english Language Arts Curriculum - Diocese Ofdioceseofraleigh.org/sites/default/files/files/LA6.pdf · ENGLISH LANGUAGE ARTS CURRICULUM ... apply skills in reading, writing, listening,

English Language Arts 2012 i. Diocese of Raleigh Catholic Schools

ENGLISH LANGUAGE ARTS CURRICULUM

PHILOSOPHY Language Arts instruction is essential for a student to attain a high level of literacy and to function as an informed member of the school and broader community. To communicate effectively, a student must be able to apply skills in reading, writing, listening, and speaking. Because communication instruction crosses all disciplines, the opportunity to apply processes and skills must be provided in all content areas.

INTRODUCTION The English Language Arts Curriculum is intended for use in all Catholic elementary and middle schools in the Diocese of Raleigh. It is the framework for instruction that should assist teachers in identifying and implementing the appropriate instructional methodology in grades K through 8. The curriculum outlines the level of competency that is expected of students at each grade level. The primary goal of the Curriculum is to ensure that students are introduced to the language skills necessary to think critically, communicate effectively and reach high levels of literacy in all content areas. The curriculum is aligned to the Common Core Standards adopted by the North Carolina Department of Public Instruction, as well as 43 other states. Copies of the original Common Core and resources can be downloaded at http://corestandards.org/.

The curriculum is enhanced by specific Values and Attitudes unique to students in Catholic schools. Values and Attitudes highlight key principles that will guide

students in developing a critical conscience and viewing all content in the light of Gospel teachings. Values and Attitudes, which are not necessarily quantifiable but rather reflected in a student’s respect toward the content area, are the first Domain of every grade level. To effectively implement the curriculum the teacher must first be familiar with the terms of the format:

Strands are the five general areas of focus common to every grade.

Strand A Values and Attitudes Strand B Reading (Key Ideas and Details; Craft and Structure, Integration of Knowledge and Ideas; Range and level of Text Complexity; Print Concepts; Phonological Awareness; Phonics and Recognition; Fluency)

Strand C Writing (Text Types and Purposes; Production and Distribution of Writing; Research; Range; Handwriting) Strand D Speaking and Listening (Comprehension and Collaboration; Presentation of Knowledge and Ideas) Strand E Language (Conventions; Vocabulary Acquisition and Use)

Clusters (Column 1) divide each of the strands into specific subgroups that align competencies from Kindergarten through Grade 8.

Common Core Standards (Column 2) are the knowledge and skills all students need. (Note: The Diocesan Curriculum Committee added

a Handwriting Standard to the Writing Strand.)

Objectives (Column 3) further explain the intent of the Common Core Standards. Objectives from the former North Carolina Standard Course of Studies are acknowledged in parenthesis; e.g., (NC1) or (NC1.1).

Strategies (Column 4) found in Grades K-5 are suggested methods for a teacher to expand and enrich their instructional portfolio. Decisions about the

most effective method to teach the standard are left to the discretion of the teacher.

http://corestandards.org/

English Language Arts Curriculum 2012 ii. Diocese of Raleigh Catholic Schools

ACKNOWLEDGEMENTS The Catholic Schools Offices gratefully acknowledges the commitment of the Language Arts Committee. Their expertise, time, and input were invaluable in producing the revised Diocesan Language Arts Curriculum.

Core Committee

Diane McGrady Director of Curriculum Sacred Heart Cathedral School, Raleigh

Rosalie Innacelli Assistant Superintendent Catholic Schools Office

Lynn Magoon Principal St. Mary Catholic School, Goldsboro

Susan Parks Principal Annunciation Catholic School, Havelock

Connie Urbanski Principal Our Lady of Perpetual Help Catholic School, Rocky Mount

Teacher Committee Reviewers

Anna Barefoot St. Peter Catholic School, Greenville The Catholic Schools Office also acknowledges and thanks the following teachers for reviewing and commenting on the final draft: Tara Bartosik St. Paul Catholic School, New Bern

Cindi Carey Pope John Paul II Catholic School, Southern Pines Joye Deane St. Michael the Archangel Catholic School, Cary

Mike Chinneck The Franciscan School, Raleigh Diana Hurtado Sacred Heart Cathedral School, Raleigh

