School Administrative District #4
Unity of purpose
CORE CURRICULUM:
ESSENTIAL LEARNINGS FOR PROMOTION
Department: English Language Arts
Of all the performance indicators listed for a given content standard, some are more critical to future academic success than others. Those that address knowledge and skills needed for students to experience success at the next checkpoint (i.e., specific grade, grade level, or post-graduate experience) are referred to as "essential learnings." Such learnings should be assessed at the end of each checkpoint and tied to specific performance standards (e.g., distinguished, advanced, basic, novice). A student who performs at the basic level with respect to these learnings is generally promoted from one grade or level to the next. A student who cannot do so may be (1) promoted with reservations clearly recorded, mailed home to parents, and placed on file or (2) retained, depending upon the severity of that student's deficits with respect to the standard and the promotion-and-retention policy of the district. Local assessments and performance standards have not yet been established for S.A.D. #4 schools, but teachers are encouraged to consider the following as they assess their students' readiness for subsequent levels of learning. Students at the kindergarten level have been given one year and high-school students have been given four years to demonstrate the essential learnings delineated beneath Kindergarten and Grades 9-12, respectively. All other students have been given two years to demonstrate the essential learnings. Except in unusual circumstances, for example, a first-grade, student would not be retained for not being able to demonstrate some or all of the essential learnings delineated beneath Grades 1- 2; however, that same student might be retained or promoted with reservations if he/she could not demonstrate those learnings by the end of the second-grade year.
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Kindergarten |
Performance Indicators: The learner will·
1. Spell one-syllable words phonetically
1. Listen courteously when others are reading or speaking
2. Listen to and follow one- and two-step directions
3. Demonstrate the ability to listen and view attentively for at least ten minutes
4. Use oral language to communicate ideas and needs clearly
5. Ask and seek answers to questions
1. Draw pictures and/or use letters and phonetically spelled words to communicate ideas and to write about personal experiences (initial drafting stage)
1. Dictate and/or write stories that convey basic ideas
1. Print his/her first name from memory
1. Dictate and/or write simple "essays" that convey basic ideas
1. Demonstrate an understanding of how print is organized and read by
á Holding print materials in the correct position
á Identifying upper- and lower-case letters
á Following words from left to right and top to bottom on a printed page
2. Demonstrate an understanding that print makes sense by
á Identifying common signs and symbols in his/her everyday environment
á Explaining his/her own drawings/writing
3. Demonstrate an understanding of basic phonetic principles
á Recognize characteristic sounds and rhythms of language, including the relationship between sounds and letters
á Identify beginning and ending consonants in monosyllabic words
á Recognize high-frequency words at grade-level
á Recognize rhyming words
1. Demonstrate comprehension of stories read to him/her by
á Using pictures to make predictions about story content
á Retelling familiar stories using beginning, middle, and end
á Talking about characters, settings, and events
á Identifying what an author does and what an illustrator does
1. Listen as literature is read aloud
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Grades 1- 2 |
Performance Indicators: The learner will·
1. Space words and sentences properly
2. Spell frequently used words correctly on demand and other words phonetically
3. Alphabetize words by the second letter, using lists of no more than ten words
4. Know that naming words are called nouns and use and recognize them with increasing sophistication
5. Know that words that show action are called verbs and use and recognize them with increasing sophistication
6. Know that words that replace nouns are called pronouns and use and recognize them with increasing sophistication
7. Know that describing words are called adjectives and use and recognize them with increasing sophistication
1. Demonstrate the ability to listen and view attentively and marginally for at least twenty minutes
2. Listen to and record information
3. Orally identify and manipulate phonemes in syllables and multi-syllabic words
4. Initiate and maintain appropriate conversations with peers and adults
5. Use increasingly complex sentence structures and vocabulary in oral communication
6. Report orally and summarize personal discoveries he/she has made as a result of reading, listening, and viewing
