Standards (SSS) to better serve our students. The following is a brief description of the documents contained in the Instructional Planner and their purpose. The Overview outlines the seven components of the Developmental Language Arts Through ESOL courses to be addressed during the school year. It also allows the teacher to identify the competencies that students will master. The Guide to SSS Reading and Writing Benchmarks charts all of the tested benchmarks and lists their corresponding footnote number as used in the Correlation of CBC and SSS Benchmarks. The Course at a Glance lists the M-DCPS competencies and the tested Sunshine State Standards that the students will cover. The Scope and Sequence is a tool for the organization and pacing of instruction based on the CBC objectives. The Correlation of CBC and SSS Benchmarks contains the M-DCPS components and competencies for each grading period, as well as the SSS benchmarks necessary to achieve success on the Florida Comprehensive Assessment Test. It reinforces the importance of connecting district and state standards to ensure mastery of both. The CBC and SSS are available online (see instructions below). The Checklist of SSS Tested Benchmarks allows students to monitor the instruction they receive for each benchmark. For reference, a copy of the M-DCPS CBC is available online at www.dadeschools.net. To access the document: 1. click on Education Portal (near the top) 2. click on CBC (right side) 3. click on ESOL (Volume I) 4. click the appropriate grade level and course. For reference, a copy of the Sunshine State Standards (Language Arts, 9-12) is available online at www.fldoe.org. To access the document: 1. click on Educators 2. click on Curriculum 3. click on Sunshine State Standards 4. click on the dot corresponding to Language Arts and 9-12 Developmental Language Arts Through ESOL i Division of Bilingual Education and World Languages, 2004

Overview of the Developmental Language Arts Through ESOL Competency-Based Curriculum ESOL I-IV COMPONENT ESOL I-IV COMPETENCIES I. Listening/Viewing A. Understand and respond to a variety of oral/media presentations II. Speaking A. Develop and deliver a message III. Vocabulary/ Structures A. Demonstrate knowledge of vocabulary IV. Reading/Literature A. Incorporate reading strategies V. Study Skills A. Organize information and increase reading proficiency VI. Writing A. Demonstrate writing proficiency VII. Culture A. Demonstrate an awareness and sensitivity to diverse cultures Developmental Language Arts Through ESOL ii Division of Bilingual Education and World Languages, 2004

Overview of the Developmental Language Arts Through ESOL Competency-Based Curriculum ESOL I-IV Developmental Language Arts Through ESOL iii Division of Bilingual Education and World Languages, 2004

GUIDE TO SSS READING AND WRITING TESTED BENCHMARKS GRADE 10 R/W Number Indicates whether the tested benchmark is reading or writing. Lists corresponding footnote number used in the correlation sections of this document. Also lists two benchmarks that were introduced at the elementary level (elem.) and carry over into high school for testing purposes. These benchmarks are incorporated into the weekly guide but will not be found in the correlation section. It is important that these two benchmarks continue to be taught and practiced in high school, because they will be tested. SSS Benchmarks Lists all tested benchmarks in full. (LA.B.1.4.2 is listed in its entirety on this page, but a shortened version is found in the correlation portions of this document.) R/W NUMBER SSS BENCHMARKS R 1 LA.A.1.4.2 Selects and uses strategies to understand words and text, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations. R 2 (elem.) LA.A.2.2.7 Recognizes the use of comparison and contrast in a text. R 3 LA.A.2.4.1 Determines the main idea and identifies relevant details, methods of development, and their effectiveness in a variety of types of written material. R 4, 6 LA.A.2.4.2 Determines the author s purpose and point of view and their effects on the text. (Includes LA.A.2.4.5 Identifies devices of persuasion and methods of appeal and their effectiveness). R 5, 7 LA.A.2.4.4 Locates, gathers, analyzes, and evaluates written information for a variety of purposes, including research projects, real-world tasks, and self-improvement. (Includes LA.A.2.4.6 Selects and uses appropriate study and research skills and tools according to the type of information being gathered or organized, including almanacs, government publications, microfiche, news sources, and information services). R 8 LA.A.2.4.7 Analyzes the validity and reliability of primary source information and uses the information appropriately. R 9 LA.A.2.4.8 Synthesizes information from multiple sources to draw conclusions. W 10 LA.B.1.4.2 The student drafts and revises writing that is focused, purposeful, and reflects insight into the writing situation; has an organizational pattern that provides for a logical progression of ideas; has effective use of transitional devices that contribute to a sense of completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and an involvement with the subject; uses creative writing strategies as appropriate to the purpose of the paper; demonstrates a mature command of language with precision of expression; has varied sentence structure; and has few, if any, convention errors in mechanics, usage, punctuation, and spelling. W 11 LA.B.2.4.3 The student writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization. R 12 (elem.) LA.E.2.2.1 Recognizes cause-and-effect relationships in literary texts. (Applies to fiction, nonfiction, poetry, and drama). R 13 LA.E.2.4.1 Analyzes the effectiveness of complex elements of plot, such as setting, major events, problems, conflicts, and resolutions. Division of Bilingual Education and World Languages

