School Administrative District #4
Unity of purpose
K-12 LANGUAGE-STUDY PROGRAM
Developed: Summer, 1997
Revised: Summer, 1998
Revised: Summer, 1999
Revised: Summer, 2000
Curriculum Team:
Elementary Schools:
Abbie Fowler, Cambridge, Guilford Primary, McKusick, Wellington
David Pratt
Melissa Stearns
Margaret Templet
Priscilla Carle (2000)
Piscataquis Community Middle School
Ellen Haley (1997)
Brenda Monahan (1997)
Thelma Regan
Robyn Rich (1998)
Piscataquis Community High School
Jody DiFrederico
Sue Stewart
Donna Bozin
School Administrative District #4
Unity of purpose
Department: English Language Arts
THE LANGUAGE-STUDY PROGRAM
The word language, as understood by the S.A.D. #4 English language-arts program, refers to grammar, usage, and the mechanics of writing. In addition, the study of language includes such facets as its history, its sociology, and its changing character; consequently, lessons are planned to provide students not only an understanding of how language works, but some idea of what it is, has been, and may become.
Through language, individuals share ideas, interpret experiences, discuss problems, and present information in order to promote better understanding among human beings. As students recognize the need for certain skills in order to speak and to write clearly or in order to find meaning in what they are reading, viewing, or listening to, they become motivated to study language techniques. This motivation increases when students understand that the tools of language allow them to manipulate text (their own and that of others) and to do so more successfully than they could apart from language study. Whenever possible, therefore, lessons in language should stem from or lead directly to lessons in reading, writing, speaking, viewing, and listening.
Although research from the seventies, eighties, and early nineties indicated that knowledge of grammar (the terminology and rules governing the proper use of language) does not help students become better writers, the S.A.D. #4 English language-arts program and most current classroom practitioners* believe that the terminology provides a helpful common vocabulary for talking to students about their writing and that of others. At no time, however, should the acquisition of this vocabulary become a goal in and of itself. Furthermore, time spent on grammar instruction should not significantly reduce opportunities for students to read and write.
Finally, the S.A.D. #4 English language-arts program believes that the tools of language are best taught sequentially and cumulatively. Once students have learned tools appropriate to their grade level, they should be held accountable for using those tools appropriately and meaningfully in all aspects of the total curriculum.
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*As indicated in ENGLISH JOURNAL. Ed. Leila Christenbury. Vol. 85, No. 7. Urbana, Illinois: NCTE. November 1996.
School Administrative District #4
Unity of purpose
CORE CURRICULUM: SCOPE AND SEQUENCE
Department: English Language Arts
Language study is understood to include grammar, usage, and the mechanics of writing; as well as the history and sociology of language itself. All students are expected to use the conventions of standard written and spoken English to write and to speak correctly.
Performance Indicators: The learner will·
|
Kindergarten |
1. Review and extend prior learning
2. Spell one-syllable words phonetically
3. Demonstrate an initial understanding of nouns as words that name; and begin to write and recognize his/her own name and the names of a few other people, places, and things
4. Demonstrate an initial understanding of verbs as words that tell what someone or something is doing
5. Investigate the languages of other cultures and compare/contrast them to English (C 3-4)-5
6. Demonstrate an initial understanding of the rules governing pagination and MLA manuscript form for written work
|
Grade 1 |
1. Review and extend prior learning
2. Space words and sentences properly
3. Spell frequently used words correctly on demand and other words phonetically
4. Demonstrate an initial understanding of alphabetizing words by first letter, using lists of no more than ten words
5. Demonstrate an initial understanding of nouns by writing and recognizing the names of many people, places, and things
6. Demonstrate an initial understanding of verbs by writing and recognizing many one- and two -syllable words that show action
7. Demonstrate an initial understanding of pronouns as words that refer to himself/herself and those he/she is talking to or about
8. Demonstrate an initial understanding of adjectives as words which describe people, places, and things
9. Demonstrate an initial understanding of a complete sentence and know that it should begin with a capital letter and end with a mark of punctuation.