1. Generate ideas about which to write, focus on one topic, and use descriptive words to write about people, places, things, and events (initial pre-writing stage)
2. Share writing with others
3. Respond to things read, heard, and viewed by writing about them
1. Write stories that show evidence of a beginning, middle, and end
2. Use writing to explore ideas and to express feelings and reactions, i.e., free write
1. Print his/her first and last name from memory
2. Print upper- and lower-case letters legibly
1. Write simple essays that show evidence of a beginning, middle, and end
1. Apply knowledge of how print is organized and read by
á Reading words from left to right and top to bottom on a printed page
á Matching voice with print÷associating oral phonemes, syllables, and words with their written forms
á Discriminating between words and sentences
2. Apply phonetic principles when reading by
á Using beginning and ending consonants in decoding monosyllabic words
á Using vowels sounds in decoding monosyllabic words
á Blending beginning, middle, and ending sounds to recognize and read words
á Using knowledge of consonants and consonant blends in multi-syllabic words
á Using knowledge of common vowel patterns in multi-syllabic words
á Using word patterns
3. Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understandings through
á Reading complete texts
4. Recognize and use clues within the text, re-reading, and other strategies as aids in developing fluency and comprehension
5. Figure out unknown words using a variety of strategies including re-reading, context clues, and knowledge of word structures and letter-sound relationships
6. Read for a variety of purposes
á To receive one- or two-step instructions
á To gain information
á To obtain pleasure
1. Demonstrate comprehension of stories read to him/her by
á Understanding that reading is a way to gain information about the world
á Making and confirming predictions about what will be found in texts
2. Read and comprehend a variety of fiction and non-fiction selections in order to
á Identify similarities and differences in story elements in works from various cultures
á Identify major events in sequence
á Identify characters and setting
á Identify simple themes
á Understand the main idea in simple expository information
á Distinguish between fiction and non-fiction
á Relate previous experiences to what is read
á Ask and answer questions about what is read
á Write about what has been read
3. Seek appropriate assistance when attempting to comprehend challenging text
4. Read familiar stories, poems, and passages with increasing fluency and expression
5. Locate resources in a library
á Books
á Periodicals
á Resource materials
6. Extract information from a variety of secondary sources
á Dictionary
á Encyclopedia
á Non-fiction
1. Read for pleasure
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Grades 3-4 |
Performance Indicators: The learner will·
1. Alphabetize words as an aid to research
2. Differentiate between singular and plural possessive nouns
3. Know that words that tell how, when, or where something is done are called adverbs and use and recognize them with increasing sophistication
4. Know that words that connect are called conjunctions and use and recognize them with increasing sophistication
5. Know that words that express strong feeling are called interjections and use and recognize them with increasing sophistication
6. Vary sentence beginnings
1. Participate in choral speaking and recite short poems, rhymes, songs, and stories with repeated patterns
2. Participate in creative dramatics
3. Contribute to group discussions
4. Seek the ideas and opinions of others
5. Begin to use evidence to support opinions
6. Summarize/paraphrase central concepts from oral and visual presentations
7. Use a variety of media and technological resources to make creative and expository oral presentations
1. Use the writing process to complete written work
á Prewriting
á Drafting
á Revising
á Sharing/publishing
2. Identify strengths and weaknesses in his/her own writing and seek help from others
3. In an on-demand, age-appropriate writing situation, plan, draft, and revise a well-developed, organized piece that demonstrates effective use of language, voice, and command of mechanics
1. Write stories (or other pieces) that show a definite beginning (introduction), middle (body), and end (conclusion)
2. Write original poems
1. Write a friendly letter
2. Write legibly in cursive
3. Use the computer to send and receive messages
1. Use print, non-print, and electronic resources to gather information for research topics
2. Present information obtained from research in a way that combines various forms of information, e.g., maps, charts, photos
3. Demonstrate an understanding of the well-structured paragraph
á Topic sentence
á Supporting sentences
á Clincher sentence
4. Write one-paragraph essays (or other pieces) that
á Include topic sentences, supporting sentences, and clincher sentences
á Show awareness of a variety of intended audiences and identifiable purposes
1. Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understandings through
á Revising
á Post-reading
2. Apply word-analysis strategies to read a variety of printed materials by
á Using knowledge of less common vowel patterns
á Using knowledge of homophones
3. Determine the meaning of unknown words by using a dictionary, glossary, or other reference source
4. Demonstrate an understanding of specialized vocabularies used in instructional and informational texts
5. Read cursive writing
1. Read and comprehend a variety of fiction and non-fiction selections in order to
á Develop fluency
á Recognize basic elements of plot and recount events, ideas, and important details from material read, heard, or viewed
á Make, confirm, and revise predictions
á Identify and explain how characters and situations found in various materials are like people or events in his/her own life or in other works
á Make and justify conclusions about the motives of characters and the consequences of their actions
á Understand how dialogue relates and contributes to a story or text
á Begin to demonstrate awareness of the culture and geography pertinent to the texts read
á Use information contained in chapter and section headings, topic sentences, and summary sentences to construct the main ideas
á Locate supporting ideas
á Organize information or events logically
á Summarize given sections of informational texts
á Use information to learn about new topics
á Distinguish between fact and opinion
á Recognize when a text is primarily intended to persuade
á Draw conclusions and make inferences based on explicit and implicit information from short passages
á Recognize when and how information in a text connects to prior knowledge
2. Use the parts of a book to access information
3. Extract information from a variety of secondary sources
á Atlas
á Electronic media
4. Share responses to quality literature with peers, citing reasons and making comparisons to other reading or viewing or to life experiences
5. Apply effective strategies to the reading and interpretation of short-to-medium-length fiction that is appropriately complex in terms of character, plot, theme, and dialogue and appropriately sophisticated in style, point of view, and the use of literary devices
6. Apply effective strategies to the reading of short-to-medium-length non-fiction, using texts with an appropriate complexity of content and sophistication of style
1. Read for personal purposes
2. Read to others, especially to children
3. Select, abandon, and re-read texts according to personal needs and interests
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Grades 5-6 |
Performance Indicators: The learner will·
1. Know that words that show a relationship between one word and another are called prepositions and use and recognize them with increasing sophistication
2. Identify parts of a sentence
á Subject
á Predicate
3. Identify semantic structures
á Declarative
á Interrogative
á Imperative
á Exclamatory
4. Capitalize words correctly
5. Use end marks correctly
6. Apply the rules governing pagination and MLA manuscript form for written work
7. Avoid fragments and run-ons
8. Consult pertinent information sources on language (e.g., a dictionary, a thesaurus, a handbook on style)
1. Listen to and follow multi-step and sometimes complex directions
2. Adjust listening and viewing strategies in order to comprehend material heard and viewed
3. Generate notes from course-related listening and viewing
4. Use verbal communication skills effectively
5. Compare and contrast ideas shared orally and visually
6. Value the right of others to express a point of view without fear of being criticized personally
7. Ask questions and apply personal interpretations in class discussions after reading, listening, and/or viewing
8. Give and seek information in group discussions
9. Deliver oral presentations that
á Effectively use descriptive language to clarify, enhance, and develop ideas
á Include a variety of sentence structures and lengths
á Are targeted for various audiences
á Incorporate appropriate visual aids
1. Use direct feedback from peers and teachers to revise and polish the content of "finished" pieces
2. Use the writing process to complete written work
á Editing
1. Write stories that include major events, develop settings, and deal with problems and solutions
2. Write original poems based on appropriate models from literature
1. Write a variety of friendly letters, using the appropriate format
2. Write a variety of business letters, using the appropriate format
3. Address an envelope properly
1. Write three-paragraph essays (or other pieces) that
á Show a definite beginning (introduction), middle (body), and end (conclusion)
á Identify a clear topic and reliably support that topic with adequate, appropriate, specific details
á Use descriptive language that clarifies, enhances, and develops ideas
á Use a variety of sentence lengths to aid fluency
2. Develop a search strategy which makes use of appropriate and available resources