Miami-Dade County Public Schools Division of Bilingual Education and World Languages Developmental Language Arts Through ESOL I Instructional Planner

Developmental Language Arts Through ESOL I Course at a Glance This course will prepare students to understand and respond to a variety of oral/media presentations. develop and deliver a message. demonstrate knowledge of vocabulary. incorporate reading strategies. organize information and increase reading proficiency. demonstrate writing proficiency. demonstrate an awareness and sensitivity to diverse cultures. Tested SSS Reading Benchmarks This course will prepare students to select and use strategies to understand words and text, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations. recognize the use of comparison and contrast in a text. determine the main idea and identify relevant details, methods of development, and their effectiveness in a variety of types of written material. determine the author s purpose and point of view and their effects on the text. identify devices of persuasion and methods of appeal and their effectiveness. locate, gather, analyze, and evaluate written information for a variety of purposes, including research projects, real-world tasks, and self-improvement. select and use appropriate study and research skills and tools according to the type of information being gathered or organized, including almanacs, government publications, microfiche, news sources, and information services. analyze the validity and reliability of primary source information and use the information appropriately. synthesize information from multiple sources to draw conclusions. recognize cause-and-effect relationships in literary texts (applies to fiction, nonfiction, poetry, and drama). analyze the effectiveness of complex elements of plot, such as setting, major events, problems, conflicts, and resolutions. Tested SSS Writing Benchmarks This course will prepare students to write fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization. draft and revise writing that: is focused, purposeful, and reflects insight into the writing situation; has an organizational pattern that provides for a logical progression of ideas; has effective use of transitional devices that contribute to a sense of completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and involvement with the subject; uses creative writing strategies as appropriate to the purposes of the paper; demonstrates a mature command of language with freshness of expression; has varied sentence structure; has few, if any, convention errors in mechanics, usage, punctuation, and spelling. Developmental Language Arts Through ESOL I 1 Division of Bilingual Education and World Languages, 2004

CBC Components I. Listening/ Viewing II. Speaking III. Vocabulary /Structures IV. Reading/ Literature V. Study Skills VI. Writing VII. Culture CBC First Nine Weeks Aural Development one-step oral directions recognize phonemic sounds identify rhyming words Oral Development recognize intonation, stress patterns and pronunciation of vowels/consonants greetings, farewells, teacherdirected questions use consumer, survival, academic vocabulary Vocabulary Development use new vocabulary to compose sentences spell commonly used words identify word conventions dictionary skills formal/informal oral communication Reading Proficiency pre-reading strategies identify the 5 W s homonyms, antonyms, synonyms, homophones identify sequence of events Independent Reading Comprehension Strategies organize information highlight key words prediction organize time and materials textbook structure Writing Proficiency identify prewriting strategies identify four sentence types simple sentences oral or written prompts recognize conventions Journal Writing Acculturation identify holidays/celebrations identify patriotic/folkloric characters and symbols SCOPE AND SEQUENCE Developmental Language Arts Through ESOL I CBC Second Nine Weeks Aural Development identify main idea in oral/media presentation language interpretation Oral Development group activities: choral reading, call/response, role-playing appropriate body language in discussions Vocabulary Development learn context clue strategies literary/informational text vocabulary continue and expand previous nine weeks objectives Reading Proficiency identify stated/inferred main idea and details state main idea identify fact/opinion identify cause/effect use vocabulary strategies Independent Reading Comprehension Strategies recognize text patterns identify note-taking strategies select study/research skills and technological resources Writing Proficiency fill out forms, charts, and graphs short, controlled paragraph identify research skills recognize conventions Journal Writing Acculturation identify holidays/celebrations identify patriotic/folkloric characters and symbols CBC Third Nine Weeks Aural Development identify transitional words, language patterns, and symbols to understand oral presentations Oral Development continue and expand previous nine weeks objectives Vocabulary Development continue and expand previous nine weeks objectives Reading Proficiency understand literary devices/elements of plot continue and expand previous nine weeks objectives Independent Reading Comprehension Strategies identify parts of research paper continue and expand previous nine weeks objectives Writing Proficiency differentiate between persuasive/ expository research skills examine rubrics to assess writing recognize conventions Journal Writing Acculturation identify holidays/celebrations identify patriotic/folkloric characters and symbols CBC Fourth Nine Weeks Aural Development continue and expand previous nine weeks objectives Oral Development continue and expand previous nine weeks objectives Vocabulary Development continue and expand previous nine weeks objectives Reading Proficiency continue and expand previous nine weeks objectives Independent Reading Comprehension Strategies continue and expand previous nine weeks objectives Writing Proficiency workplace writing continue and expand previous nine weeks objectives recognize conventions Journal Writing Acculturation identify holidays/celebrations identify patriotic/folkloric characters and symbols Developmental Language Arts Through ESOL I I 2 Division of Bilingual Education and World Languages, 2004

SCOPE AND SEQUENCE Developmental Language Arts Through ESOL I Developmental Language Arts Through ESOL I I 2 Division of Bilingual Education and World Languages, 2004

