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HEMPFIELD AREA SCHOOL DISTRICT Planned Course of Study
ACKNOWLEDGEMENTS
Reading-Language Arts Curriculum Learning Support English 10 Level D
2011
2
The Hempfield Area School District would like to acknowledge and express appreciation for the development of the Reading – Language Arts Curriculum to the following staff members.
Administration: Dr. Barbara J. Marin Assistant Superintendent Elementary Education
Andrew J. Leopold Assistant Superintendent Secondary Education
Raymond Burk Principal - Stanwood
Deanna Mikesic Principal – Wendover
Kathleen Charlton Principal – High School
Steven DeLisle Assistant Principal – High School
High School Members: Jim Steeley, Dept Chair – Gr 9 Vicki Ciavarra – Grade 9 Karin Hudick – Grade 9 Cory Cullen – Grade 10 Linda Comm – Grade 10 & 12 Carol Staines – HEP Terra Kochanski – Grade 10 Ashley Contristano – Gr 9, 10 & 12 Jeri Luczki – Latin Janine Hays – Librarian Middle School Members: Harrold Middle School Wendover Middle School West Hempfield Middle School Tracy Courtney – Grade 6 Christie Matteo – Grade 6 Aimee Beisler – Grade 6, 7 & 8 Tammy Sige – Grade 6 Debbie Zoretich – Reading 6, 7 & 8 Nicole McCullough – Grade 7 Jason Ross – Grade 7 & 8 Claudine Fiorino – Reading 7 Lisa Socrates, Dept Chair – Grade 8 Darla Kline – Librarian Roberta Springer – Special Education
Grade 6, 7 & 8 Kate Lloyd – Grade 8
Elementary School Members: Bovard Elementary School Fort Allen Elementary School Maxwell Elementary School Jayme Rost – Grade 2 Noelle Vilella – Grade 3 Sarah Shaw – Title I
Roxanne Exton – Grade 3 Chair Patty Critchlow – Special Education
Colleen Gallagher – Grade 3 Natalie Bosley – Grade 4 Beth Brklycica – Grade 5
Stanwood Elementary School West Point Elementary School West Hempfield Elementary School Jennifer Pallitto – Grade 1 Sue Keegan – Kindergarten Chair Michele Yanizeski – Kindergarten Tammy Gray – Grade 2 Chair Helen Knopf – Grade 1 Chair Jessica Higgins – Grade 4 Amanda Forrester – Grade 5 Cathy Egnor – Invention Coordinator Jill Schrock – Title I English as a Second Language: Parents: High School Student Representatives: Patty Vargo (ESL) – Fort Allen, Harrold & High School
Mandy Orie Patricia Daehler
Carroll Courtney – Grade 11 Alina Halusik – Grade 12
Monica Khan – Grade 12
3
SUBJECT: LANGUAGE ARTS – GRADES K-2 STANDARDS: THE GENERAL SKILLS/ABILITIES A STUDENT MUST HAVE DEMONSTRATED IN ORDER TO GRADUATE IN THIS AREA OF STUDY. BENCHMARK OBJECTIVES: MORE SPECIFIC DEFINITIONS THAT TEACHERS CAN FOLLOW TO MEASURE A STUDENT’S PERFORMANCE AT VARIOUS STAGES IN HIS/HER SCHOOL CAREER. PERFORMANCE INDICATORS: THE ACTUAL BEHAVIORS THAT TEACHERS WILL ASSESS TO ENSURE THAT A STUDENT HAS ACHIEVED BENCHMARK OBJECTIVES. SKILLS: SKILLS NEEDED BY A STUDENT IN ORDER TO BE SUCCESSFUL IN DEMONSTRATING THE PERFORMANCE INDICATORS.