3. Formulate and record questions to ask when gathering information
4. Select sources for a given research purpose
5. Use search engines and other Internet resources to collect information for research topics
6. Record and share information gleaned from a variety of sources
7. Collect and synthesize data for research topics from interviews and field work, using note-taking and other appropriate strategies
1. Read and learn the meanings of unfamiliar words by
á Using knowledge of root words, prefixes, and suffixes
á Using knowledge of word origins, synonyms, antonyms, homonyms, and multiple meanings of words
á Using word-reference materials (e.g., glossary, dictionary, thesaurus, electronic resources)
2. Reflect on what has been discovered and learned while reading and formulate additional questions
3. Adjust reading speed to suit purpose and difficulty of material
1. Demonstrate an understanding that people respond to literature in different and individual ways
2. Read and comprehend a variety of fiction and non-fiction selections in order to
á Use knowledge of language and text structures to aid comprehension
á KWL method
á SQ3R method
á Apply background information to understanding the text
á Biographical/autobiographical information about the author
á Historical/cultural information about the time period
á Distinguish between the purpose of a literary work and the personal response of the individual reader
á Identify main and subordinate characters in quality literature and explain their relative importance to the plot and theme(s) of the story
á Describe how a character develops in a story
á Identify the simple actions and interactions involving main and subordinate characters in a work
á Explain how the motives of characters or the causes of complex events in texts are similar to and distinct from those is his/her own experience
á Explain how conflict is resolved in a story
á Identify cause-and-effect relationships in a story
á Use knowledge of literary forms to aid comprehension and to predict outcomes
á Locate information in text to support opinions, predictions, and conclusions
á Explain how new information from a text changes personal knowledge
á Identify the author's purpose and the author's point of view in informational texts
á Identify different ways informational texts are organized
á Compare and contrast information found in one text with information found in another
3. Read for a variety of purposes
á To aid in making decisions
á To follow multi-step instructions
á To follow an argument
4. Identify specific interests and questions and pursue them by identifying pertinent literature and media
5. Apply effective strategies for taking selected-response and short-answer tests about literature
6. Locate resources in a library
á Vertical file
á Audio-visual equipment and software
á Electronic media
7. Extract information from a variety of secondary sources
á Almanac
á Biographical and geographical dictionaries
8. Use note-taking strategies for reading to learn
9. Summarize whole text (fiction and nonfiction) by selecting and summarizing important and representative passages
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Grades 7-8 |
Performance Indicators: The learner will·
1. Identify the properties and functions of the eight parts of speech
2. Identify parts of a sentence
á Complements
3. Avoid number shifts
á Subject-verb agreement
á Pronoun-antecedent agreement
4. Use verbs correctly
á Simple tense forms
á Perfect tense forms
5. Compare adjectives and adverbs correctly
6. Use commas correctly in given situations to set off a/an
á Items in a series
á Parts of an address or date
á Introductory word
á Direct address
á Appositive
á Parenthetical expression
á Compound sentence
7. Use knowledge of the fundamental parts of speech when writing and speaking
8. Spell commonly misspelled words correctly
1. Demonstrate the ability to listen and view critically
2. Evaluate notes from course-related listening and viewing
3. Demonstrate an understanding of how situation may dictate language usage
4. Use non-verbal communication skills effectively
5. Compare and contrast a speaker's verbal and non-verbal messages
6. Speak effectively in a variety of contexts
á Impromptu
á Extemporaneous
á Role-playing (individually and as part of a group)
á Dramatic skits
7. Use discussions with peers as a way of understanding information presented orally and/or visually
8. Use interviewing techniques to gain information, compile the information gained from the interview, and evaluate the effectiveness of the interview
9. Deliver oral presentations that
á Effectively use inflection and body language to convey meaning
á Achieve distinct purposes
á Effectively employ explicit transitional devices in order to organize ideas sequentially, change a situation, or move the listener
á Effectively engage peers during presentation and field responses afterward
1. Revise a sequence of drafts to improve the content and organization of "finished" pieces
