School Administrative District #4
Unity of purpose
CORE CURRICULUM: SCOPE AND SEQUENCE
Department: English Language Arts
CONTENT STANDARD: LANGUAGE STUDY
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·
|
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
CONTENT STANDARD: ORAL AND VISUAL COMMUNICATIONS
Oral communications include skills traditionally referred to as speaking and listening. All students are expected to demonstrate the ability to speak and to listen in order to explore ideas; to present lines of thought; to represent and reflect upon human experience; and to communicate feelings, knowledge, and opinions. Visual communications include critical viewing skills needed to make sense of the information presented in the media. All students are expected to demonstrate the ability to analyze, interpret, and evaluate what they see and hear in the media.
Performance Indicators: The learner will·
|
Grades 5-8 |
1. Review and extend prior learning
2. Listen to and follow multi-step and sometimes complex directions
3. Demonstrate the ability to listen and view
á Critically
4. Adjust listening and viewing strategies in order to comprehend material heard and viewed
5. Generate and evaluate the notes taken from course-related listening and viewing
6. Demonstrate an understanding of how situation may dictate language usage
7. Use verbal communication skills effectively
á Word choice
á Voice control
á Projection
á Pace
á Tone
á Inflection
á Pronunciation
á Articulation
8. Use non-verbal communication skills effectively
á Poise
á Posture
á Hand control
á Facial expression
á Body language
á Eye contact
á Appearance
9. Compare and contrast a speaker's verbal and non-verbal messages
10. Speak effectively in a variety of contexts
á Impromptu
á Extemporaneous
á Role-playing (individually and as part of a group)
á Dramatic skits
11. Compare and contrast ideas shared orally and visually
12. Value the right of others to express a point of view without fear of being criticized personally
13. Ask questions and apply personal interpretations in class discussions after reading, listening, and/or viewing
14. Give and seek information in group discussions
15. Use discussions with peers as a way of understanding information presented orally and/or visually
16. Use interviewing techniques to gain information, compile the information gained from the interview, and evaluate the effectiveness of the interview
17. Deliver oral presentations that
á Effectively use descriptive language to clarify, enhance, and develop ideas
á Effectively use inflection and body language to convey meaning
á Include a variety of sentence structures and lengths
á Are targeted for various audiences
á Achieve distinct purposes (e.g., to persuade, evaluate, analyze, defend)
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
á Incorporate appropriate visual aids
CONTENT STANDARD: PROCESS WRITING
Process writing includes those steps through which writers move regardless of audience, purpose, focus, or particular mode of writing. All students are expected to use the skills and strategies of the writing process to explore ideas; to present lines of thought; to represent and reflect on human experience; and to communicate feelings, knowledge, and opinions.
Performance Indicators: The learner will·
|
Grade 5 |
1. Review and extend prior learning
2. Use direct feedback from peers and teachers to revise and polish the content of "finished" pieces
CONTENT STANDARD: CREATIVE WRITING
Creative writing is expressive and imaginative writing. All students are expected to use the techniques of creative writing to explore ideas; to represent and reflect on human experience; and to communicate feelings.
Performance Indicators: The learner will·
|
Grade 5 |
1. Review and extend prior learning
2. Write stories that include major events, develop settings, and deal with problems and solutions
3. Write original poems based on appropriate models from literature
á Tanka
á Alphabet
á Shape
á Epitaph
á Dada (collage poem)
á Miscellaneous recipe poems
CONTENT STANDARD: PRACTICAL WRITING
Practical writing is formulaic writing. All students are expected to be able to use writing skills to conduct personal and career-related business .
Performance Indicators: The learner will·
|
Grade 5 |
1. Review and extend prior learning
2. Write a variety of friendly letters, using the appropriate format
3. Demonstrate an initial understanding of the parts of a business letter and practice writing a business letter, e.g., writing for information
4. Address an envelope properly
CONTENT STANDARD: EXPOSITORY WRITING
Expository writing includes informative and persuasive writing. All students are expected to use the techniques of exposition to explore ideas; to present lines of thought; to represent and reflect on human experience; to communicate feelings, knowledge, and opinions; and to present information gleaned from research.
Performance Indicators: The learner will·
|
Grade 5 |
1. Review and extend prior learning
2. Write three-paragraph essays (or other pieces) that
á Use structures appropriate to audience and purpose
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 Begin to evidence voice
3. Demonstrate an initial understanding of how to access information independently, using an appropriate search strategy
4. Demonstrate an initial understanding of how to use referencing and cross-referencing while doing research
5. Demonstrate an initial understanding of how to separate information collected for research topics into major components based on relevant criteria
6. Demonstrate an initial understanding of how to distinguish between facts encountered in documents, narratives, and other sources and the generalizations or interpretations a person draws concerning those facts
7. Demonstrate an initial understanding of how to create bibliographies
CONTENT STANDARD: DEVELOPMENTAL (PROCESS) READING
Just as there are stages through which all effective writers pass to one degree or another, there are stages through which all effective readers pass. Developmental reading is characterized by the reader tackling the written language in order to differentiate among letters, words, sentences, and paragraphs. The reader learns decoding skills for recognizing and determining the meaning of unfamiliar words and learns to recognize various text structures and the organization of informational books. All students are expected to use the reading process to comprehend, interpret, evaluate, and appreciate what they have read.
Performance Indicators: The learner will·
|
Grade 5 |
1. Review and extend prior learning
2. Read and learn the meanings of unfamiliar words by
á Using knowledge of root words, prefixes, and suffixes
3. Reflect on what has been discovered and learned while reading and formulate additional questions
CONTENT STANDARD: FUNCTIONAL READING
Functional reading is characterized by the reader tackling diverse texts and purposes for reading. The reader learns to use background knowledge to aid comprehension and to apply some general strategies for remembering information. All students are expected to use reading strategies (1) to experience, understand, and appreciate literature and culture and (2) to extract meaning from, recognize assumptions and implications within, and evaluate ideas presented in informational texts.
Performance Indicators: The learner will·
|
Grade 5 |
1. Review and extend prior learning
2. Demonstrate an understanding that people respond to literature in different and individual ways
3. Read and comprehend a variety of fiction and non-fiction selections in order to
á Apply background information to understanding the text
á Biographical/autobiographical information about the author
á Historical/cultural information about the time period
á Use knowledge of language and text structures to aid comprehension
á KWL method
á SQ3R method
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 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 Locate information in text to support opinions, predictions, and conclusions
4. Identify specific interests and questions and pursue them by identifying pertinent literature and media
5. Locate resources in a library
á Vertical file
á Audio-visual equipment and software
á Electronic media
6. Demonstrate an understanding of the Dewey Decimal and the Library of Congress systems of classifying materials in a library
7. Extract information from a variety of secondary sources
á Almanac
á Biographical and geographical dictionaries
8. Apply effective strategies for taking tests about literature
á Fill in the blanks
á Matching
á Multiple choice
á Short answer
á True-false
á Essay
9. Use note-taking strategies for reading, viewing, and listening to learn
á Listing
á Webbing (mapping, clustering)
CONTENT STANDARD: RECREATIONAL READING
Recreational reading is characterized by the reader reading for pleasure or for personal purposes, not for purposes prescribed by a course of study or a career. All students are expected to use reading to fulfill personal and social needs.
Performance Indicators: The learner will·
|
Kindergarten-Grade 12 |
1. Review and extend prior learning
2. Read for pleasure
3. Read for personal purposes
4. Listen as literature is read aloud
5. Read to others, especially to children
6. Select, abandon, and re-read texts according to personal needs and interests