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2008-2009 Hawthorn School District #73 Curriculum Guide Curriculum Maps for Academic Content Areas www.hawthorn 73

2008-2009

Hawthorn School District #73

Curriculum Guide

Curriculum Maps for Academic Content Areas

2008-2009 Hawthorn School District #73 Curriculum Guide Curriculum Maps for Academic Content Areas www.hawthorn 73 .org

www.hawthorn73.org

Hawthorn School District 73

841 West End Court • Vernon Hills, Illinois 60061 Phone (847) 990-4200 • Fax (847) 367-3290 • www.hawthorn73.org

Foreword

Hawthorn School District 73 is committed to providing high quality education as a foundation for our students to become successful citizens of the 21st century. The Hawthorn schools strive to meet the needs of each of our students, capitalizing on their strengths and utilizing a wide range of resources to provide support for any challenges they encounter. Our fast-paced, ever changing society provides an exciting backdrop for our learning, and using current tools and resources, our teachers make their classrooms and the curriculum relevant to our students’ lives.

Hawthorn has developed this guide to provide teachers, students, and families with a comprehensive look at our curriculum. As a planning document, the Haw- thorn curriculum guide includes those key concepts and standards that our teachers feel all students should understand by the end of each grade level. Our teachers use these concepts to plan engaging units of study and lessons, and to design effective assessments which will provide them with reliable information on their students’ progress. It is revised annually based on ongoing feedback and review to assure that the most appropriate learning goals are identified at each grade level, based on established criteria from state and national standards, as well as our district’s specific needs.

Some new features of the guide for this year include: technology standards in the four main content areas of language arts, mathematics, science and social stud- ies, as well as Enduring Understandings and Essential Questions, which will support teachers in designing units and lessons in the Understanding by Design (UbD) format. This proven method of unit development, designed by Jay McTighe and Grant Wiggins, helps teachers to think with the end in mind and stay focused on what students should know and be able to do by the end of their units of instruction.

Hawthorn families will also continue to be provided with supplemental documents to this curriculum guide. Our Parent Curriculum Grade-Level Flyers, similar in size and design to our monthly Hawthorn Highlights newsletters, present in four-to-six pages an overview of the curriculum for a particular grade level. Stan- dards-Based Report Cards will also be provided to families of students in Kindergarten, first, third, fourth, sixth, and seventh grades this year. All grade levels will receive this type of report card for the 2009-2010 school year.

We are grateful to the Hawthorn Board of Education for its continued support in our ongoing endeavor to align and improve our curriculum and programs. We also acknowledge the leadership of last year’s Teaching and Learning Coaches (TLCs) Sheryl Kabak, Karen Olker, Dan Schneider, Maureen Vinci, and Katie Waggoner, as well as the list of teachers on the following page who provided their expertise in reviewing the guide for this year. Everyone responsible for making this a living, breathing, working document has provided a valuable service to our school community.

We encourage you to visit our website often this year. You are welcome to provide comments and feedback related to the curriculum guide on the <learning@ hawthorn> link.

We are excited about the journey of bringing the best in curriculum, instruction, and assessment to our students. We are well on our way to realizing our goal of “Learning for All – Whatever it Takes.”

Honored for Excellence in Education

2008 Hawthorn District 73 Curriculum Advisers

The Hawthorn school community extends thanks to the following teachers who worked, under the guidance of Lisa Cerauli, Director of Student Achievement and 21st Century Learning and Karen Olker, Coordinator of Staff Development, to further our curriculum development this year.

Kindergarten

Fourth Grade

Leslie Harris

Angel Colon

Kelly Kirby

Tess Fotidzis

Laura Klunder

Marlene Horan

Lisa Lasko

Diane Krueger

Kelly Rude

Jacqui Ray

Jennifer Sajovec

Jennifer Schmitt

Joanne Schorsch

First Grade

Terri Wignall

Deb Anderson

Kathy Wysong

Jennifer Arroyo

Mimi Batson

Fifth Grade

Brenda Blue

Kirsten Kloss

Cathy Park

Second Grade

Donna Peck

Kristi Hughes

Mindy Lamberti

Dawn Roth

Jennifer Schmidt

Melissa Sabin

Andrea Trela

Katie Wheeler

Barb Zailyk

Rachel Zabel

Third Grade

Adrienne Anderson Lauren DeBenedetto Sara Ivy Katie Kisellus Jennifer Koschmann Ellen Macy Laura Preston Patty VonKamecke

Sixth Grade

Anne Buckton

Sandi Epstein

Kathy Ford

Brenda Henriksen

Sara Hilger

Chris Humboldt

Linda Knezovich

Mary Krause

Marilyn Simon

Judy Waitz

Maureen Wright

Dan Yablonsky

Seventh Grade

Tia Alexander Tommie Arens Erin Brickman Mary Castellano Jim Ciecewa Shannon Masini Josephine Munkvold Joe Omiatek Donna Peck John Reid Lisa Wilgus

Eighth Grade

Tia Alexander Sally Busse Kerry Frischkorn Lisa Lee Kmichik Chris Kwiatowski Renee Schiemann Doug Shearer

Language Arts Curriculum Maps

Language Arts Power Curriculum Kindergarten Language Arts) First Grade Language Arts Second Grade Language Arts Third Grade Language Arts Fourth Grade Language) Fifth Grade Language Arts Sixth Grade Language Arts Seventh Grade Language Eighth Grade Language Arts)

Mathematics Curriculum Maps

Mathematics Power Curriculum Kindergarten Mathematics First Grade Mathematics Second Grade Mathematics Third Grade Mathematics Fourth Grade Mathematics Fifth Grade Mathematics Sixth Grade Mathematics Seventh Grade Mathematics Eighth Grade Mathematics

Science Curriculum Maps

Science Power Curriculum Kindergarten Science First Grade Science Second Grade Science Third Grade Science Fourth Grade Science Fifth Grade Science Sixth Grade Science Seventh Grade Science Eighth Grade Science

Table of Contents

Social Studies Curriculum Maps

Foreign Language Curriculum Maps

7

Social Studies Power Curriculum

79

Power Standards and Safety Net Curriculum

9

Kindergarten Social Studies

81

for Foreign Language

133

9

First Grade Social Studies

81

Kindergarten Foreign Language

134

9

Second Grade Social Studies

81

First Grade Foreign Language

134

16

Third Grade Social Studies

86

Second Grade Foreign Language

134

16

Fourth Grade Social Studies

86

Third Grade Foreign Language

137

16

Fifth Grade Social Studies

86

Fourth Grade Foreign Language

137

25

Sixth Grade Social Studies

92

Fifth Grade Foreign Language

137

25

Seventh Grade Social Studies)

92

Sixth Grade Foreign Language

141

25

Eighth Grade Social Studies

92

Seventh Grade Foreign Language

141

 

Eighth Grade Foreign Language

141

 

Physical Development and Health Curriculum Maps

 

33

Power Standards and Safety Net Curriculum for

35

Physical Development and Health

101

35

Kindergarten Physical Eduction and Health

103

35

First Grade Physical Eduction and Health

103

40

Second Grade Physical Eduction and Health

103

40

Third Grade Physical Eduction and Health

107

40

Fourth Grade Physical Eduction and Health

107

48

Fifth Grade Physical Eduction and Health

107

48

Sixth Grade Physical Eduction and Health

111

48

Seventh Grade Physical Eduction and Health

111

Eighth Grade Physical Eduction and Health

111

57

Fine Arts Curriculum Maps

59

Power Standards and Safety Net Curriculum for

 

59

Fine Arts

116

59

Kindergarten Fine Arts

117

63

First Grade Fine Arts

117

63

Second Grade Fine Arts

117

63

Third Grade Fine Arts

122

70

Fourth Grade Fine Arts

122

70

Fifth Grade Fine Arts

122

70

Sixth Grade Fine Arts

127

Seventh Grade Fine Arts

127

Eighth Grade Fine Arts

127

Notes/Updates

Key Terminology in the 2008-2009 Curriculum Guide

The Big Ideas

All Hawthorn teachers practice the Understanding by Design (UbD) model of backward design, developed by Grant Wiggins and Jay McTighe. This framework helps teachers focus on desired results first, and designing authentic assessments which offer students opportunities to demonstrate their learning in a variety of ways. Teachers clearly define what every student should know and be able to do as a result of their interaction with the curriculum and instruction through the use of this model. Students are focused on stan- dards through the lens of a Big Idea. Wiggins and McTighe define the Big Ideas as central and organizing notions. They are “core ideas in a subject which have lasting value and transfer to other inquiries, requiring ‘uncoverage’ since they are not obvious.”

