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 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
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
CONTENT STANDARD: ORAL AND VISUAL COMMUNICATIONS
Oral communication includes 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 communication includes 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 ffectively 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 8 |
1. Review and extend prior learning
2. Demonstrate an understanding of how word choice affects the quality of his/her writing
3. Ask pertinent questions during writing conferences and when working alone, using knowledge of personal writing strategies, strengths, and weaknesses to improve his/her writing
4. Use word processing to complete a piece of length, e.g., a research report
5. Experiment with graphics and layout to enhance communication of meaning
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 8 |
1. Review and extend prior learning
2. Write original poems about universal themes (e.g., love, death, nature)
3. Write short stories using the techniques of
á Foreshadowing
á Sequencing
á Chronology
á Flashback
á Interweaving
á Building exposition, rising action, climax, and falling action
á Building characters on multiple levels
á Building plots and sub-plots
á Building natural dialogue
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 8 |
1. Review and extend prior learning
2. Create and print computer-generated
á Letterhead
á Greeting cards
3. Demonstrate an initial understanding of how to insert graphics, tables, graphs, etc. into word-processed documents
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 8 |
1. Review and extend prior learning
2. Write paragraphs that evidence an understanding of various methods of
developing paragraphs
á Reason
á Cause-effect
3. Demonstrate an initial understanding of how to write fully developed, unified, and coherent multi-paragraph essays
á Opinion
á Cause-and-effect
4. Write essays that
á Target different audiences
á Organize and develop ideas to achieve distinct purposes (e.g., to persuade, evaluate, analyze, defend)
á Utilize effective wording
á Evidence a discernible voice
5. Access information independently, using an appropriate search strategy
6. Use referencing and cross-referencing while doing research
7. Separate information collected for research topics into major components based on relevant criteria
8. Distinguish between facts encountered in documents, narratives, and other sources and the generalizations or interpretations a person draws concerning those facts
9. Summarize and paraphrase reference material without plagiarizing
10. Create bibliographies
11. Demonstrate an initial understanding of proper footnoting
12. Write a research-based report that evidences proper format and documentation
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 8 |
1. Review and extend prior learning
2. Demonstrate an initial understanding of various literary terms used in conjunction with the discussion of literature
á Antagonist
á Autobiography
á Ballad
á Biography
á Caricature
á Cliché
á Comedy
á Diary
á Dramatic monologue
á Essay
á Folk tale
á Imagery
á Journal
á Legend
á Letter
á Lyric
á Pamphlet
á Periodical
á Protagonist
á Soliloquy
á Stereotypical character
á Tall tale
á Tragedy
3. Demonstrate an initial understanding that seemingly synonymous words can have subtle differences in meaning
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 8 |
1. Review and extend prior learning
2. Read and comprehend a variety of fiction and non-fiction selections in order to
á Explain how a literary work can expand or enrich personal viewpoints
á Recognize complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions)
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 Identify the universality of themes and examine the connections among various expressive forms by drawing on a broad base of prior knowledge
á Demonstrate understanding of enduring themes of literature by differentiating between ideas and themes after a study of story elements
á Demonstrate an understanding of how poetic elements combine to produce meaning
á Analyze details for relevancy and accuracy
3. Use note-taking strategies for reading, viewing, and listening to learn and evaluate those notes
á Outlining
á Summarizing
4. 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
5. Apply effective strategies to the reading of moderately long non-fiction, using texts with an appropriate complexity of content and sophistication of style
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