2. Recognize the importance of carefully proofreading and editing "finished" pieces before "publishing" them
3. Edit a sequence of drafts to reflect standard spelling, mechanics, and usage
4. Demonstrate an understanding of how word choice affects the quality of his/her writing
5. Ask pertinent questions during writing conferences and when working alone, using knowledge of personal writing strategies, strengths, and weaknesses to improve his/her writing
6. Use word processing to complete a piece of length, e.g., a research report
7. Experiment with graphics and layout to enhance communication of meaning
1. Write original poems that incorporate stylistic features of poems as studied in literature
2. Write original poems about universal themes
3. Write character sketches on one or more levels of character development
4. Write short stories using the techniques of
á Sequencing
á Building exposition, rising action, climax, and falling action
á Building natural dialogue
1. Create and print a variety of computer-generated business letters
2. Create and print computer-generated
á Letterhead
á Business letters
á Greeting cards
1. Demonstrate an understanding of the well-structured paragraph and write paragraphs that evidence that structure
á Unity
á Coherence
á Explicit transitions
2. Write paragraphs that evidence an understanding of various methods of developing paragraphs
á Details
á Example
á Anecdote
3. Write essays (or other pieces) that
á Use a variety of sentence structures appropriate to the purpose
á Use a variety of transitional devices, i.e., words and phrases
á Target different audiences
á Organize and develop ideas to achieve distinct purposes
á Utilize effective wording
á Evidence a discernible voice
4. Write fully developed, unified, and coherent multi-paragraph essays
á Informational
á Personal experience
á Descriptive
5. Comprehend and respond to essay test questions by writing fully developed, unified, and coherent paragraphs
6. Access information independently, using an appropriate search strategy
7. Use referencing and cross-referencing while doing research
8. Separate information collected for research topics into major components based on relevant criteria
9. Distinguish between facts encountered in documents, narratives, and other sources and the generalizations or interpretations a person draws concerning those facts
10. Summarize and paraphrase reference material without plagiarizing
11. Create bibliographies
12. Write a research-based report that evidences proper format and documentation
1. Distinguish between denotative and connotative meanings of words
2. Use effective strategies to discover a word's meaning from context
1. Read and comprehend a variety of fiction and non-fiction selections in order to
á Recognize complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions)
á Recognize the use of specific literary devices (e.g., flashback, foreshadowing, different time frames such as the past or the future)
á Distinguish between points of view and understand how an author's choice of point of view affects his/her story
á Compare and contrast authors' styles
á Describe how an author's vocabulary and style affect the quality and reader enjoyment of his/her work
á Explain how a literary work can expand or enrich personal viewpoints
á Demonstrate an understanding of lengthy, complex dialogues and how they relate to a story
á Read literature and view films which illustrate distinct cultures and formulate and defend opinions gathered from the experience
á Understand how poetic elements combine to produce meaning
á Analyze details for relevancy and accuracy
2. Connect reading with writing on a regular basis
3. Use note-taking strategies for reading, viewing, and listening to learn and evaluate those notes
4. Apply effective strategies for taking essay tests about literature
5. Apply effective strategies to the reading and interpretation of moderately long fiction that is appropriately complex in terms of chapter, plot, theme, structure, and dialogue and appropriately sophisticated in style, point of view, and the use of literary devices
6. Apply effective strategies to the reading of moderately long non-fiction, using texts with an appropriate complexity of content and sophistication of style
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Grades 9-12 |
Performance Indicators: The learner will·
1. Use pronouns correctly
2. Use verbs correctly
3. Identify phrases
4. Identify clauses
5. Avoid modifier errors
6. Coordinate and subordinate ideas correctly
7. Use commonly misused words correctly
8. Use internal marks of punctuation correctly
9. Use dictionaries, handbooks, and other language-related resources routinely to evaluate the accuracy of his/her use of English
10. Distinguish between
á Objective and subjective use of language
á Literal and figurative use of language
11. Outline correctly
12. Demonstrate an understanding of how language considerations and references to gender affect communication