Correlation of Developmental Language Arts Through ESOL I CBC and SSS Benchmarks First Nine Weeks IA Listening/Viewing The student, individually or as part of a group, will be able to understand and respond to a variety of oral/media presentations as follows: 1. Follow one step oral directions. 3 2. Recognize phonemic sounds, including short, long, r-controlled, medial vowel, initial and final consonant sounds, blends, digraphs, and words ending in /s/, /z/, /ez/, /ch/, /sh/, and past tense of regular verbs ending in /t/, /d/ sounds. 3. Identify rhyming words given visual or oral cues. a. responds to stated simple directions; c. demonstrates an awareness of language patterns that organize the meaning of an oral/media presentation; e. responds to an oral or written prompt for assessment. 9 3 LA.A.2.4.1 Determines the main idea and identifies relevant details, methods of development, and their effectiveness in a variety of types of written material. 9 LA.A.2.4.8 Synthesizes information from multiple sources to draw conclusions. IIA Speaking The student, individually or as part of a group, will develop and deliver a message which: 1. Recognize appropriate intonation and stress patterns in English, including the pronunciation of short, long medial vowel sounds, and initial and final consonants. 2. Respond individually to greetings, farewells, and reply to teacher-directed questions. 5. Use consumer, survival, and academic vocabulary in oral communication. a. responds to stated simple directions; b. is aware of language that conveys the meaning of an oral/media presentation; e. responds to an oral or written prompt for assessment. IIIA Vocabulary/Structures The student, individually or as part of a group, will demonstrate knowledge of vocabulary as follows: 2. Use acquired vocabulary to compose correct sentences. 3. Spell commonly used survival, consumer, and highfrequency words. 4. Identify word conventions such as contractions and possessives. 5. Use the dictionary to translate from home language top English language and locate 1, 5, 7, 8 meanings and spelling of words. 7. Participate in formal and informal oral communication activities, i.e., giving basic location or process directions, naming familiar objects, and actions, and making introductions. a. uses vocabulary words in oral and written communication; b. uses a journal to practice using acquired vocabulary in sentences; c. is able to locate words in a dictionary for 1, 5, 7 translation; e. illustrates mastery of acquired vocabulary in a variety of oral and written assessment venues 4 Division of Bilingual Education and World Languages

1 LA.A.1.4.2 Selects and uses strategies to understand words and text, and to make and confirm inferences from 5, 7 LA.A.2.4.4 Locates, gathers, analyzes, and evaluates written information for a variety of purposes, including research projects, real-world tasks, and self-improvement. (Includes LA.A.2.4.6 selects and uses appropriate study and research skills and tools according to the type of information being gathered or organized, including almanacs, government publications, microfiche, new sources, and information services.) 8 LA.A.2.4.7 Analyzes the validity and reliability of primary source information and uses the information appropriately. IVA Reading/Literature The student, individually or as part of a group, will be able to incorporate reading strategies as follows: 1. Identify pre-reading strategies. 1 2. Identify the who, what, when, where, why, and 3, 13 how of a simplified literary selection. 3. Identify homonyms, antonyms, synonyms, and homophones in a text. 1 5. Identify a sequence of events in a reading selection. 3 10. Understand literary devices and elements of plot. 13 a. is aware that pre-reading strategies are necessary to be an effective reader; 1 b. uses reading strategies to interpret a poem; 1, 3 c. is able to identify certain elements in a reading passage that generate comprehension; 1, 3 d. is able to determine differences between patterns of text in order to determine meaning; 4 e. keeps a journal for reader response and personal reflection generated from reading; h. is able to respond to text-based questions in a variety of formats for assessment. 1 LA.A.1.4.2 Selects and uses strategies to understand words and text, and to make and confirm inferences from 3 LA.A.2.4.1 Determines the main idea and identifies relevant details, methods of development, and their effectiveness in a variety of types of written material. 4 LA.A.2.4.2 Determines the author s purpose and point of view and their effects on the text. (Includes LA.A.2.4.5 identifies devices of persuasion and methods of appeal and their effectiveness.) 13 LA.E.2.4.1 Analyzes the effectiveness of complex elements of plot, such as setting, major events, problems, conflicts, and resolutions. VA Study Skills The student will demonstrate an ability to organize information and increase reading proficiency in the following manner: 1. Organize information including listing, 1, 5, 9, 11 alphabetizing, and categorizing. 2. Identify strategies to highlight key words in a text. 1 3. Predict what a reading passage is about based on titles, subtitles, and illustrations. 1 5. Organize time and materials. 5, 9 7. Understand parts of a textbook, e.g., information found on a title page, an introduction, table of contents, index, or a chapter summary. a. is able to organize information in a text to 1, 5, 9, 11 comprehend key ideas; b. reads parts of a text and facilitates comprehension through highlighting, note taking, and graphic organizers; 1 c. is able to locate information using a variety of references and technological resources. 7, 9 1 LA.A.1.4.2 Selects and uses strategies to understand words and text, and to make and confirm inferences from 5, 7 LA.A.2.4.4 Locates, gathers, analyzes, and evaluates written information for a variety of purposes, including research projects, real-world tasks, and self-improvement. (Includes LA.A.2.4.6 selects and uses appropriate study and research skills and tools according to the type of information being gathered or organized, including almanacs, government publications, microfiche, new sources, and information services.) 9 LA.A.2.4.8 Synthesizes information from multiple sources to draw conclusions. 11 LA.B.2.4.3 Writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization. 5 Division of Bilingual Education and World Languages