Enduring Understandings

According to Wiggins and McTighe, Enduring Understandings are what students should remember about a topic 40 years after they have learned it. These understandings are “made up of the concepts, principles, and theories that weave many facts into revealing and useful patterns.” They help students make connections in their learning as students and adults. These understandings are often counterintuitive and must be uncovered through questioning and inquiry.

Essential Questions

Essential Questions are crucial to the design of good instruction, as they stimulate the inquiry process for students, and lead them to making connections in their learning. Wig- gins and McTighe define them as those questions that serve as doorways through which students explore the “Big Ideas.”

Technology Integration Goals

In an effort to support our classrooms as we begin the 21st century, goals for comprehensive integration of technology in the curriculum have been included in this year’s guide, based on the National Educational Technology Standards for Students (NETSS). Additionally, the Partnership for 21st Century Skills has outlined the knowledge that students will need to be successful in our changing world which includes: life and career skills, learning and innovation skills and information, media and technology skills, all integrated within an educational framework of standards and assessments, curriculum and instruction, staff development, and learning environments. Hawthorn is committed to supporting its teachers in creating classrooms which incorporate these skills and processes, as well as inquiry and higher-order thinking opportunities.

What Are Power Standards?

“Power Standards,” a term coined by Dr. Douglas Reeves of the Leadership and Learning Center, refers to those standards and indicators that are critical for student success. By his own definition, Power Standards are “those standards that, once mastered, give a student the ability to use reasoning and thinking skills to learn and understand other cur- riculum objectives.”

The Rationale for Power Standards

Standards can be classified in two main groups according to Dr. Reeves: those that are “essential” and those that are “nice to know.” There is consensus among educators nationwide that in-depth instruction of “essential” concepts and skills is more effective than superficially “covering” every concept in the textbook. With limitations of time and the wide diversity in learning backgrounds of today’s students, teachers are faced with the overwhelming task of trying to teach all the standards and indicators for their particular grade and content areas, while at the same time meeting the extraordinary range of student learning needs.

Power Standards Identification Criteria

After years of research, Doug Reeves suggests three criteria for identifying the “essential” standards from those that are “nice to know” in Larry Ainsworth’s book, Power Standards: Identifying the Standards that Matter Most. These include:

Endurance - Will this standard or indicator provide students with knowledge and skills that will be of value beyond a single test date? For example, proficiency in reading will endure throughout a student’s academic career and professional life.

5

Leverage - Will this provide knowledge and skills that will be of value in multiple disciplines? For example, proficiency in creating graphs, tables, charts, and the ability to draw accurate inferences from them, will help students in math, social studies, and language arts. The ability to write an analytical and persuasive essay will similarly help students in every academic discipline.

Readiness for the next level of learning - Will this provide students with essential knowledge and skills that are necessary for success in the next grade or the next level of instruction. For example, fourth grade teachers are unanimous that reading comprehension and math facts are essential for third graders who wish to enter the fourth grade confi- dently and pursue fourth grade studies successfully. On the other hand, these same teachers are not unanimous that the ability to assemble a leaf collection, identify dinosaurs, or know the state capitals are required knowledge for entry into fourth grade.

Reporting Progress

Our work will continue in the area of grading and reporting student progress this year. Standards-based report cards will be used in grades K,1, 3,4, 6 and 7. This new reporting device will be used in all grades, K-8, during the 2009-2010 school year.

Language Arts Power Curriculum

The Hawthorn District 73 mission of language arts instruction is to develop a program of study that is integral to everything we do, every activity we undertake, every relation- ship we enter into, and every learning action in which we engage. The content of our curriculum is based upon and aligned with the Illinois State Standards, the National Council of Teachers of English (NCTE), and the International Reading Council (IRC). Reading, writing, speaking, and listening, along with research and presentation skills are central to learn- ing and expressing knowledge in all disciplines. The Power Standards for language arts are further expanded through the specialized language arts programs and curriculum maps at each grade level and by every teacher.

Illinois State Standards for Language Arts

Reading

State Goal One: Read with understanding and fluency.

A. Apply word analysis and vocabulary skills to comprehend selections.

B. Apply reading strategies to improve understanding and fluency.

C. Comprehend a broad range of reading materials.

State Goal Two: Read and understand literature representative of societies, eras, and ideas.

A. Understand how various literary elements and techniques are used to convey meaning.

B. Read and interpret a variety of literary works.

Writing

State Goal Three: Write to communicate for a variety of purposes.

A. Use correct grammar, spelling, punctuation, capitalization and structure.

B. Compose well-organized and coherent writing for specific purposes and audiences.

C. Communicate ideas in writing to accomplish a variety of purposes.

Listening & Speaking

State Goal Four: Listen and speak effectively in a variety of situations.

A. Listen effectively in formal and informal situations.

B. Speak effectively using language appropriate to the situations and audience.

Researching and Presenting

State Goal Five: Use the language arts to acquire, assess, and communicate information.

A. Locate, organize, and use information from various sources to answer questions, solve problems, and communicate ideas.

B. Analyze and evaluate information acquired from various sources.

C. Apply acquired information, concepts, and ideas to communicate in a variety of formats.

Technology

A. Students will demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

B. Students will use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

C. Students will apply digital tools to gather, evaluate, and use information.

D. Students will use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

E. Students will understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

F. Students will demonstrate a sound understanding of technology concepts, systems, and operations.

Language Arts This Year and Beyond

What follows are the Big Ideas, Enduring Understandings, Essential Questions, Technology Integration Goals, and Power Standards for language arts. This year our teachers will continue to focus on literacy, specifically reading and writing across the curricula. Our students will be asked to participate in activities in every subject area which will lead to improvement in their reading, writing and thinking abilities. Teachers will continue to be provided with high quality professional development emphasizing not only literacy in all subject areas, but also the Hawthorn Writing Curriculum, the use of MY ACCESS in grades 4-8, the use of rubrics for assessment, and the 6 + 1 Traits of Writing.

Big Idea

Language Arts Grades K – 2

Kindergarten Developing Communication

1st Grade Refining Communication

2nd Grade Understanding Patterns in Communication

Enduring

Students will understand

Students will understand

Students will understand

Understand-

readers use specific strategies to decode

• we need to use a variety of reading strategies

• we use a variety of strategies to communicate

ings

meanings of new words.

to improve comprehension and fluency.

clearly.

• writers connect stories they hear and read to their lives to become better writers.

• we read to comprehend and enjoy literature for a variety of purposes through the various

• the effective use of the writing process helps

• we should appropriately adapt our listening

• we use various sources and organizational

• good listeners and speakers adapt listening and speaking skills to situation and audience.

• good listeners display attentive audience behavior.

• good speakers use appropriate presentation techniques.

• people gather information in many ways.

genres.

us write for a variety of purposes.

and speaking skills to the situation and its

• people research using a variety of sources to obtain information.

 

audience.

strategies to gather and share information.

Essential

1. What is the purpose of reading?

1. How can I improve my communication?

1. How can I use a variety of strategies to commu-

Questions

2. How do readers understand the meanings of

3. How do I use writing to communicate?

2. How do readers understand what they read?

nicate effectively?

new words?

3. How and why do I write for a variety of pur- poses?

2. How can communication help me understand and influence my world?

4. How can I use listening skills to gather infor-

4. How can I become a better listener?

mation?

5. How can Icommunicate more effectively?

5. How do effective speakers communicate their ideas?

6. How can I communicate about the informa- tion that I gather?

6. How do people gather information?

Technology

1. Demonstrate basic skills related to the use of technology (keyboarding, word processing, etc.)

 

Integration

2. Illustrate and communicate original ideas and stories using digital tools and media-rich resources.

Goals

3. Identify, research and collect data on current issues using digital resources and propose developmentally appropriate solutions.