STANDARDS
BENCHMARK OBJECTIVES
PERFORMANCE
INDICATORS
SKILLS
I UTILIZE COMPREHENSION,
DECODING, AND VOCABULARY SKILLS TO BECOME A FLUENT INDEPENDENT READER WHO UNDERSTANDS AND APPRECIATES A VARIETY OF TEXTS
PDE: 1.1, 1.2, 1.3 COMMOM CORE STANDARDS READING STANDARDS FOR LITERATURE COMMON CORE STANDARDS READING STANDARDS FOR INFORMATIONAL COMMON CORE STANDARDS READING FOUNDATIONAL SKILLS COMMON CORE LANGUAGE STANDARDS
1 Utilize print concepts 2 Use a variety of strategies to identify unknown words
1A Understand concepts about
print and identify text organization and content to derive meaning (K-2)
2A Demonstrate phonemic awareness (K-2) 2B Use phonetic principles (K-2)
1A1 Follow print from left to right (K) 1A2 Follow print top to bottom (K) 1A3 Identify capitals and lower case letters (K) 1A4 Recognize spaces between words (K) 1A5 Recognize punctuation marks in sentences (K-2) 1A6 Match spoken words to print (K-1) 1A7 Use pictures cues (K-2) 1A8 Identify front, back, and title of book (K) 1A9 Identify author and illustrator (K-2) 2A1 Recognize individual sounds in a word (K-2) 2A2 Recognize the same sounds in different words (K-2) 2A3 Blend and segment phonemes in one syllable words (K-1) 2A4 Blend and segment phonemes in words using more than one syllable (2) 2A5 Delete or add phonemes to form new words (K-2) 2A6 Substitute phonemes to make new words (K-2) 2A7 Recognize rhymes (K-1) 2A8 Generate rhymes (K-2) 2B1 Recognize and name letters (K) 2B2 Demonstrate awareness of letter sound/symbols relationships (K) 2B3 Decode one syllable and nonsense words (1) 2B4 Use word families (K-2) 2B5 Recognize vowel and consonant sounds (K-2) 2B6 Discriminate long and short
4
STANDARDS
BENCHMARK OBJECTIVES
PERFORMANCE
INDICATORS
SKILLS
3 Use a variety of sources and skills to develop a reading vocabulary 4 Apply various comprehension strategies to understand
written/oral text
3A Use structural analysis. (K-2) 3B Use multiple sources to develop vocabulary (K-2) 4A Use comprehension strategies
(K-2)
vowels (K-2) 2B7 Identify short and long vowel patterns (1-2) 2B8 Use initial and final digraphs and blends (1-2) 2B9 Begin to read words with irregular patterns (1-2) 2B10 Decode multiple syllable words (1-2) 2B11 Use spelling patterns and rules (1-2) 3A1 Use word parts to identify words (1-2) 3A2 Recognize number of syllables in words (K-2) 3A3 Recognize rules of syllabication (2) 3A4 Recognize compound words and contractions (1-2) 3A5 Use base words and endings to recognize words (1-2) 3A6 Use prefixes and suffixes to
recognize words (1-2) 3A7 Identify synonyms and antonyms (2) 3A8 Define multiple meaning words (2) 3B1 Develop new vocabulary from a variety of sources (i.e. teacher literature, environment, picture clues, oral and written) (K-2) 3B2 Use alphabetical order (1-2) 3B3 Use glossary (1-2) 3B4 Sort common objects into categories (K) 3B5 Identify real life connections between words (K-1) 3B6 Distinguish shades of meanings for words (K-2) 4A1 Predict outcomes (K-2) 4A2 Sequence Events (K-2) 4A3 Identify Cause and effect (K-2) 4A4 Activate Prior Knowledge (K-2) 4A5 Identify Main Idea and Details (K-2) 4A6 Understand Non-linguistic Representation (K-2) 4A7 Browse( 1-2)
5
STANDARDS
BENCHMARK OBJECTIVES
PERFORMANCE
INDICATORS
SKILLS
5 Demonstrate the ability to read texts fluently 6 Demonstrate general skills in reading, analyzing, and interpreting literature