Jana Clever Immaculata Catholic School, Durham Christine O’Donnell Sacred Heart Cathedral School, Raleigh

Tracy Cordon St. Mary Catholic School, Wilmington Art Milowic Sacred Heart Cathedral School, Raleigh

Jane Ellenberg St. Michael the Archangel Catholic School, Cary Lis Pfeiffer St. Mary Magdalene Catholic School, Apex

Beth Fletcher St. Mary Catholic School, Goldsboro Kim Ross Sacred Heart Cathedral School, Raleigh

Shelley Fowler St. Peter Catholic School, Greenville Dana Sampson St. Michael the Archangel Catholic School, Cary

Lisa Hribar St. Raphael Catholic School, Raleigh Peggy Sharp Sacred Heart Cathedral School, Raleigh

Betty Lee St. Paul Catholic School, New Bern Kimberly Wheeler Sacred Heart Cathedral School, Raleigh

Susan Leising St. Mary Magdalene Catholic School, Apex

Amy Reitz St. Mary Magdalene Catholic School, Apex

Laura Rudiger St. Michael the Archangel Catholic School, Cary

Dan Schwankel Immaculata Catholic School, Durham

Cheryl Stevens The Franciscan School, Raleigh

Kathy Sutphen St. Catherine of Siena Catholic School, Wake Forest

Lori Tushar St. Catherine of Siena Catholic School, Wake Forest

Elizabeth White St. Mary Catholic School, Wilmington

Grade 6 ~ English Language Arts 2012 1 of 12 Diocese of Raleigh Catholic Schools

GRADE 6 ENGLISH LANGUAGE ARTS

STRAND A Value and Attitudes

Catholic Schools exist so that curriculum may be taught in the light of Gospel teachings. Teachers must reinforce Gospel truths and values so that students may serve as witnesses to their Catholic faith. The values listed below will help students develop a critical conscience in every content area. Values and Attitudes are not necessarily quantifiable but rather identified in a student’s respect toward the content area.

All people are created with minds and the gift to reason.

God makes each of us as a unique individual.

Recognize our talents and share them with one another in order to do God’s will.

Recognize and articulate Gospel values in literature.

Develop an appreciation for stories from other cultures and religions.

Recognize social justice themes.

Listen and speak with respect.

Writing must reflect a respect for others consistent with Christian values.

(The first three bullets are common to all areas of curriculum.)


STRAND B Reading for Literature

COMMON CORE STANDARD OBJECTIVE STRATEGIES

KE

Y ID

EA

S A

ND

DE

TA

ILS

1. Cite textual evidence to support analysis of

what the text says explicitly as well as inferences drawn from the text.

Use a variety of rhetorical patterns to respond to literature.

Explore and analyze expressive and argumentative works that are

read, heard, and viewed by:

Drawing inferences and/or conclusions.

Determining the main idea and/or significance of events. (NC1.02)

When appropriate, exploring examples that show a firm control of sound judgments, audience awareness, clear idea/theme, and the use of relevant and coherent reasons for support. (NC3.01)

Increase fluency, comprehension, and insight through a meaningful and comprehensive reading program by:

Recognizing underlying messages in order to identify recurring theme(s) across works.

Interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style.

Discussing and analyzing the effects on texts of such literary devices as figurative language, dialogue, and flashback. (NC5.01)

Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:

Interpreting what impact genre-specific characteristics have on the meaning of the work.

Exploring what impact literary elements have on the meaning of the text. (NC5.02)

2. Determine a theme or central idea of a text

and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

3. Describe how a particular story’s or drama’s

plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.


STRAND B Reading for Literature (continued)

COMMON CORE STANDARD OBJECTIVES STRATEGIES

CR

AF

T A

ND

ST

RU

CT

UR

E

4. Determine the meaning of words and phrases

as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

Determine the purpose of the author or creator by analyzing the effects

of author’s craft on the reader/viewer/listener. (NC4.01) Study the characteristics of literary genres (fiction, nonfiction, drama,

and poetry) through:

Exploring how the author’s choice and use of a genre shapes the meaning of the literary work.

Interpreting what impact genre-specific characteristics have on the meaning of the work. (NC5.02)

Analyze a fictional account which:

Tells a story or establishes the significance of an event or events.