Grades K-2

4. Engage in learning activities with learners from multiple cultures through e-mail and other electronic means.

5. In a collaborative work group, use a variety of technologies to produce a digital presentation or product.

6. Independently apply digital tools and resources to address a variety of tasks and problems.

7. Communicate about technology using developmentally appropriate and accurate terminology.

8. Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and web sites.

9. Know and model ethical, legal, and responsible behaviors regarding the use of various technologies.

Unwrapped Language Arts Standards Grades K-2

(Standards taught across the curriculum throughout the year)

Performance

Kindergarten

1st Grade

2nd Grade

Area

Power Standards

1. Demonstrate an understanding of concepts of print.

1. Comprehend stories using essential reading strategies.

1. Understand stories by using comprehension and fluency strategies.

By the end

2. Demonstrate an understanding and use of

3. Demonstrate phonemic awareness.

2. Read unfamiliar text using decoding skills.

2. Use decoding strategies to recognize new

3. Write using a sequence of organized and com-

4. Use various writing techniques to inform oth-

of a grade, students

comprehension strategies.

3. Write using a sequence of organized and com- plete sentences about a topic in one

4. Use speaking, listening, and observing to

5. Use multiple sources of information to orga-

words in age-appropriate material.

4. Express thoughts and ideas in pictures and in writing.

5. Use speaking, listening, and observing to interact in social situations.

paragraph.

interact in academic situations.

nize and understand the world around us.

plete sentences about a topic in one or more complete paragraphs.

ers about our connection to the world around us.

 

5. Listen to gain information.

6. Contribute relevant, appropriate information to conversations and oral reports.

7. Select and present a topic for research.

Reading

1. Demonstrate phonemic awareness and knowl-

1. Integrate knowledge of phonics, meaning

1. Use phonics skills to decode unknown words.

Strategies

edge of the alphabetic principle:

clues, and language structure when reading

- use context clues to understand unfamiliar

- recognize rhyming words.

unknown words:

words.

- recognize words that start with the same sound.

- identify and substitute words in a rhyming pat- tern.

- recognize that spoken language is a sequence of identifiable speech sounds.

- recognize the sounds of letters and under- stand that words contain similar sounds.

- recognize beginning consonant letter-sound associations in one-syllable words.

- use graphophonic knowledge to decode regu- lar one-syllable words.

- use semantic cues to resolve ambiguities about word and sentence meanings.

- use syntactic cues.

- distinguish between long and short vowel sounds in orally stated single syllable words.

- blend the phonemes of one-syllable words.

- change the beginning, middle and endings of sounds to produce new words.

- identify and continue a rhyming pattern.

- use graphophonic cues to decode unknown words.

- use semantic cues.

- use syntactic cues.

Unwrapped Language Arts Standards

Performance

Kindergarten

1st Grade

Area

Reading

2.

Demonstrate print/text awareness:

2.

Demonstrate how print is organized and read:

2.

Strategies

-

recognize own name.

-

reads from left to right and top and bottom.

(Cont.)

-

recognize all upper and lower case letters of

-

match spoken words with print text.

-

 

the alphabet.

-

distinguish among letters, words, and sen-

 

-

identify names and sounds of the alphabet.

tences.

-

-

write most upper and lower case letters of the alphabet.

-

explain the function of the most commonly used punctuation marks.

-

-

read common words and environmental print by sight.

-

identify the title and author of a reading selec- tion.

3.

Demonstrate knowledge of concepts about

-

identify high frequency words and common

-

 

print/text:

irregularly spelled words.

-

 

-

locate front cover, back cover, table of con- tents, title, author and illustrator.

3.

Use pronunciation, sentence meaning, story meaning, and syntax to confirm accurate

Self-monitor comprehension by using ques-

3.

-

follow words from left to right and top to bot-

decoding or to self-correct errors.

 

tom.

4.

 

-

name upper and lower case letters of the alphabet.

tions, retelling, and summarizing.

-

distinguish between letters and words.

-

point out the spaces between words.

-

point to words using one-to-one correspon- dence.

Vocabulary

1.

Build vocabulary:

1.

Expand vocabulary:

1.

Development

-

identify and sort common words, pictures, and objects from basic categories.

-

classify grade-appropriate categories of words.

-

use appropriate nouns to name objects.

-

read, listen, and interact in a variety of situa- tions.

2.

Reading

1.

Read or attempt to read own dictated story.

1.

Read grade level text aloud with fluency,

1.

Applications

2.

Read or attempt to read simple patterned and predictable texts, using letter-sound knowl-

accuracy, and appropriate intonation and expression.

 

edge and pictures to construct meaning.

2.

Follow simple written directions.

 

3.

Use pictures, prior knowledge, and context to make predictions about story content.

2nd Grade

Use a variety of reading strategies to compre- hend text:

decode unknown words using phonetic analy- sis and structural analysis.

self-monitor decoding through letter-sound knowledge of all consonants and vowels.

read high frequency and irregularly spelled words found in appropriately leveled instruc- tional materials.

begin to use word-referencing materials.

use titles, table, indices, and chapter headings to locate information in expository text.

Recognize own difficulty in comprehending text by asking questions when something read is not understood.

Build vocabulary using context clues and dic- tionaries to determine the meaning of unknown words.

Increase vocabulary through reading, listening, and interacting in a variety of situations.

Read grade level text aloud with fluency and comprehension.

Performance

Area

Literary

Analysis

Literary

Elements

Literary

Applications

Unwrapped Language Arts Standards

Kindergarten

1. Use prior knowledge to respond to text.

2. Ask and answer questions about essential ele- ments of text.

3. Use pictures to make predictions about story content.

4. Identify the differences between the roles of author and illustrator.

5. Distinguish reality from fantasy.

6. Compare different versions of the same story.

1. Identify a variety of books and selections, including environmental print material.

2. Identify characters, setting, and important events.

1. Retell or dramatize a variety of literature.

2. Describe the beginning, middle, and end of a variety of stories.

3. Recognize similarities and differences of vari- ous cultures in a variety of texts.

1st Grade

1. Relate previous experiences to what is read.

2. Distinguish between fiction and non-fiction.

3. Respond and elaborate in answering who, what, when, where, how, why, and what if questions.

4. Make and verify predictions about the story.

5. Relate characters and events found in a vari- ety of texts and media from around the world to own experiences.

1. Identify elements of character, plot and setting in a story.

2. Identify elements of an author’s style.

3. Identify an author’s purpose.

1. Retell stories and events indicating beginning, middle, and end.

2. Relate significant facts drawn from simple expository information.

3. Form opinions about the text.

4. Talk and write about stories.

5. Retell the main idea and details of a text.

2nd Grade

1. Interpret information from diagrams, charts, and graphs.

2. Distinguish between fact and fiction.

3. Make, confirm, and/or revise predictions.

1. Distinguish between main ideas and support- ing details of informational text.

2. Describe the setting and sequences of events.

3. Read and compare a variety of poetry forms.

4. Compare and contrast plots, settings, and characters presented by different authors.

1. Participate in creative responses to a variety of written forms (e.g. dramatizations, oral presentations, fantasy plays).

2. Retell and summarize a variety of texts in own words.

3. Generate alternative endings to plots; identify the reasons for, and impact of, alternative endings.

4. Ask a variety of questions to understand and/ or interpret texts.

5. Recognize and discuss similarities and differ- ences in events and characters in a variety of stories.

6. Identify cultural characteristics in literature and media.

7. Demonstrate how similar themes are repre- sented by stories from many cultures.

Unwrapped Language Arts Standards

Performance

Kindergarten

1st Grade

2nd Grade

Area

Writing

1.

Develop awareness of writing strategies and

1.

Use the writing process to create a final prod-

1.

Use the writing process to create a final

Strategies

spelling skills:

uct:

product:

 

-

represent spoken language through the use of phonemic awareness and letter recogni-

-

compose first drafts, using appropriate parts of the writing process.

-

plan and make judgments about what to include in written products.

 

tion using developmental and/or conventional spelling.