VIA Writing The student will demonstrate writing proficiency in the following manner: 1. Identify pre-writing strategies. 2. Identify simple declarative, interrogative, exclamatory, and imperative sentences. 3. Write simple sentences. 6. Respond to an oral or written prompt. 10 7. Recognize common conventions in writing such as grammar, spelling, punctuation, and capitalization. a. is aware of pre-writing strategies that result in effective writing; b. is able to identify a variety of sentence types; c. is able to complete forms, charts, and graphs; d. is aware that there are differences in writing formats; 11 e. is able to respond to a writing prompt for assessment; 10 f. is able to identify the component of a rubric in writing assessments. 10 10, 11 10 LA.B.1.4.2 Drafts and revises writing. 11 LA.B.2.4.3 Writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization. VIIA Culture The student will demonstrate an awareness and sensitivity to diverse cultures as illustrated in text and multimedia presentations in the following manner: 1. Identify major holidays and celebrations from readings that contrast with students home cultures. 2. Identify patriotic and folkloric characters and symbols as illustrated in reading passages. a. is aware of the diversity in cultures as illustrated in literature; and b. is aware of the symbolism exhibited by cultures in a text. 6 Division of Bilingual Education and World Languages

Correlation of Developmental Language Arts Through ESOL I CBC and SSS Benchmarks Second Nine Weeks IA Listening/Viewing The student, individually or as part of a group, will be able to understand and respond to a variety of oral/media presentations as follows: 4. Identify the main idea in an oral/media presentation. 3 6. Identify simple details that support the feeling of a message. 3 d. is aware of the feelings and messages sent in an oral/media presentation. 3, 4 3 LA.A.2.4.1 Determines the main idea and identifies relevant details, methods of development, and their effectiveness in a variety of types of written material. 4 LA.A.2.4.2 Determines the author s purpose and point of view and their effects on the text. (Includes LA.A.2.4.5 identifies devices of persuasion and methods of appeal and their effectiveness.) IIA Speaking The student, individually or as part of a group, will develop and deliver a message which: 3. Participate in group activities, such as choral reading, call and response, and role-playing. 4. Participate in teacher-facilitated discussions with simple responses, facial expressions, gestures, and appropriate posture. c. is able to communicate in group activities; d. demonstrates an ability to participate in discussions using kinesic and verbal abilities to convey a message; and e. is aware of assessment techniques used in oral communication (rubric). IIIA Vocabulary/Structures The student, individually or as part of a group, will demonstrate knowledge of vocabulary as follows: 1. Learn context clue strategies in speaking and reading to identify literal and connotative definition of words. 1 6. Identify vocabulary from literary words and informational texts. a. uses vocabulary words in oral and written communication; b. uses a journal to practice using acquired vocabulary in sentences; c. is able to locate words in a dictionary for translation; d. defines words using context clues in oral and written communication; 1 e. illustrates mastery of acquired vocabulary in a variety of oral and written assessment venues. 1 LA.A.1.4.2 Selects and uses strategies to understand words and text, and to make and confirm inferences from 5, 7 LA.A.2.4.4 Locates, gathers, analyzes, and evaluates written information for a variety of purposes, including research projects, real-world tasks, and self-improvement. (Includes LA.A.2.4.6 selects and uses appropriate study and research skills and tools according to the type of information being gathered or organized, including almanacs, government publications, microfiche, new sources, and information services.) 1, 5, 7 7 Division of Bilingual Education and World Languages