Uses remembered feelings and specific details.

Uses a range of appropriate strategies. (NC1.01)

5. Analyze how a particular sentence, chapter,

scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

6. Explain how an author develops the point of

view of the narrator or speaker in a text.

INT

EG

RA

TIO

N O

F K

NO

WL

ED

GE

AN

D ID

EA

S

7. Compare and contrast the experience of reading

a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear “ when reading the text to what they perceive when they listen or watch.

Determine the purpose of the author or creator. (NC4.01)

Develop (with assistance) and apply appropriate criteria to evaluate the

quality of the communication by:

Using knowledge of language structure and literary or media techniques.

Drawing conclusions based on evidence, reasons, or relevant information.

Considering the implications, consequences, or impact of those conclusions. (NC4.02)

Study the characteristics of literary genres through interpreting what impact genre-specific characteristics have on the meaning of the work. (NC5.02)

8. Not applicable to literature

9. Compare and contrast texts in different forms or

genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

RA

NG

E O

F R

EA

DIN

G

LE

VE

L C

OM

PL

EX

ITY

10. By the end of the year, read and comprehend

literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Increase fluency, comprehension, and insight through a meaningful

and comprehensive reading program. (NC5.01)

Study the characteristics of literary genres. (NC5.02)

Read and respond to historically or culturally significant works of literature that reflect and enhance studies of history and social science.


STRAND B Reading for Informational Text

COMMON CORE STANDARD OBJECTIVE S STRATEGIES

KE

Y ID

EA

S A

ND

DE

TA

ILS

1. Cite textual evidence to support analysis of

what the text says explicitly as well as inferences drawn from the text.

Explore informational materials that are read, heard, and/or viewed

by:

Drawing inferences and/or conclusions.

Restating and summarizing information.

Determining the importance of information.

Reviewing the characteristics of informational works. (NC2.01)

Identify the structural features of popular media and use the

features to obtain information.

Use a variety of rhetorical patterns to respond to informational text.

2. Determine a central idea of a text and how it is

conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

3. Analyze in detail how a key individual, event,

or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

CR

AF

T A

ND

ST

RU

CT

UR

E

4. Determine the meaning of words and phrases

as they are used in a text, including figurative, connotative, and technical meanings.

5. Analyze how a particular sentence, paragraph,

chapter, or section fits into the overall structure of a text and contribute to the development of the ideas.

6. Determine an author’s point of view or

purpose in a text and explain how it is conveyed in the text.


STRAND B Reading for Informational Text (continued)


INT

EG

RA

TIO

N O

F K

NO

WL

ED

GE

AN

D ID

EA

S

7. Integrate information presented in different

media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

Explore informational materials that are read, heard, and/or viewed by:

Making connections to related topics/information.

Comparing and/or contrasting information.

Monitoring comprehension.

Generating questions. (NC2.01)

Increase fluency, comprehension, and insight through a meaningful and comprehensive reading program by recognizing underlying messages in order to identify recurring theme(s) across works. (NC5.01)

Explore the problem solution process by studying examples (in literature and other text) that present problems coherently, describe the solution clearly, sequence reasons to support the solution, and show awareness of audience. (NC3.02)

Study arguments that evaluate through exploring examples that show a firm control of sound judgments, audience awareness, clear idea/theme, and the use of relevant and coherent reasons for support. (NC3.03)

Explore and analyze information from a variety of sources. (NC2)

Explore argumentative works that are read, heard, and /or viewed by analyzing the characteristics of argumentative works. (NC3.01)

8. Trace and evaluate the argument and specific

claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

9. Compare and contrast one author’s

presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

RA

NG

E O

F R

EA

DIN

G

AN

D L

EV

EL

OF

TE

XT

CO

MP

LE

XIT

Y

10. By the end of the year, read and comprehend

literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Increase fluency, comprehension, and insight through meaningful

and comprehensive reading program. (NC5.01)

Study the characteristics of informational text. (NC5.02)

Check reliability of all information regardless of source.