|
Grade 2 |
1. Review and extend prior learning
2. Alphabetize words by the second letter, using lists of no more than ten words
3. Demonstrate an initial understanding of how to use the dictionary to spell 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
8. Demonstrate an initial understanding that the names of specific persons, places, and things and the pronoun I should be capitalized
9. Demonstrate an initial understanding of semantic structures
á Statement
á Question
á Command
á Exclamation
|
Grade 3 |
1. Review and extend prior learning
2. Alphabetize words as an aid to research
3. Demonstrate an initial understanding that there are rules that govern correct spelling
4. Demonstrate an initial understanding of adverbs as words that tell how, when, or where something is done
5. Demonstrate an initial understanding of conjunctions as words that connect two or more things
6. Demonstrate an initial understanding of interjections as words that show strong feeling
7. Demonstrate an initial understanding of how to use commas correctly to set off
á Items in a series
á Parts of an address or date
8. Identify and evaluate how written language use varies according to personal situations and settings (e.g., school, home, community) (C 3-4)11
9. Make observations about the use of (C 3-4)-4
á Graphic symbols (e.g., +, -, <,>, =) encountered in various real-life situations
á Idioms of language (C-3-4)-6
|
Grade 4 |
1. Review and extend prior learning
2. Differentiate between
á Singular and plural possessive nouns
á Concrete, abstract, and collective nouns
3. Demonstrate an initial understanding that some verbs do not show action
á Linking verbs
á Helping verbs
4. Know that words that tell how, when, or where something is done are called adverbs and use and recognize them with increasing sophistication
5. Know that words that connect are called conjunctions and use and recognize them with increasing sophistication
6. Know that words that express strong feeling are called interjections and use and recognize them with increasing sophistication
7. Demonstrate an initial understanding of prepositions as words that show a relationship between one word and another
8. Demonstrate an initial understanding of how to use commas correctly to set off a/an
á Introductory word
á Direct address noun or pronoun
9. Demonstrate an initial understanding of how to use other internal marks of punctuation correctly
á Quotation marks
á Apostrophes
10. Vary sentence beginnings
11. Demonstrate an initial understanding of the concept of propaganda (CM)-5
|
Grade 5 |
1. Review and extend prior learning
2. Know that words that show a relationship between one word and another are called prepositions and use and recognize them with increasing sophistication
3. Identify the properties and functions of the eight parts of speech
á Nouns and pronouns
á Properties
á Number
á Gender
á Verbs
á Properties
á Kind
á Tense (simple forms)
á Functions
á Predicate
á Adjectives
á Functions
á Descriptive
á Adverbs
á Functions
á Time, place, manner
á Prepositions
á Properties
á Simple
á Conjunctions
á Functions
á Coordinating
á Interjections
4. Identify parts of a sentence
á Subject
á Predicate
5. Identify semantic structures
á Declarative
á Interrogative
á Imperative
á Exclamatory
6. Capitalize words correctly
7. Use end marks correctly
8. Apply the rules governing pagination and MLA manuscript form for written work
|
Grade 6 |
1. Review and extend prior learning
2. Identify the properties and functions of the eight parts of speech
á Nouns and pronouns
á Properties
á Person
á Verbs
á Properties
á Number
á Adjectives
á Properties
á Attributive/appositive
á Adverbs
á Properties
á Mobility
3. Avoid fragments and run-ons
4. Demonstrate an initial understanding of how to use commas correctly to set off
á Appositives
á Parenthetical expressions
5. Consult
pertinent information sources on language (e.g., a dictionary, a thesaurus,
a handbook on style) (CM)-3
|
Grade 7 |
1. Review and extend prior learning
2. Identify the properties and functions of the eight parts of speech
á Nouns and pronouns
á Properties
á Case
á Kind
á Functions
á Subject
á Direct address
á Predicate nominative
á Direct object
á Indirect object
á Appositive
á Object of a preposition
á Verbs
á Properties
á Tense (perfect forms)
á Voice
á Transitive/intransitive
á Adjectives
á Properties
á Degree of comparison
á Function
á Predicate adjective
á Adverbs
á Properties
á Degree of comparison
á Functions
á Intensifiers
á Prepositions
á Properties
á Compound
á Conjunctions
á Functions
á Coordinating/correlative
á Subordinating
3. Identify parts of a sentence
á Complements