IVA Reading/Literature The student, individually or as part of a group, will be able to incorporate reading strategies as follows: 4. Use vocabulary strategies to understand words including denotations and connotations of words. 1 6. Identify the stated or inferred main idea and 1, 3, 10 supporting details of a paragraph. 7. State the main idea of a reading passage. 3 8. Identify fact and opinion in a text. 1, 6 9. Identify cause and effect relationships in simplified reading selections. 3 b. uses reading strategies to interpret a poem; 1, 3 c. is able to identify certain elements in a reading passage that generate comprehension; 1, 3 d. is able to determine differences between patterns of text in order to determine; 4 f. is aware of literary devices and their function in literature; 13 g. uses graphic organizers to categorize information and comprehend the main idea of a text; 1 h. is able to respond to text-based questions in a variety of formats for assessment. 1 LA.A.1.4.2 Selects and uses strategies to understand words and text, and to make and confirm inferences from 3 LA.A.2.4.1 Determines the main idea and identifies relevant details, methods of development, and their effectiveness in a variety of types of written material. 4, 6 LA.A.2.4.2 Determines the author s purpose and point of view and their effects on the text. (Includes LA.A.2.4.5 identifies devices of persuasion and methods of appeal and their effectiveness.) 10 LA.B.1.4.2 Drafts and revises writing. 13 LA.E.2.4.1 Analyzes the effectiveness of complex elements of plot, such as setting, major events, problems, conflicts, and resolutions. VA Study Skills The student will demonstrate an ability to organize information and increase reading proficiency in the following manner: 4. Recognize patterns of information in a text. 1 6. Identify note-taking strategies. 8. Select appropriate study and research skills and technological resources to locate 7, 8, 9 information. a. is able to organize information in a text to 1, 5, 9, 11 comprehend key ideas; b. reads parts of a text and facilitates comprehension through highlighting, note taking; 1 and graphic organizers; and c. is able to locate information using a variety of references and technological resources. 7, 9 1 LA.A.1.4.2 Selects and uses strategies to understand words and text, and to make and confirm inferences from 5, 7 LA.A.2.4.4 Locates, gathers, analyzes, and evaluates written information for a variety of purposes, including research projects, real-world tasks, and self-improvement. (Includes LA.A.2.4.6 selects and uses appropriate study and research skills and tools according to the type of information being gathered or organized, including almanacs, government publications, microfiche, new sources, and information services.) 8 LA.A.2.4.7 Analyzes the validity and reliability of primary source information and uses the information appropriately. 9 LA.A.2.4.8 Synthesizes information from multiple sources to draw conclusions. 11 LA.B.2.4.3 Writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization. 8 Division of Bilingual Education and World Languages

VIA Writing The student will demonstrate writing proficiency in the following manner: 4. Fill out common forms, charts, and graphs. 7. Recognize common conventions in writing such as grammar, spelling, punctuation, and capitalization. 8. Write a short, controlled paragraph expressing ideas clearly. 10 5, 7, 11 10. Identify research skills. a. is aware of pre-writing strategies that result in effective writing; c. is able to complete forms, charts, and graphs; d. is aware that there are differences in writing formats; 11 e. is able to respond to a writing prompt for assessment; 10 f. is able to identify the component of a rubric in writing assessments. 10 5, 7 LA.A.2.4.4 Locates, gathers, analyzes, and evaluates written information for a variety of purposes, including research projects, real-world tasks, and self-improvement. (Includes LA.A.2.4.6 selects and uses appropriate study and research skills and tools according to the type of information being gathered or organized, including almanacs, government publications, microfiche, new sources, and information services.) 10 LA.B.1.4.2 Drafts and revises writing. 11 LA.B.2.4.3 Writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization. VIIA Culture The student will demonstrate an awareness and sensitivity to diverse cultures as illustrated in text and multimedia presentations in the following manner: 1. Identify major holidays and celebrations from readings that contrast with students home cultures. 2. Identify patriotic and folkloric characters and symbols as illustrated in reading passages. a. is aware of the diversity in cultures as illustrated in literature; and b. is aware of the symbolism exhibited by cultures in a text. 9 Division of Bilingual Education and World Languages

Correlation of Developmental Language Arts Through ESOL I CBC and SSS Benchmarks Third Nine Weeks IA Listening/Viewing The student, individually or as part of a group, will be able to understand and respond to a variety of oral/media presentations as follows: 5. Identify simple transitional words in an oral/media presentation that illustrate the patterns and rules in semantic structure, symbols, and sounds that convey the meaning in an oral presentation. b. is aware of language that conveys the meaning of an oral/media presentation IIA Speaking The student, individually or as part of a group, will develop and deliver a message which: 1. Recognize appropriate intonation and stress patterns in English, including the pronunciation of short, long medial vowel sounds, and final consonants. 2. Respond individually to greetings, farewells, and reply to teacher-directed questions. 3. Participate in group activities, such as choral reading, call and response, and role-playing. 4. Participate in teacher-facilitated discussions with simple responses, facial expressions, gestures, and appropriate posture. 5. Use consumer, survival, and academic vocabulary in oral communication. a. uses appropriate language sounds and consumer, survival, and academic vocabulary to communicate a message; b. is able to respond orally to a variety of teacherfacilitated informal and formal communications; c. is able to communicate in group activities; d. demonstrates an ability to participate in discussions using kinesic and verbal abilities to convey a message; and e. is aware of assessment techniques used in oral communication (rubric). IIIA Vocabulary/Structures The student, individually or as part of a group, will demonstrate knowledge of vocabulary as follows: 1. Learn context clue strategies in speaking and reading to identify literal and connotative definition of words. 1 2. Use acquired vocabulary to compose correct sentences. 3. Spell commonly used survival, consumer, and highfrequency words. 4. Identify word conventions such as contractions and possessives. 5. Use the dictionary to translate from home language top English language and locate meanings and spelling of 1, 5, 7, 8 words. 6. Identify vocabulary from literary words and informational texts. 7. Participate in formal and informal oral communication activities, i.e., giving basic location or process directions, naming familiar objects, and actions, and making introductions. a. uses vocabulary words in oral and written communication; b. uses a journal to practice using acquired vocabulary in sentences; c. is able to locate words in a dictionary for 1, 5, 7 translation; d. defines words using context clues in oral and written communication; 1 e. illustrates mastery of acquired vocabulary in a variety of oral and written assessment venues. 10 Division of Bilingual Education and World Languages