STRAND C Writing


TE

XT

TY

PE

S A

ND

PU

RP

OS

ES

1. Write arguments to support claims with clear

reasons and relevant evidence. a. Introduce claim(s) and organize the reasons

and evidence clearly. b. Support claim(s) with clear reasons and

relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

d. Establish and maintain a formal style. e. Provide a concluding statement or section

that follows from the argument presented.

Explore the problem solution process by:

Study examples (in literature and other text) that present problems coherently, describe the solution clearly, sequence reasons to support the solution, show awareness of audience and introduce counter argument.

Prepare individual and/or group essays and presentations. (NC3.02)

Develop written narratives that:

Tell a story or establishes the significance of an event or events.

Uses remembered feelings and specific details.

Uses a range of appropriate strategies. (NC1.01)

Includes a coherent organizing structure appropriate to purpose, audience and context.

Develop informational products and/or presentations that use and cite

at least three print or non-print sources:

Identifying and using appropriate primary and secondary sources.

Comparing, contrasting, and evaluating information from different sources about the same topic. (NC2.02)

Develop strategies to determine reliability and validity of print and non-print sources.

2. Write informative/explanatory texts to examine a

topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic; organize ideas, concepts,

and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate transitions to clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style.

f. Provide a concluding statement or section that follows from the information or

explanation presented.


STRAND C Writing (continued)


TE

XT

TY

PE

S A

ND

PU

RP

OS

ES

3. Write narratives to develop real or imagined

experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing

a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, and description to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

e. Provide a conclusion that follows from the narrated experiences or events.

PR

OD

UC

TIO

N A

ND

DIS

TR

IBU

TIO

N O

F

WR

ITIN

G

4. Produce clear and coherent writing in which the

development, organization, and style are appropriate to task, purpose, and audience. (Grade specific expectations for writing types are defined in standards 1-3.)

Determine the purpose of the author or creator by:

Exploring any bias, apparent or hidden messages, emotional factors, or propaganda techniques.

Identifying and exploring the underlying assumptions of the author/creator. (NC4.01)

Use a variety of effective and coherent organizational patterns,

including comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climactic order.

Use critical thinking skills and create criteria to evaluate text and multimedia.

Use technology to develop and produce informational materials.

5. With some guidance and support from peers and

adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of language standards 1-3 up to and including grade 6.)

6. Use technology, including the Internet, to produce

and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a sitting.


STRAND C Writing (continued)


RE

SE

AR

CH

TO

BU

ILD

AN

D P

RE

SE

NT

KN

OW

LE

DG

E

7. Conduct short research project to answer a

question, drawing on several sources and refocusing the inquiry when appropriate.

Conduct teacher directed research.

Understand research methods.

Evaluate resources with assistance.

Produce research products and presentations on teacher directed topics with cited sources.

8. Gather relevant information from multiple print

and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

9. Draw evidence from literary or informational

texts to support analysis, reflection, and research. a. Apply grade 6 Reading standards to

literature (e.g., “Compare and contrast texts in different forms or genres, such as stories and poems; historical novels; and fantasy stories, in terms of their approaches to similar themes and topics”).

b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

RA

NG

E O

F

WR

ITIN

G

10. Write routinely over extended item frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

PR

OC

ES

S

(DO

R)

11. Emphasize writing process in all writing

tasks (pre-write, draft, revise, publish). (DOR)

(Note: all assignments do not have to complete entire writing process.)


STRAND D Speaking and Listening


CO

MP

RE

HE

NS

ION

AN

D C

OL

LA

BO

RA

TIO

N

1. Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having

read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

c. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

Interact appropriately in group settings by:

Contributing relevant comments connecting personal experiences to content.

Monitoring own understanding of the discussion and seeking clarification as needed. (NC1.03)

Respond to public documents such as editorials and school or

community policies that establish a position analyzing the characteristics of argumentative works. (NC3.01)

Demonstrate active listening skills.

Demonstrate effective questioning strategies.

Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.

2. Interpret information presented in diverse

media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

3. Delineate a speaker’s argument and specific

claims, distinguishing claims that are supported by reasons and evidence from claims that are not.