-

apply knowledge of phonics to write indepen- dently, using developmental and/or conven-

self-monitor composition using rereading and

-

compose first drafts and revise to clarify and refine written work.

 

-

analyze the sounds in a word and write domi-

tional spelling.

-

edit to check and confirm correct use of

 

nant consonant letters.

-

conventions and correct word order in sen-

 

-

write most letters of the alphabet when dic-

peer conferencing.

tences.

 

tated.

2.

Use the elements of effective writing (e.g.,

-

begin to assist others with editing.

 

2.

Develop awareness of the elements of effec-

idea, organization, voice, word choice, sen-

2.

Use the elements of effective writing.

 

tive writing (e.g., idea, organization, voice, word choice, sentence fluency, and conven- tions).

tence fluency, and conventions).

3.

Use technology to present information appropriate for the intended purpose and audience.

Writing

1.

Develop awareness of writing conventions

1.

Use writing conventions:

1.

Use writing conventions:

Conventions

(e.g., grammar, spelling, capitalization, punc- tuation):

-

demonstrate penmanship skills by forming up- per and lower case letters in manuscript with

use a variety of strategies to write indepen-

-

use letter formation, lines, and spaces to create readable documents.

 

-

write or use written symbols to express mean-

proper spacing between letters and words.

-

begin to formulate lowercase letters in

 

ing.

-

cursive.

 

-

use capital letters to write the word “I” and

dently, using developmental and/or conven-

-

identify format and mechanics in own writing.

 

first letter in own name.

tional spelling.

-

use subject, predicate and modifys correctly

 

-

use correct words to name objects or describe

-

use phonetic knowledge and basic word pat-

in sentences.

 

actions.

terns to spell words correctly.

-

spell correctly using previously studied

 

-

use basic capitalization and punctuation.

words, spelling patterns, and analysis of

-

use complete sentences when writing.

sounds.

 

-

use common, age-appropriate contractions and plural forms of commonly used nouns.

-

write compositions that show proper use of basic pronouns, adjectives, adverbial forms, and coordinating conjunctions.

Unwrapped Language Arts Standards

Performance

Kindergarten

1st Grade

2nd Grade

Area

Writing

1. Develop awareness of appropriate types of writ-

1. Use appropriate types of writing for the in-

1.

Use appropriate types of writing for the

Applications

ing for a variety of purposes and audiences:

tended purpose and audience:

intended purpose and audience:

- write own name and names of others.

- compose a variety of written products.

-

write structured, informative presentations

- share written work with others to express mean- ing.

- practice elements of an age-appropriate author’s style by extending published forms.

and narratives when given help with organi- zation.

- dictate and/or tell a story based on one’s own

-

produce a variety of written work.

experience with a beginning, middle, and end.

2.

Talk and write about literature.

- can “tell about” in pictures and/or words about something familiar.

Speaking

1. Develop an awareness of speaking strategies

1. Use speaking strategies:

1.

Use speaking strategies:

Strategies

by taking turns, expressing ideas, asking, and

- ask and answer simple questions.

-

increase speaking vocabulary and discuss

answering questions to clarify understanding

- speak clearly and distinctly.

responses to literature that is read and heard.

about a topic or essential elements in a text.

-

use oral communication to identify, organize, analyze information, and solve problems.

 

-

respond appropriately when participating in discussions by adapting language and non- verbal behaviors to the situation.

Speaking

1. Develop awareness of speaking and language

1. Use speaking and language conventions by

1.

Use speaking and language conventions that

Conventions

conventions:

selecting, and using new vocabulary and lan-

guide the listener to understand important

- use correct words to name objects or describe action.

guage structures.

ideas by using proper phrasing, pitch, and fluency.

- use a variety of sentence patterns.

- share information and ideas using complete, coherent sentences.

Speaking

1. Develop awareness of appropriate types of

1. Use appropriate types of speaking for a variety

1.

Use appropriate types of speaking for a vari-

Applications

speaking for a variety of purposes and audi-

of purposes and audiences:

ety of purposes and audiences:

ences:

- participate in classroom discussions.

-

communicate information effectively

- give simple directions.

-

explain and describe new concepts and

- recite simple nursery rhymes, chants, songs.

information in own words.

- retell or dramatize stories or parts of stories, including personal events.

2.

Talk and write about stories.

- use speaking skills to connect related experi- ences and discover relationships.

Unwrapped Language Arts Standards

Performance

Kindergarten

1st Grade

2nd Grade

Area

Listening

1. Listen to and view attentively in small and large

1. Listen attentively by facing the speaker, mak-

1.

Listen and view with focused attention.

and Viewing

group settings.

ing eye contact and retelling or summarizing

Strategies

what is said.

2. Increase vocabulary through reading, listening, and interacting in a variety of situations.

Listening and

1. Follow simple two-step instructions.

1. Listen to and retell short stories in logical

1.

Follow oral three- and four-step directions.

Viewing

2. Listen to, view, and respond to a variety of text

sequence.

2.

Paraphrase information shared by others.

Applications

and media.

2. Repeat and follow oral and written two-step instructions.

3.

Identify cultural characteristics in literature and media.

 

4.

Demonstrate how similar themes are repre- sented by stories from many cultures.

Research

1. Identify and sort common words, pictures, and

1. Classify grade-appropriate categories of

1.

Identify and use appropriate sources of

Strategies

objects into basic categories.

words.

information to accomplish a specific learning task.

 

2.

Locate information using diagrams, charts, and graphs.

Research

1. Identify names and sounds of the letters of the

1. Alphabetize words by first and second letters.

1.

Alphabetize words by second and third

Conventions

alphabet.

letters.

Research

1. Demonstrate familiarity with different types of

1. Demonstrate familiarity with a variety of

1.

Use print and electronic resources to access

Applications

books and selections.

sources.

information.

 

2.

Select appropriate procedure and format to locate, gather, record, organize, and present information.

Big Idea

3rd Grade Assuring Quality in our Communication

Language Arts Grades 3 – 5

4th Grade Examining Interrelationships of Communication

5th Grade Analyzing Forms of Communication

Enduring

Students will

Students will

Students will understand

Understand-

the importance of reading and enjoying

• the importance of reading and enjoying

• reading literature is important in developing a

ings

literature in a variety of genres.

deeper appreciation for many genres.

literature for a variety of purposes (realistic fiction, fantasy, fables, and nonfiction).

• how to write for a variety of purposes (narrative, expository, persuasive).

• the application of the quality writing process (brainstorm, plan, draft, edit and revise when producing complete compositions).

• how to utilize mass media to conduct research.

• how to write for a variety of purposes (narrative, expository and persuasive).

• that good writers use the writing process to create a better product in any form of writing.

• how to use mass media to conduct research.

• that effective researchers can present gathered information by choosing an interesting format to communicate ideas.

• improving vocabulary leads to better comprehension.

• learning and using the writing process can lead to a better product in any form of creative expression.

• using effective strategies in listening and speaking enhance communication.

• how to incorporate a variety of resources to enhance communication (technology, dictionary, thesaurus).

• that effective listeners and speakers improve their communication skills by learning to ask and answer questions in various situations.

• using a variety of resources will lead to a more complete presentation of ideas.

Essential

1. How can I read and understand vocabulary

1. How are my reading, writing, listening and

1. How can I improve my vocabulary in order to

Questions

from all subjects?

speaking connected?

better understand what I read?

2. How can I read for deeper meaning?

2. How does my writing reflect my pupose?

3. How can I read and understand various literary genres?

4. How do I use literary elements to enhance my understanding?

5. How can I organize my thoughts in a systematic way?

6. How can my writing be effective for a variety of purposes and audiences?

7. How do I communicate effectively in a variety of formats?

2. How can I use word analysis and vocabulary skills to comprehend selections?

3. What strategies do I use to improve my comprehension and fluency?

4. How can I understand a broad range of reading materials?

5. How do I use literary elements to enhance my understanding?

6. How do writing conventions interact to enhance my written communication?

7. Why do we use different forms of writing?

3. How can I become a more effective listener and speaker in various situations and settings?

4. How do I gather, evaluate, and share information acquired from various sources and choose the appropriate presentation format?