1 LA.A.1.4.2 Selects and uses strategies to understand words and text, and to make and confirm inferences from 5, 7 LA.A.2.4.4 Locates, gathers, analyzes, and evaluates written information for a variety of purposes, including research projects, real-world tasks, and self-improvement. (Includes LA.A.2.4.6 selects and uses appropriate study and research skills and tools according to the type of information being gathered or organized, including almanacs, government publications, microfiche, new sources, and information services.) 8 LA.A.2.4.7 Analyzes the validity and reliability of primary source information and uses the information appropriately. IVA Reading/Literature The student, individually or as part of a group, will be able to incorporate reading strategies as follows: 1. Identify pre-reading strategies. 1 2. Identify the who, what, when, where, why, and 3, 13 how of a simplified literary selection. 3. Identify homonyms, antonyms, synonyms, and homophones in a text. 1 4. Use vocabulary strategies to understand words. including denotations and connotations of words. 1 5. Identify a sequence of events in a reading selection. 3 6. Identify the stated or inferred main idea and 1, 3, 10 supporting details of a paragraph. 7. State the main idea of a reading passage. 3 1, 6, 8 8. Identify fact and opinion in a text. 9. Identify cause and effect relationships in simplified reading selections. 3 10. Understand literary devices and elements of plot. 13 a. is aware that pre-reading strategies are necessary to be an effective reader; 1 b. uses reading strategies to interpret a poem; 1, 3 c. is able to identify certain elements in a reading passage that generate comprehension; 1, 3 d. is able to determine differences between patterns of text in order to determine meaning; 4, 6 e. keeps a journal for reader response and personal reflection generated from reading; f. is aware of literary devices and their function in literature; 13 g. uses graphic organizers to categorize information and comprehend the main idea of a text; 1 h. is able to respond to text-based questions in a variety of formats for assessment. 1 LA.A.1.4.2 Selects and uses strategies to understand words and text, and to make and confirm inferences from 3 LA.A.2.4.1 Determines the main idea and identifies relevant details, methods of development, and their effectiveness in a variety of types of written material. 4, 6 LA.A.2.4.2 Determines the author s purpose and point of view and their effects on the text. (Includes LA.A.2.4.5 identifies devices of persuasion and methods of appeal and their effectiveness.) 8 LA.A.2.4.7 Analyzes the validity and reliability of primary source information and uses the information appropriately. 10 LA.B.1.4.2 Drafts and revises writing. 13 LA.E.2.4.1 Analyzes the effectiveness of complex elements of plot, such as setting, major events, problems, conflicts, and resolutions. 11 Division of Bilingual Education and World Languages

VA Study Skills The student will demonstrate an ability to organize information and increase reading proficiency in the following manner: 1. Organize information including listing, 1, 5, 9, 11 alphabetizing, and categorizing. 2. Identify strategies to highlight keywords in a text. 1 3. Predict what a reading passage is about based on titles, subtitles, and illustrations. 1 4. Recognize patterns of information in a text. 1 5. Organize time and materials. 5, 9 6. Identify note-taking strategies. 7. Understand parts of a textbook, e.g., information found on a title page, an introduction, table of contents, index, or a chapter summary. 8. Select appropriate study and research skills and 7, 8, 9 technological resources to locate information. 9. Identify the parts of a research paper. 1 a. is able to organize information in a text to 1, 5, 9, 11 comprehend key ideas; b. reads parts of a text and facilitates comprehension through highlighting, note taking; and graphic organizers; 1 c. is able to locate information using a variety of references and technological resources. 7, 9 1 LA.A.1.4.2 Selects and uses strategies to understand words and text, and to make and confirm inferences from 5, 7 LA.A.2.4.4 Locates, gathers, analyzes, and evaluates written information for a variety of purposes, including research projects, real-world tasks, and self-improvement. (Includes LA.A.2.4.6 selects and uses appropriate study and research skills and tools according to the type of information being gathered or organized, including almanacs, government publications, microfiche, new sources, and information services.) 8 LA.A.2.4.7 Analyzes the validity and reliability of primary source information and uses the information appropriately. 9 LA.A.2.4.8 Synthesizes information from multiple sources to draw conclusions. 11 LA.B.2.4.3 Writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization. VIA Writing The student will demonstrate writing proficiency in the following manner: 7. Recognize common conventions in writing such as grammar, spelling, punctuation, and capitalization. 9. Identify the differences between persuasive and expository research skills. 10, 11 11. Examine rubrics to assess writing. 10 a. is aware of pre-writing strategies that result in effective writing; d. is aware that there are differences in writing formats; 11 e. is able to respond to a writing prompt for assessment; 10 f. is able to identify the component of a rubric in writing assessments. 10 10 LA.B.1.4.2 Drafts and revises writing. 11 LA.B.2.4.3 Writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization. VIIA Culture The student will demonstrate an awareness and sensitivity to diverse cultures as illustrated in text and multimedia presentations in the following manner: 1. Identify major holidays and celebrations from readings that contrast with students home cultures. 2. Identify patriotic and folkloric characters and symbols as illustrated in reading passages. a. is aware of the diversity in cultures as illustrated in literature; and b. is aware of the symbolism exhibited by cultures in a text. 12 Division of Bilingual Education and World Languages