STRAND D Speaking and Listening (continued)


PR

ES

EN

TA

TIO

N O

F K

NO

WL

ED

GE

AN

D ID

EA

S

4. Present claims and findings, sequencing ideas

logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Use multiple sources of print and non-print information in developing

informational materials. (NC2.02)

Demonstrate an understanding of conventional written and spoken expression by exploring the role and use of dialects and of Standard English to appreciate appropriate usage in different contexts. (NC6.01)

Deliver narrative presentations:

Establish a context, plot, and point of view.

Include sensory details and concrete language to develop the plot and character.

Use a range of narrative devices.

Deliver informative presentations:

Pose relevant questions sufficiently limited in scope to be completely and thoroughly answered.

Develop the topic with facts, details, examples, and explanations from multiple authoritative sources.

Deliver persuasive presentations:

Provide a clear statement of the position.

Include relevant evidence.

Offer a logical sequence of information.

Engage the listener and foster acceptance of the proposition or proposal.

5. Include multimedia components (e.g.,

graphics, images, music, sound) and visual displays in presentations to clarify information.

6. Adapt speech to a variety of contexts and

tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 language standards 1 and 3 for specific expectations.

7. Give oral presentations for a variety of

purposes: narration, exposition, persuasion, description. (DOR)


STRAND E Language


CO

NV

EN

TIO

NS

OF

ST

AN

DA

RD

EN

GL

ISH

1. Demonstrate command of the conventions of

standard English grammar and usage when writing or speaking. a. Ensure that pronouns are in the proper

case (subjective, objective, possessive). b. Use intensive pronouns (e.g., myself,

ourselves). c. Recognize and correct inappropriate

shifts in pronoun number and person.* d. Recognize and correct vague pronouns

(i.e., ones with unclear or ambiguous antecedents).*

e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.*

Note: Students are expected to meet each year’s grade specific standards while retaining or further developing all language skills from earlier grades. An asterisk (*) indicates skills identified by Common Core Standards that are likely to require additional focus in upper grades as writing tasks become increasingly more complex and sophisticated. (All 8 parts of speech should be reinforced each year. Emphasis in Common Core in Grade 6 is pronouns.)

2. Demonstrate command of the conventions of

standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, parentheses,

dashes) that set off nonrestrictive/parenthetical elements.*

b. Spell correctly.

KN

OW

LE

DG

E O

F

LA

NG

UA

GE

3. Use knowledge of language and its

conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for meaning,

reader/listener interest, and style.* b. Maintain consistency in style and tone.*


STRAND E Language (continued)


VO

CA

BU

LA

RY

AC

QU

ISIT

ION

S U

SE

4. Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a

sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Demonstrate an understanding of conventional written and spoken

expression.

5. Demonstrate understanding of figurative language,

word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g.,

personification) in context. b. Use the relationship between particular words

(e.g., cause/effect, part/whole, item/category) to better understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, un-wasteful, thrifty).

6. Acquire and use accurately grade-appropriate

general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension of expression.

CONVENTIONS ~ GRADES 6-8

English Language Arts 2012 Diocese of Raleigh Catholic Schools

STRAND E LANGUAGE (CC.1) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

6 7 8 Ensure that pronouns are in the proper case (subjective, objective, possessive).

Explain the function of phrases and clauses in general and their function in specific sentences.

Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

Use intensive pronouns (e.g., myself, ourselves).

Choose among simple, compound-complex sentences to signal differing relationships among ideas.

Form and use verbs in the active and passive voice.

Recognize and correct inappropriate shifts in pronoun number and person.*

Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*

Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*

Recognize and correct inappropriate shifts in verb voice and mood.*

Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.*

STRAND E LANGUAGE (CC.2) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Use punctuation (commas, parentheses, dashes) that set off nonrestrictive/parenthetical elements.*

Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie – but not- He wore and old(,) green shirt)

Use punctuation (comma, ellipsis dashes) to indicate a pause or break.

Spell correctly. Spell correctly. Spell correctly.

Note: An asterisk (*) indicates skills identified by Common Core Standards that are likely to require additional focus in upper grades as writing tasks become increasingly more complex and sophisticated.

Use an ellipsis to indicate an omission.

Documents

english Language Arts Curriculum - Diocese Ofdioceseofraleigh.org/sites/default/files/files/LA6.pdf · ENGLISH LANGUAGE ARTS CURRICULUM ... apply skills in reading, writing, listening,