13. Demonstrate an understanding of the political implications of different forms of language
14. Demonstrate an understanding that language can be used to coerce and develop techniques to identify and to respond appropriately to such coercion
15. Identify propaganda techniques used by speakers and writers
16. Demonstrate an understanding of the importance of word economy in clear communication
17. Demonstrate an understanding that language is fluid and ever-changing
1. Listen and view effectively by overcoming factors that contribute to defective listening and viewing
2. Use verbal and non-verbal communication skills to speak effectively in a variety of contexts
3. Deliver oral presentations that
á Hold together so that the organization follows from the purpose
á Reliably support and provide details for explicitly stated generalizations
4. Demonstrate ever-increasing ease in delivering formal speeches
5. Evaluate the remarks and oral/visual presentations of others to find the key ideas, and explain the ways these ideas were developed
6. Demonstrate an understanding that medium and persons making decisions about a particular medium affect the message
1. Use word processing to complete all written work
2. Consciously apply skills acquired during language study to written work on a regular basis
3. Distinguish between depth and length in writing and consciously select the appropriate length and depth necessary to fulfill a specific purpose for a specific audience
1. Write of fully developed, unified, coherent original pieces in a variety of genres
1. Complete a variety of forms properly
2. Create and print computer-generated documents with graphics
3. Use or create templates to generate documents
4. Compile a résumé
1. Write paragraphs that evidence an understanding of various methods of developing paragraphs
2. Write fully developed, unified, and coherent multi-paragraph essays with effective introductions and conclusions
3. Make extensive use of primary sources when researching a topic and carefully consider the potential biases, motives, and perspectives of the authors of those sources
4. Analyze the validity and weigh the reliability of primary sources and make pertinent use of information gleaned from them for research purposes
5. Write a properly documented MLA-style research paper of length
1. Apply word-analysis strategies to acquire reading independence (automaticity)
2. Develop a personal system for enriching vocabulary
1. Read and comprehend a variety of fiction and non-fiction selections in order to
á Explain the relationships between and among elements of fiction: plot, setting, character, tone, point of view, symbolism, theme, mood/effect
á Identify accurately the author's qualifications, purpose, and point of view, as well as factors that might bias an author's presentation
á Identify the philosophical assumptions and basic beliefs underlying a particular text
á Articulate an author's ideas while remaining open to new insights/perspectives
á Evaluate the clarity, relevance, accuracy, and validity of information found in a text
á Identify the devices an author uses to persuade readers and critique the effectiveness of the use of those devices
á Analyze and synthesize information from a variety of sources and apply it to written and spoken work
á Compare and contrast product information found in advertisements with information found in instruction manuals and warranties
á Describe contributions of different cultures to the development of American literature
á Describe the development of American literature from the seventeenth century to the present
á Describe contributions of different cultures to the development of English literature
á Describe the development of English literature from the fifth century to the present
2. Read on a variety of levels
á Literal
á Interpretive
á Applied
3. Recognize and explain how words and phrases are used to persuade the reader to embrace a particular point of view
4. Internalize the elements of fiction as keys to understanding fiction
5. Internalize the elements of poetry as keys to understanding poetry
6. Internalize the technical elements of drama as keys to understanding drama
7. Internalize the elements of non-fiction as keys to understanding non-fiction
8. Demonstrate an understanding of the defining features and structures of literary texts (e.g., drama, essay, novel, poem, short story)
9. Apply mature strategies to the reading and interpretation of lengthy adult fiction and non-fiction
10. Monitor comprehension by putting ideas from reading into his/her own words and by noting relationships between and among ideas found in the text
11. Apply mature strategies to respond to emotional appeals evidenced in propaganda and fallacious reasoning
12. Critically evaluate the accuracy and relevance of the printed word before accepting or rejecting it
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Developed 07/01/98 |
curr-eng-essential learnings.doc |