8. How can I be an effective listener in a variety of situations?

9. How can I be an effective speaker in a variety of situations?

10. How do I gather, evaluate, and share information from various sources?

8. What skills do effective speakers use to give an informative and engaging oral presentation?

9. What are the important social skills of effective listening?

10. How do I design a presentation that demon- strates what I have learned?

Technology

1. Produce media-rich digital presentations about significant events based on primary or secondary sources.

Integration

2. Recognize bias in digital resources while doing research with guidance from teachers.

 

Goals

3. Select and apply digital tools to collect, organize and analyze data.

Grades 3-5

4. Engage in learning activities with learners from multiple cultures through e-mail and other electronic means.

5. Identify and investigate global issues and generate possible solutions using digital tools and resources.

 

6. Conceptualize, guide and manage individual or group learning projects using digital planning tools with teacher support.

7. Understand the effect of existing and emerging technologies on individuals, society and the global community.

8. Apply previous knowledge of digital technology operations to analyze and solve current hardware and software problems.

9. Know and model ethical, legal and responsible behaviors regarding the use of various technologies.

 
 

Unwrapped Language Arts Standards Grades 3-5

 

(Standards taught across the curriculum throughout the year)

 

Performance

3rd Grade

4th Grade

5th Grade

Area

Power

1. Understand, use, pronounce, and spell

2. Interpret stories by analyzing story elements

1. Increase vocabulary skills in all subject areas.

1. Use literary devices, text elements, and

2. Apply components of the writer’s craft

Standards By the end of a grade, students

vocabulary from all subjects.

and literary elements.

2. Read for meaning (main idea, cause and effect, details, summarization) using a variety of literature genres.

word analysis in different genres.

to write clear, cohesive, multi-paragraph

3. Analyze nonfiction text to read for meaning.

3. Read aloud fluently and expressively with

compositions about a single topic.

4. Participate in oral reading with fluency.

proper phrasing.

3. Recognize and demonstrate the qualities

5. Use writing as a process to make connections to the world around us.

4. Apply appropriate components of the writing process to write in different forms according

of effective communication during presentations and oral reports.

6. Write a response to a reading passage.

to purpose.

4. Gather, organize, and share information

7. Write using a sequence of organized and complete sentences in two to three

8. Incorporate components of effective

9. Support a topic with documented resources.

5. Utilize appropriate ideas, word choice, and sentence fluency in five paragraphs.

from various sources.

paragraphs.

communication in formal and informal situations.

6. Use effective organizational strategies to prepare oral presentations (e.g. 2-column notes).

7. Gather and organize information from a variety of sources.

8. Share gathered information in a variety of ways.

Unwrapped Language Arts Standards

Performance

3rd Grade

4th Grade

5th Grade

Area

Reading

1.

Apply phonics and structural analyses to

1. Apply knowledge of synonyms, and

1.

Interact with the text:

Strategies

decode words.

antonyms to determine the meaning of words

-

make predictions.

 

2.

Apply context clues to decode unfamiliar

and phrases.

-

formulate questions.

 

words.

2. Use meta-cognitive strategies to comprehend

-

support answers from textual information,

 

3.

Self-correct when reading.

text and to clarify meaning of vocabulary.

previous experience, and/or other sources.

4.

Use a variety of strategies to comprehend text.

3. Adjust speed, intonation, and phrasing of reading to suit purpose and difficulty of

-

draw on personal, literacy and cultural understandings.

5.

Use text organizers to identify the main idea(s)

material.

-

seek additional information.

 

and locate information.

2.

Explain frequently used synonyms, antonyms, homographs, and homophones.

Vocabulary

1.

Demonstrate an expanding vocabulary:

1. Increase vocabulary through reading in con-

1.

Expand and refine vocabulary by experienc-

Select key vocabulary critical to the text and

Development

-

use and identify root words, prefixes, and suf- fixes to determine meaning.

text, listening, and using resource materials.

ing different genres, word and content area study, use of writing process, examinations

-

use print and online reference materials

of author’s craft, and use of word reference

 

(encyclopedia, dictionary, thesaurus, glos- sary) to confirm decoding skills, verify spelling, discover and extend the meanings of words.

2.

materials.

apply appropriate meaning for understand-

 

-

use context clues to determine the meaning of words.

ing.

-

identify and use knowledge of synonyms, antonyms, homophones, and homographs to determine multiple meanings of words.

2.

Increase vocabulary through reading, listening, and interacting in a variety of situations.

Reading

1.

Read grade-level text aloud with natural

1. Read a variety of texts including fiction, non-

1.

Read grade level text aloud with fluency,

Applications

rhythm, pace, and intonation, and with fluency and comprehension.

fiction, poetry and drama.

comprehension, expression, and personal style, demonstrating an awareness of vol- ume, pace, audience and purpose.

Unwrapped Language Arts Standards

Performance

3rd Grade

4th Grade

5th Grade

Area

Literary

1.

Interact with text before, during, and after

1. Describe the contextual differences of various

1. Connect new information, prior knowledge,

Analysis

reading:

forms of literature.

and related topics.

 

-

set a purpose.

2. Make inferences, draw conclusions, and form

2. Ask and answer questions that require

-

preview the text.

opinions about the events, characters, and

analysis, synthesis, and evaluation of grade-

-

make predictions.

setting based on supporting evidence from

level fiction and non-fiction material.

-

ask questions.

the text.

3. Analyze the reasons for a character’s ac-

-

locate information for a specific purpose.

3. Expand ideas by formulating questions, devel-

tions, taking into account the situation and

-

use story structure, text organization, and summarizing to comprehend.

oping hypotheses, and drawing conclusions from a variety of texts.

basic motivation of the character: support opinion with evidence from text.

-

locate key words to further comprehend text

4. Analyze the elements of fables, fairy tales,

2.

Make connections (text-to-world, text-to-self, text-to-text).

folk tales, myths and traditions in literature from various eras and cultures.

3.

Read and use information from tables, maps,

5. Distinguish between fact and opinion.

 

charts, and graphs to increase understanding of text.

6. Evaluate text to determine author’s purpose and opinion:

 

- identify elements of fiction and nonfiction that support plot development, word choice, effectiveness of figurative language and personification.

- evaluate inferences, conclusions, general- izations, and make predictions.

Literary

1.

Analyze literacy elements (e.g., problem-

1. Analyze characters, events, plots, themes, and

1. Identify the main problem or conflict in a

Elements

solving, cause-effect, climax) of texts.

genres in a variety of texts and cite supporting

plot and explain how it is resolved.

 

2.

Distinguish among common genres of lit-

evidence.

2. Identify and analyze the characteristics of

3.

erature (fiction, non-fiction, biography, and poetry).

2. Identify and explain the use of figurative lan- guage in literary works and apply to composi- tions (e.g. metaphor, simile, onomotopoeia,

nonfiction, fiction, drama, and poetry as genres chosen by an author for a literary effect.

 

Identify and use figurative language (simile, onomatopeia, and personification).

hyperbole).

3. Describe the function and effect of literary devices and the use of figurative language in literary works.

4. Compare and contrast the actions and motives of characters in literary works.

5. Explain how the character’s actions are important to the plot and theme of a liter- ary work.

Unwrapped Language Arts Standards

Performance

3rd Grade

4th Grade

5th Grade

Area

Literary

1. Identify and discuss similarities and differenc-

1.

Visualize and recall story details, including

1. Examine alternative perspectives.

Applications

es in events and characters across examples

characterization and sequence.

2. Choose materials to read independently,

of literature.

2.

Respond to fiction, nonfiction, poetry, and

identify the main idea and significant de-

2. Succinctly summarize main idea(s) from text.

3. Make inferences and draw conclusions about

drama using interpretive, critical, and evalua- tive processes:

tails and determine the correct sequence of events or information.

characters and events from fiction, nonfiction,

-

analyze author’s word choice and content.

3. Support answers to questions about read-

4. Interact with text by making predictions,

poetry, and drama.

-

identify and examine reasons for characters’

consider a situation or problem from different

ings by drawing on background knowledge

4. Make generalizations and gather support for answers by referencing the text.

5. Read, create, respond to a variety of text

-

actions and motives.

characters’ perspectives.

and on literal and inferential information from the text.

including fiction, nonfiction, and drama.