4. Demonstrate an initial understanding of how to use commas correctly to set off the parts of a
á Compound sentence
5. Demonstrate an initial understanding of how to use other internal marks of punctuation correctly
á Hyphens
á Colons
á Semi-colons
á Underlining, italicizing, and boldfacing
6. Understand factors that commonly affect language change and use (CM)-2
|
Grade 8 |
1. Review and extend prior learning
2. Identify the properties and functions of the eight parts of speech
á Verbs
á Properties
á Tense (progressive and emphatic)
á Mood
á Adjectives
á Functions
á Limiting
á Adverbs
á Functions
á Expletives
á Conjunctive adverbs
á Prepositions
á Functions
á To introduce an adjective phrase
á To introduce an adverb phrase
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
á Positive degree
á Comparative degree
á Superlative degree
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 (CM)-4
8. Spell commonly misspelled words correctly
9. Demonstrate an initial understanding of outline form
10. Demonstrate an initial understanding of how to use italics, marginal notes, and footnotes
|
Grade 9 |
1. Review and extend prior learning
2. Identify the properties and functions of the eight parts of speech
á Nouns and pronouns
á Functions
á Object of a verbal
á Verbs
á Properties
á Tense (potential)
á Functions
á Verbals
3. Identify phrases
á Appositive
á Verb
á Prepositional
á Verbal
4. Demonstrate an initial understanding of clauses
5. Demonstrate an initial understanding of how to use commas correctly to set off a/an
á Introductory succession of prepositional phrases
á Introductory verbal phrase used as an adjective or adverb
á Introductory adverb clause
á Non-restrictive clause or phrase
á Coordinate adjectives
á Contrasting element
6. Use internal marks of punctuation correctly
á Quotation marks
á Apostrophes
á Hyphens
á Colons
á Semi-colons
á Underlining, italicizing, and boldfacing
7. Outline correctly
8. Demonstrate an understanding of how language considerations and references to gender affect communication (CH)-2
9. Compare the ways various social, vocational, and cultural groups use language and how language use impacts the way people are viewed and treated (CH)-3
10. Use dictionaries, handbooks, and other language-related resources routinely to evaluate the accuracy of his/her use of English (CH)-6
11. Compare different levels of language (e.g., standard, non-standard, colloquial, slang, dialect) and the appropriate audience for each
12. Distinguish between
á Objective and subjective use of language
á Literal and figurative use of language
13. Identify propaganda techniques used by speakers and writers (CH)-8
|
Grade 10 |
1. Review and extend prior learning
2. Identify clauses
á Independent
á Dependent
á Noun
á Adjective
á Adverb
3. Use pronouns correctly
á Nominative
á Objective
á Possessive
4. Use verbs correctly
á Progressive tense forms
á Emphatic tense forms
á Potential tense forms
5. Demonstrate an understanding of how the voice of a verb affects the power of the written and spoken word
6. Avoid modifier errors
á Misplaced
á Dangling
á Squinting
7. Identify syntactic structures
á Simple
á Compound
á Complex
á Compound-complex
8. Use commas correctly in given situations to set off a/an
á Introductory succession of prepositional phrases
á Introductory verbal phrase used as an adjective or adverb
á Introductory adverb clause
á Non-restrictive clause or phrase
á Coordinate adjectives
á Parenthetical expression
á Contrasting elements
9. Vary sentence structures for greater reader/listener interest
|
Grade 11 |
1. Review and extend prior learning
2. Use internal marks of punctuation correctly
á Dashes
á Parentheses
á Brackets
á Ellipses
3. Coordinate and subordinate ideas correctly
4. Avoid faulty parallelisms
5. Avoid unclear reference of pronouns
á General
á Ambiguous
á Weak
á Indefinite
6. Avoid awkward shifts
á Person
á Tense
á Voice
á Mood
á Number
7. Avoid dangling prepositions
8. Avoid split infinitives
9. Avoid faulty predication
10. Avoid faulty apposition
11. Use commonly misused words correctly
12. Demonstrate an understanding of the history of and changes in the English language (CH)-5
13. Demonstrate an understanding of the political implications of different forms of language (CH)-7
14. Demonstrate an understanding that language can be used to coerce and develop techniques to identify and to respond appropriately to such coercion
|
Grade 12 |
1. Review and extend prior learning
2. Eliminate deadwood and redundancy from oral and written communication
3. Demonstrate an understanding of the importance of word economy in clear communication
4. Manipulate language to develop style
5. Demonstrate an understanding that language is fluid and ever-changing