Correlation of Developmental Language Arts Through ESOL I CBC and SSS Benchmarks Fourth Nine Weeks IA Listening/Viewing The student, individually or as part of a group, will be able to understand and respond to a variety of oral/media presentations as follows: 1. Follow one step oral directions. 3 2. Recognize phonemic sounds, including short, long, r- controlled, medial vowel, initial and final consonant sounds, blends, digraphs, and words ending in /s/, /z/, /ez/, /ch/, /sh/, and past tense of regular verbs ending in /t/, /d/ sounds. 3. Identify rhyming words given visual or oral cues. 4. Identify the main idea in an oral/media presentation. 3 5. Identify simple transitional words in an oral/media presentation that illustrate the patterns and rules in semantic structure, symbols, and sounds that convey the meaning in an oral presentation. 6. Identify simple details that support the feeling of a message. 3 a. responds to stated simple directions; b. is aware of language that conveys the mean of an oral/media presentation; c. demonstrates an awareness of language patterns that organize the meaning of an oral/media presentation; d. is aware of the feelings and messages sent an oral/media presentation; 3, 4 e. responds to an oral or written prompt for assessment. 9 3 LA.A.2.4.1 Determines the main idea and identifies relevant details, methods of development, and their effectiveness in a variety of types of written material. 4 LA.A.2.4.2 Determines the author s purpose and point of view and their effects on the text. (Includes LA.A.2.4.5 identifies devices of persuasion and methods of appeal and their effectiveness.) 9 LA.A.2.4.8 Synthesizes information from multiple sources to draw conclusions. IIA Speaking The student, individually or as part of a group, will develop and deliver a message which: 1. Recognize appropriate intonation and stress patterns in English, including the pronunciation of short, long medial vowel sounds, and final consonants. 2. Respond individually to greetings, farewells, and reply to teacher-directed questions. 3. Participate in group activities, such as choral reading, call and response, and role-playing. 4. Participate in teacher-facilitated discussions with simple responses, facial expressions, gestures, and appropriate posture. 5. Use consumer, survival, and academic vocabulary in oral communication. a. responds to stated simple directions; b. is aware of language that conveys the meaning or an oral/media presentation; c. is able to communicate in group activities; d. demonstrates an ability to participate in discussions using kinesic and verbal abilities to convey a message; and e. is aware of assessment techniques used in oral communication (rubric). 13 Division of Bilingual Education and World Languages

IIIA Vocabulary/Structures The student, individually or as part of a group, will demonstrate knowledge of vocabulary as follows: 1. Learn context clue strategies in speaking and reading to identify literal and connotative definitions of words. 1 2. Use acquired vocabulary to compose correct sentences. 3. Spell commonly used survival, consumer, and highfrequency words. 4. Identify word conventions such as contractions and possessives. 5. Use the dictionary to translate from home language top English language and locate meanings and spelling of 1, 5, 7, 8 words. 6. Identify vocabulary from literary words and informational texts. 7. Participate in formal and informal oral communication activities, i.e., giving basic location or process directions, naming familiar objects, and actions, and making introductions. a. uses vocabulary words in oral and written communication; b. uses a journal to practice using acquired vocabulary in sentences; c. is able to locate words in a dictionary for 1, 5, 7 translation; d. defines words using context clues in oral and written communication; 1 e. illustrates mastery of acquired vocabulary in a variety of oral and written assessment venues. 1 LA.A.1.4.2 Selects and uses strategies to understand words and text, and to make and confirm inferences from 5, 7 LA.A.2.4.4 Locates, gathers, analyzes, and evaluates written information for a variety of purposes, including research projects, real-world tasks, and self-improvement. (Includes LA.A.2.4.6 selects and uses appropriate study and research skills and tools according to the type of information being gathered or organized, including almanacs, government publications, microfiche, new sources, and information services.) 8 LA.A.2.4.7 Analyzes the validity and reliability of primary source information and uses the information appropriately. IVA Reading/Literature The student, individually or as part of a group, will be able to incorporate reading strategies as follows: 1. Identify pre-reading strategies. 1 2. Identify the who, what, when, where, why, and 3, 13 how of a simplified literary selection. 3. Identify homonyms, antonyms, synonyms, and homophones in a text. 1 4. Use vocabulary strategies to understand words, including denotations and connotations of words. 1 5. Identify a sequence of events in a reading selection. 3 6. Identify the stated or inferred main idea and 1, 3, 10 supporting details of a paragraph. 7. State the main idea of a reading passage. 3 1, 6, 8 8. Identify fact and opinion in a text. 9. Identify cause and effect relationships in simplified reading selections. 3 10. Understand literary devices and elements of plot. 13 a. is aware that pre-reading strategies are necessary to be an effective reader; 1 b. uses reading strategies to interpret a poem; 1, 3 c. is able to identify certain elements in a reading passage that generate comprehension; 1, 3 d. is able to determine differences between patterns of text in order to determine meaning; 4 e. keeps a journal for reader response and personal reflection generated from reading; f. is aware of literary devices and their function in literature; 13 g. uses graphic organizers to categorize information and comprehend the main idea of a text; 1 h. is able to respond to text-based questions in a variety of formats for assessment. 14 Division of Bilingual Education and World Languages