3.

Analyze how language and visuals bring char- acters to life, enhance plot development, and produce a response.

formulating questions, supporting answers from a variety of sources, drawing on per- sonal, literary, and cultural understanding,

 

4.

Draw logical conclusions using deductive and

and seeking additional information.

 

inductive reasoning.

5. Make connections between print and non- print information by recognizing similarities and differences, using a variety of resourc- es that contribute to informed decisions.

6. Create and present a product that demon- strates a personal response.

Unwrapped Language Arts Standards

Performance

3rd Grade

4th Grade

5th Grade

Area

Writing

1.

Use the writing process to create a final

1.

Use the writing process to create a final

1.

Use the steps of the writing process to create

Strategies

product:

product:

a final product:

 

-

compose three or more paragraphs with topic sentences, supporting details, logical sequence,

-

plan strategies that generate topics and organize ideas.

-

prewrite, create a rough draft, revise simple and/or complex sentences for clarity of

 

and elaboration.

-

revise for sequence of events, and ideas,

thought, impact, and focused communication,

 

-

proofread own writing for spelling and edit for

transitional words, and sentence patterns.

edit, publish, and share a final product.

 

writing conventions and format.

2.

Use the elements of effective writing (e.g.,

-

develop a lead, characters, and mood.

 

-

reflect on and revise writing by clarifying ideas, adding descriptive words and phrases, se-

idea, organization, voice, word choice, sen- tence fluency, and conventions).

-

edit final product for grammar, writing conven- tions, and format.

 

quencing events and ideas, combining short,

3.

Use technology to present information appro-

2.

Apply the elements of effective writing.

related sentences, and strengthening word choice.

priate for the intended purpose and audience.

3.

Apply technology to present information ap- propriate for the intended purpose and audi-

 

2.

Use the elements of effective writing, includ- ing: ideas, organization, word choice, voice, sentence fluency, and conventions.

ence.

3.

Use technology to present information appro priate for the intended purpose and audience.

4.

Develop proper cursive letter formation and connections.

Writing

1.

Use writing conventions:

1.

Use writing conventions:

1.

Apply writing conventions:

Conventions

-

use legible handwriting to create documents.

-

write in cursive with consistency of letter for-

-

identify and correctly use verbs that are often

-

formulate lowercase letters in cursive and begin

mation, size, spacing, margins, and legibility.

misused.

 

to formulate upper case letters in cursive

-

use simple and compound sentences in writ-

combine short, related sentences with apposi-

-

use colons and quotation marks correctly.

 

-

write compositions that correctly use pronouns,

begin to incorporate literary devices such as,

ing.

-

spell most commonly used words accurately

use complex sentence structures and apply

 

adjectives, adverbial forms, and coordinating

-

using a multi-strategy approach.

conjunctions.

tives, participial phrases, adjectives, adverbs,

-

 

-

and prepositional phrases.

punctuation and capitalization in written work.

 

simile, onomotopeia and personification in writ- ten work.

-

use complex sentence structures and apply appropriate capitalization and punctuation.

-

use a thesaurus to identify alternative word choices and meaning.

 

-

use a variety of complete sentences in written work.

-

identify and use regular and irregular verbs, adverbs, prepositions, nouns and coordinating

-

use correct subject/verb agreement.

conjunctions.

2.

Use a variety of strategies for correct spelling.

Unwrapped Language Arts Standards

Performance

3rd Grade

4th Grade

5th Grade

Area

Writing

- use parentheses, commas in direct quota-

Conventions

tions, and apostrophes in contractions and in

(Cont.)

the possessive case of nouns.

- use underlining, quotation marks, or italics to identify titles of documents.

- capitalize proper names, the first word of a quotation, and appropriate names of maga- zines, newspapers, works of arts, musical compositions, and organizations.

- spell root words, affixes, and syllable con- structions correctly.

- spell high-frequency grade level words and use correct spelling in written work.

Writing

1. Use appropriate types of writing for the in-

1. Produce a variety of written compositions us-

2. Compose multiple, related paragraphs with

1.

Apply appropriate types of writing for the

Applications

tended purpose and audience:

ing descriptive, narrative, expressive, exposi-

intended purpose and audience:

- Compose a variety of descriptive, narrative,

tory, persuasive, and analytical writing for the

-

create journals, notes, stories, reports, and

expository, persuasive, poetry and friendly letter selections using self-selected topics and multi- media.

intended purpose and audience.

topic sentences, specific, relevant details,

-

letters using appropriate formats and technol- ogy.

- create and deliver presentations about famil- iar experiences or interests that are organized around a coherent statement.

logical progression and movement of ideas, coherence, elaboration, and a concluding statement related to the topic.

formulate hypotheses, evaluate information and ideas, present and support arguments, and influence the thinking of others through written work.

- combine information from multiple sources when writing reports and stories using technol- ogy as a tool.

3. Compose fiction, nonfiction, poetry, and drama using self-selected and/or assigned topics and forms.

2.

Produce a variety of written products that demonstrate competence in persuasive and autobiographical writing as well as essays that speculate on cause and effect.

 

3.

Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evalua- tive processes.

-

analyze author’s words choice and context.

-

examine reasons for characters’ actions.

-

consider a situation or problem from different characters’ perspectives.

Unwrapped Language Arts Standards

Performance

3rd Grade

4th Grade

5th Grade

Area

Speaking

1.

Use speaking strategies:

1.

Use speaking strategies:

1. Apply speaking strategies:

Strategies

-

develop and organize information for a formal oral presentation.

-

speak in a manner that guides the listener to understand important ideas by using proper

- memorize and recite passages from a variety of genres.

-

answer open-ended questions.

phrasing, pitch, and modulation.

- show an awareness of volume, pace, audi-

speaking.

 

-

give oral presentations using effective nonver-

ence, and purpose when reading aloud and

 

bal behaviors.

 

-

participate in one-to-one conferences or dis- cussions by:

- participate in one-to-one conferences or dis- cussions by:

 

- initiating new topics,

- asking questions to indicate different

- asking relevant questions,

levels of certainty or to pose an hypothesis,

- responding to questions with appropriate elaboration.

- confirming understanding by repeating directions and/or suggestions.

Speaking

1.

Use speaking and language conventions:

1.

Demonstrate command of speaking and

1. Apply speaking and language conventions by

Conventions

-

demonstrate a command of standard English.

language conventions by using simple and

using clear, precise language while avoiding

-

use of variety of complete sentences.

complex sentences.

overused words and distracting sounds.

-

use correct subject/verb agreements.

Speaking

1.

Use appropriate types of speaking for a variety

1.

Use appropriate types of speaking for a variety

1. Apply appropriate types of speaking for a

Applications

of purposes and audiences:

of purposes and audiences:

variety of purposes and audiences:

 

-

present information in a logical manner, clearly

-

actively contribute to a discussion.

- develop speeches that formulate hypotheses,

 

identifying the main point.

-

present information and ideas clearly and con-

evaluate information and ideas, present and

 

-

explain own learning.

cisely, interview, solve problems, and make

support arguments, and influence the thinking

-

contribute to class discussions.

decisions.

of others.

-

plan and deliver oral presentations using tech- niques appropriate for the situation (eye contact

-

make oral presentations that reflect an aware- ness of audience and purpose, using technol-

Respond to fiction, nonfiction, poetry, and

- make presentations to inform or persuade, selecting vocabulary for impact.

 

with audience, volume, rate, tone and avoid- ance of distracting behaviors).

2.

ogy when it will assist in clarifying meaning.

- create and deliver focused, coherent presen- tations that convey ideas clearly and relate to

 

2.

Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative

drama using interpretive, critical, and evalua- tive processes:

the background and interest of the audience.

 

processes:

-

analyze author’s word choice and context.

 

-

consider differences among genres.

-

examine reasons for characters’ actions.

-

relate plots, settings, characters to own experi-

-

identify and examine charactersí motives.

 

ences and ideas.

-

consider a situation or problem from different

 

-

consider main character’s point of view.

characters’ perspectives.

-

participate in creative interpretations.

-

make inferences and draw conclusions about characters and events.

Unwrapped Language Arts Standards

Performance

3rd Grade

4th Grade

5th Grade

Area

Listening &

1. Demonstrate active listening skills through

1. Listen with engagement.

1.

Listen responsively and respectfully in formal

Viewing

observable behaviors (hands free, eyes on the

and informal situations.

Strategies

speaker without talking).

2.

Listen actively and critically:

 

-

ask questions.

-

delve deeper into the topic.

-

elaborate on the information and ideas pre- sented.

-

evaluate information and ideas.

-

make inferences and draw conclusions.

-

make judgments.

Listening &

1. Follow oral and written, multi-step instructions.

1. Follow oral and written, multi-step instruc-

1.

Follow oral and written, multi-step instructions

Viewing

2. Confirm understanding by paraphrasing.

tions.

that provide information about a task or as-

Applications

3. Summarize main idea(s) from spoken passages.

2. Summarize main ideas and supporting evi-

3. Analyze how language and visual aides en-

signment.

4. Use story structure, organization, and appropri- ate questions to assist comprehension before, during, and after reading, listening, or viewing.

dence from a spoken message and formal presentation.

2.

Make informed judgments about bias, propa- ganda, stereotyping, and media techniques in a variety of texts.

5. State individual point of view about a given topic or media production.

hance or detract from the delivery of an idea or message.

3.

Evaluate the content and delivery of oral com- munications.

6. Distinguish between a speaker’s opinions and facts.

Research

1. Use print and electronic resources to gather

1. Use letters on volumes, key words, indices,

1.

Conduct research using a variety of sources

Strategies

information for a specific purpose.

and cross-references to locate information.

for assigned or self-selected projects.

Research

1. Use reference materials to support and extend

Conventions

meaning of words.

Research

1. Explain choice of research materials by citing

1. Use multiple representations of material to

1.

Evaluate the usefulness and quality of infor-

Applications

purpose of information.

locate information.

mation and ideas based on prior knowledge and the purpose of the information.

 

2.

Make connections between print and non- print information by recognizing similarities and differences, using a variety of resources that contribute to informed decisions.

Big Idea

6 th Grade Evaluating Forms of Communication

Language Arts Grades 6 – 8

7 th Grade Interpreting Forms of Communication

8 th Grade Utilizing the Power of Quality Communication

Enduring

Students will understand

Students will understand

Students will understand

Understand-

effective readers develop and apply a variety

• developing a variety of reading strategies and

• utilizing the entire writing process will lead

• using a variety of reading strategies and

ings

of strategies for understanding the purpose of

identifying literary devices will increase vo-

interpreting literary devices will increase

text and analyzing literature.

cabulary usage and reading comprehension.

vocabulary usage and reading comprehension.

• effective readers develop strategies for understanding new vocabulary.

• effective writers use the English language conventions and a variety of writing strategies correctly to produce high quality compositions.

• speakers use effective strategies in listening and speaking to enhance communication.

• effective communicators know how to gather and evaluate a variety of resources when researching a topic which will lead to greater understanding by their audience.

to a better-developed product in any form of written expression.

• using effective strategies in listening and speaking will enhance understanding of alternative points of view.

• filtering a variety of resources will lead to a more complete understanding of a topic and presentation of ideas.

• effective writers use strategies correctly to produce a variety of written works.

• applying strategies in listening and speaking will develop a more effective evaluation of communi- cated information.

• applying focused resources will lead to a well- designed product that demonstrates knowledge and understanding of a topic.

Essential

1. How do readers set a purpose for their

2. How can I apply my knowledge of literary

1. How does increased understanding and

2. How do I develop an effective pre-writing

3. How do I become a more effective listener

4. How do I identify accurate information that

1. How do I analyze literary elements, themes,

Questions

reading, evaluate text and make connections

usage of new vocabulary improve my com-

and text vocabulary to achieve a deeper

to real world topics?

prehension in a variety of texts?

understanding of various reading materials?

elements to better understand what I read and how I write?

3. How do writers apply a variety of strategies to produce effective compositions?

4. How can I become an effective listener and speaker in a variety of situations?

plan in order to organize and fully communi- cate my topic?

and speaker in a variety of situations?

builds understanding of a topic and helps

2. How do I effectively use the writing process to communicate my purpose?

3. How do I know which communication skills are most effective to use in a given situation?

4. How will I identify appropriate resources to use in creating a well-designed product?

5. How is research an effective tool for learning?

present ideas?

Technology

1. Develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits and productivity.

Integration

2. Gather data, examine patterns, and apply information for decision making using digital tools and resources.

Goals

3. Participate in cooperative learning projects in online learning communities.

 

Grades 6-8

4. Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracy of the content.

5. Employ data-collection technology to gather, view, analyze and report results for content-related problems.

6. Select and use the appropriate tools and digital resources to accomplish a variety of tasks to solve problems.

7. Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners.

8. Integrate a variety of file types to create and illustrate a document or presentation.

 

9. Independently develop and apply strategies for identifying and solving routine hardware and software problems.

10. Know and model ethical, legal and responsible behaviors regarding the use of various technologies.

 
 

Unwrapped Language Arts Standards Grades 6-8

 

(Standards taught across the curriculum throughout the year)

 

Performance

6th Grade

7th Grade

8th Grade

Area

Power

1. Identify literary elements in written work.

1. Identify, analyze and interpret literary

1. Analyze and evaluate literary elements,

2. Evaluate the effectiveness of literary

Standards By the end of a

2. Identify and interpret new vocabulary and analyze word usage and meaning.

elements, devices, and themes in written work.

cues, and strategies to comprehend text.

grade, students

2. Use context to learn new vocabulary.

 

3. Apply a variety of strategies to comprehend fiction and nonfiction text.

4. Compose and produce writing that reflects a variety of purposes.

5. Use effective organizational strategies to communicate and explain ideas.

6. Practice effective listening and speaking strategies to improve comprehension.

7. Ask questions to guide research inquiry.

3. Apply appropriate reading strategies to understand a variety of reading materials.

4. Gather information using a variety of text materials.

5. Use the writing process to develop organizational structure in all types of writing.

6. Use effective organizational strategies to prepare oral presentations for specific audiences and purposes.

devices and text structures in analyzing various types of text.

3. Use the writing process to develop organizational structure in all types of writing and a smoother, more interesting presentation of ideas.

4. Use critical analysis to formulate appropriate oral responses.

5. Practice evaluation and self-evaluation of speaking and listening strategies.

8. Use a variety of resources and library skills to acquire information.

7. Practice effective discussion techniques and utilize active listening strategies and behavior.

6. Evaluate and revise research questions based on preliminary research findings.

8. Summarize and apply information to research questions.

Performance

Area

Reading

Strategies

Vocabulary

Development

Reading

Applications

Unwrapped Language Arts Standards

6th Grade

1. Make and verify predictions based on prior knowledge and text.

2. Identify the structure and format of text, including graphics and headers.

3. Use information found in text including such things as headings, graphs and charts to help understand non-fiction text.

4. Identify explicit and implicit main ideas.

5. Identify cause and effect organizational patterns in fiction and nonfiction.

1. Determine the meaning of an unknown word or content-area vocabulary using knowledge of prefixes, suffixes, root words and context clues.

2. Identify unknown words (e.g. homonyms) us- ing word, sentence, and cross-sentence clues.

1. Read a variety of texts including science fic- tion, historical fiction, myth, legend, biog- raphy/autobiography, story, poem, folktale, fable, non-fiction and mystery.

7th Grade

1. Make and verify predictions based on prior knowledge and text.

2. Identify the structure and format of text, including graphics and headers (e.g., persuasive, informational, narrative).

3. Locate and interpret information found in non- fiction headings, graphs, and charts.

4. Compare the content and organization (e.g., themes, topics, text structure, story elements) of various selections.

5. Relate information in a passage to other readings on the same topic.

6. Identify, compare and contrast organizational patterns in fiction and nonfiction.

1. Determine the meaning of an unknown word or content-area vocabulary using knowledge of prefixes, suffixes, and word roots.