1 LA.A.1.4.2 Selects and uses strategies to understand words and text, and to make and confirm inferences from 3 LA.A.2.4.1 Determines the main idea and identifies relevant details, methods of development, and their effectiveness in a variety of types of written material. 4, 6 LA.A.2.4.2 Determines the author s purpose and point of view and their effects on the text. (Includes LA.A.2.4.5 identifies devices of persuasion and methods of appeal and their effectiveness.) 8 LA.A.2.4.7 Analyzes the validity and reliability of primary source information and uses the information appropriately. 10 LA.B.1.4.2 Drafts and revises writing. 13 LA.E.2.4.1 Analyzes the effectiveness of complex elements of plot, such as setting, major events, problems, conflicts, and resolutions. VA Study Skills The student will demonstrate an ability to organize information and increase reading proficiency in the following manner: 1. Organize information including listing, alphabetizing, and 1, 5, 9, 11 categorizing. 2. Identify strategies to highlight keywords in a text. 1 3. Predict what a reading passage is about based on titles, subtitles, and illustrations. 1 4. Recognize patterns of information in a text. 1 5. Organize time and materials. 5, 9 6. Identify note-taking strategies. 7. Understand parts of a textbook, e.g., information found on a title page, an introduction, table of contents, index, or a chapter summary. 8. Select appropriate study and research skills and 7, 8, 9 technological resources to locate information. 9. Identify the parts of a research paper. 10 a. is able to organize information in a text 1, 5, 9, 11 to comprehend key ideas; b. reads parts of a text and facilitates comprehension through highlighting, note taking; and graphic organizers; 1 c. is able to locate information using a variety of references and technological resources. 7, 9 1 LA.A.1.4.2 Selects and uses strategies to understand words and text, and to make and confirm inferences from 5, 7 LA.A.2.4.4 Locates, gathers, analyzes, and evaluates written information for a variety of purposes, including research projects, real-world tasks, and self-improvement. (Includes LA.A.2.4.6 selects and uses appropriate study and research skills and tools according to the type of information being gathered or organized, including almanacs, government publications, microfiche, new sources, and information services.) 8 LA.A.2.4.7 Analyzes the validity and reliability of primary source information and uses the information appropriately. 9 LA.A.2.4.8 Synthesizes information from multiple sources to draw conclusions. 10 LA.B.1.4.2 Drafts and revises writing. 11 LA.B.2.4.3 Writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization. 15 Division of Bilingual Education and World Languages

VIA Writing The student will demonstrate writing proficiency in the following manner: 1. Identify pre-writing strategies. 2. Identify simple declarative, interrogative, exclamatory, and imperative sentences. 10 3. Write a simple sentence. 4. Fill out common forms, charts, and graphs. 5. Identify writing related to the workplace. 11 6. Respond to an oral or written prompt. 10 7. Recognize common conventions in writing such as grammar, spelling, punctuation, and capitalization. 8. Write a short, controlled paragraph expressing ideas clearly. 10 9. Identify the differences between persuasive and 10, 11 expository research skills. 5, 7, 11 10. Identify research skills. 11. Examine rubrics to assess writing. 1 a. is aware of pre-writing strategies that result in effective writing; b. is able to identify a variety of sentence 10, 11 types; c. is able to complete forms, charts, and graphs; d. is aware that there are differences in writing formats; 11 e. is able to respond to a writing prompt for assessment; 10 f. is able to identify the component of a rubric in writing assessments. 10 1 LA.A.1.4.2 Selects and uses strategies to understand words and text, and to make and confirm inferences from 5, 7 LA.A.2.4.4 Locates, gathers, analyzes, and evaluates written information for a variety of purposes, including research projects, real-world tasks, and self-improvement. (Includes LA.A.2.4.6 selects and uses appropriate study and research skills and tools according to the type of information being gathered or organized, including almanacs, government publications, microfiche, new sources, and information services.) 10 LA.B.1.4.2 Drafts and revises writing. 11 LA.B.2.4.3 Writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization. VIIA Culture The student will demonstrate an awareness and sensitivity to diverse cultures as illustrated in text and multimedia presentations in the following manner: 1. Identify major holidays and celebrations from readings that contrast with students home cultures. 2. Identify patriotic and folkloric characters and symbols as illustrated in reading passages. a. is aware of the diversity in cultures as illustrated in literature; b. is aware of the symbolism exhibited by cultures in a text. 16 Division of Bilingual Education and World Languages