2. Use etymologies to determine the meaning of words.

3. Determine the connotation of a word using word, sentence, and cross-sentence clues.

4. Use synonyms and antonyms to determine the implied meanings of words.

1. Read a variety of texts including, historical fiction, myth, legend, drama, biography/au- tobiography, story, poem, American folktale, nonfiction, and introductions to dramatic structure.

8th Grade

1. Make and verify predictions based on prior knowledge and understanding of genres.

2. Clarify an understanding of text by creating outlines, notes, or other visual representations.

3. Use information such as charts, graphs, diagrams, maps, and tables to help understand a non-fiction reading passage.

4. Compare the content and organization (e.g., themes, topics, text structure, story elements) of various selections.

5. Relate information in a passage to other readings.

6. Identify main ideas and organizational patterns in fiction and nonfiction.

1. Determine the meaning of an unknown word or content-area vocabulary using knowledge of prefixes, suffixes, and word roots.

2. Use etymologies to determine the meaning of words.

3. Determine the meaning of a word in con- text when the word has multiple meanings.

1. Read a variety of texts including historical fiction, mystery, biography/autobiography, science fiction, short story, non-fiction, dramatic readings and essay.

Unwrapped Language Arts Standards

Performance

6th Grade

7th Grade

8th Grade

Area

Literary

1. Summarize a story or nonfiction passage.

1. Summarize a story or nonfiction passage, or

2. Draw inferences, conclusions, or generaliza-

1. Differentiate between conclusions that are

Analysis

2. Identify the causes of events in a story or non- fiction account.

identify the best summary.

based on fact and those that are based on opinion.

3. Interpret an image based on information pro- vided in a passage.

tions about text and support them with textual evidence and prior knowledge.

2. Use information from a variety of sources to explain a situation or decision or to solve a problem.

Literary

1. Identify elements of fiction: plot, character,

1. Compare stories to personal experience, prior

1. Identify literary devices (e.g., figurative lan-

Elements

setting, theme, character foils.

knowledge, or other stories.

guage, hyperbole, understatement, symbols,

2. Explain how plot, setting, character, and

2. Recognize points of view in narratives (e.g.,

dialogue).

 

first person).

2. Identify irony in literature.

 

theme contribute to the meaning of a literary selection.

3. Identify the author’s message or theme.

3. Identify and explain the importance of elements of fiction: theme, rising action, falling action, conflict, point of view, resolution, and flash- back.

Literary

1. Determine a characterís personality based

1. Determine character motivation.

1. Determine what characters are like by their

Applications

on their words, actions or how the author or illustrator portrays them

2. Explain the relationship between main and supporting characters.

words, thoughts, and actions, as well as how other characters react to them.

2. Compare or contrast the behavior of two or more characters.

3. Identify and interpret figurative language or literary devices (e.g., sensory detail, simile, rhyme, repetition, metaphors, alliteration, per- sonification).

3. Explain how the literary devices (e.g., allitera- tion, imagery, metaphor) contribute to the meaning of a literary selection.

2. Identify conflict or contradiction within a char- acter or a character’s behavior.

Unwrapped Language Arts Standards

Performance

6th Grade

7th Grade

8th Grade

Area

Writing

1. Use the writing process to create a final prod- uct:

1. Use the writing process to create a final prod- uct:

1. Use the steps of the writing process to create a final product:

Strategies

- use an effective and coherent organizational pattern (e.g., sequence, cause/effect, com- parison).

- use figurative language.

- establish and maintain focus and organization within and across paragraphs.

- edit and revise to maintain a consistent voice, tone, and focus throughout a piece of writing.

- use appropriate transitional words and phrases to connect and unify key ideas.

- compose a clear thesis/claim that contains the main idea in an essay.

- edit and revise to maintain a consistent focus throughout a piece of writing.

- analyze basic audience and purpose for writ- ing and choose the appropriate form (e.g., letters, poems, reports, narratives, business letters).

- choose the appropriate form for the purpose of the writing, voice, and style appropriate to the audience and purpose.

Writing

1. Use writing conventions:

1. Apply writing conventions:

Conventions

- develop compositions that include a variety of sentence structures (e.g., simple, compound, complex) and sentence types (e.g., interroga- tive, exclamatory, imperative).

1. Use writing conventions:

- develop compositions that contain complete sentences and effective paragraphs.

- use effective transition words and phrases within and between paragraphs.

 

- develop multi-paragraph compositions that include an introduction, first and second level support, and a conclusion.

- use transitional words and phrases within and between paragraphs.

- use basic transition words/phrases to connect ideas.

- use appropriate sentence structure and sen- tence type.

- demonstrate appropriate use of the eight parts of speech.

- use a variety of sentence structures and sen- tence types.

- proofread for correct English conventions.

- proofread for correct English conventions.

- demonstrate appropriate use of the eight parts of speech.

 

- proofread for correct English conventions.

Writing

1. Use appropriate types of writing for the in- tended purpose and audience:

1. Use appropriate language, details, and format

1. Write creatively for a specified purpose and

 

Applications

- write an expanded narrative account (e.g., friendly letter, journal, autobiography, memoir)

- develop a multi-paragraph piece of persuasive writing.

- write creatively for a specified purpose and audience.

for a specified audience (e.g., gender, age, prior knowledge, interest).

2. Compose a multi-paragraph persuasive piece, which presents one position of an issue that

offers sufficient support through multiple strat- egies (e.g., cause/effect, compare/contrast).

3. Compose fiction, nonfiction, poetry, and drama using self-selected and/or assigned topics and forms.

4. Write a multi-paragraph narrative account that establishes a context, creates a point of view, and develops a focused impression.

audience (e.g., short story, poetry, radio script, play, TV commercial).

2. Write a narrative account that establishes a context, creates a point of view, and devel- ops a focused, powerful impression.

3. Compose a multi-paragraph piece of ex- pository writing.

4. Use available technology to design, pro- duce, revise, and present compositions and multi-media works.

Unwrapped Language Arts Standards

Performance

6th Grade

7th Grade

8th Grade

Area

Speaking

1. Incorporate nonverbal expressions that are

2. Use language that is clear, audible and appro-

1. Prepare and practice a presentation to fit

1. Use verbal and nonverbal cues to engage the

Strategies

appropriate to the message (e.g., facial ex-

within a given time limit.

audience.

pressions, gestures, posture, eye contact).

priate.

2. Incorporate nonverbal expressions that sup- port the message: posture, eye contact, face audience, etc.

Speaking

1. Align content, rate, volume, and style with the

2. Use appropriate grammar, word choice, and

3. Use notes, outlines, and visual aids.

1. Align vocabulary and style to the intent of the

1. Use language that is clear, audible, and ap-

Conventions

characteristics of the audience and intent of

message.

propriate.

the message.

pacing.

2. Use appropriate grammar, word choice, and pacing.

3. Manage use of note cards, graphic organizers, various forms of outlining and/or other visual

1. Employ an engaging introduction, appropriate

Speaking

1. Contribute meaningfully to group discussions

2. Employ an engaging introduction, appropriate

1. Analyze characteristics of one’s audience and

aids in oral presentations.

Applications

by following accepted guidelines of verbal

prepare appropriate presentations.

organization, and an effective conclusion.

interaction (e.g., appropriate turn-taking behavior, respectful and engaged responses,

2. Evaluate and select details appropriate for informing, entertaining and persuading.

appropriately aligned vocabulary, appropriate rate and volume).

organization, and an effective conclusion.

Listening &

1. Focus attention on speaker as sender of the

1. Evaluate the situation and assume appropriate

1. Appraise the situation and assume the appro-

Viewing

message.

listening mode.

priate listening mode.

Strategies

2. Determine meaning from speakers’ words, voice, and body.

2. Differentiate between formal and informal purposes for listening.

2. Record appropriate notes and rough outlines with editorial comments.

3. Modify, control, and block out both internal and external distractions.

3. Anticipate information that might be forthcom- ing from presenter.

3. Formulate questions to clarify meaning.

Listening &

1. Identify and apply appropriate word choice,

1. Identify and analyze factors that will impact

1. Determine meaning from speaker’s denota-

Viewing

pitch, volume, posture, tone, facial expres-

the message (e.g., dialect, language styles,

tions and connotations.

Applications

sions, gestures and proximity.

setting, word choice).