5A Develop fluency (K-2) 6A Identify literary elements (K-2)
4A8 Draw Conclusions (K-2) 4A9 Summarize(K-2) 4A10 Identify author’s purpose (K-2) 4A11 Take notes (2) 4A12 Think aloud (1-2) 4A13 Re-tell (K-2) 4A14 Make Inferences (K-2) 4A15 Analyze text (K-2) 4A16 Compare and Contrast (K-2) 4A17 Identify similarities and differences (K-2) 4A18 Use picture clues (K) 4A19 Identify fact and opinion (2) 4A20 Recognize essential and non essential information (2) 5A1 Model fluent reading (K-2) 5A2 Develop oral reading including:(K-2) -accuracy -articulation -punctuation -rate -phrasing -expression - group reading -Self correct -re-reading 5A3 Develop sight words (K-2) -word walls 6A1 Identify Characters (K-2) 6A2 Identify Setting (K-2) 6A3 Identify Plot (K-2) 6A4 Utilize Story Mapping (1-2) 6A5 Identify Genre including: (K-2) -Realistic Fiction -Expository Text -Drama -Non-fiction -Poetry -Fairytale -Folktale -Fantasy -Historical Fiction -Fable -Biography -Tall tale -Myth -Legend
6
STANDARDS
BENCHMARK OBJECTIVES
PERFORMANCE
INDICATORS
SKILLS
6B Identify literary devices (K-2)
6B1 Identify and use rhymes(K-2) 6B2 Identify Rhythm (K-1) 6B3 Recognize Patterns (K-1) 6B4 Read Predictable Books (K-1) 6B5 Recognize Alliteration (2) 6B6 Identify Personification (2)
II DEMONSTRATE
COMPETENCE IN APPLYING THE CHARACTERISTICS OF
EFFECTIVE WRITING (FOCUS, CONTENT, ORGANIZATION, STYLE AND CONVENTIONS) AS WELL AS THE WRITING PROCESS TO EXPRESS IDEAS IN ALL MODES
PDE: 1.4, 1.5, 1.7 Common Core Reading Standards Foundational Skills Common Core Language Standards Common Core Writing Standards
1 Produce different types of writing 2 Develop competence in the basic skills and strategies of the writing process 3 Begin to develop an understanding of the characteristics of effective writing
1A Use early forms of writing to
express ideas (K-1) 1B Produce narrative pieces (1-2) 1C Informational (K-2) 2A Demonstrate basic writing process skills (K-2) 3A Use characteristics of effective
writing (K-2)
1A1 Dictating(K-2) 1A2 Draw Illustrations (K-1) 1A3 Compose Journals (K-2) 1B1 Write pieces that contain basic information about people, places, and things which include relevant illustrations and simple plot (1-2) 1B2 Write poetry (2) 1CA Write informational Expository pieces (K-2) 1D Write Opinion Pieces (K-2) 2A1 Prewriting -pictures (K-1) -dictation (K-1) -word walls (K-2) -graphic organizers (2) 2A2 Draft -Write sentences (K-2) -Use inventive spellings (K-2)
-focus on topic (1-2) 2A3 Revise -add/delete details (K-2) -self evaluation (rubric) (K-2) 2A4 Edit -Use capitalization (1-2) -Use punctuation (1-2) -spelling (1-2 -self evaluation (rubric) (K-2) 2A5 Publish -handwriting (K-2) -presentation (1-2) -illustrations (K-2) -Digital Tools(K-2) 3A1 Focus -Identify purpose (K-2) -Develop background experience (k-2) -identify topic (K-2) -identify task (K-2) -identify audience (K-2) 3A2 Content -provide details (K-2) -Distinguish beginning, middle, end
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STANDARDS
BENCHMARK OBJECTIVES
PERFORMANCE
INDICATORS
SKILLS
4 Develop mechanics of handwriting
4A Demonstrate proper letter formation
(1-2) -Write a series of paragraphs (2) 3A3 Organization
-write beginning, middle ,end (1-2) -Compose graphic organizers (2) -Write sentences (K-2)
3A4 Conventions -utilize capitalization including: (K-2) - Names(K) -Beginning sentences (K-1) -Pronoun “I” (1) -Proper Nouns (1-2) -Titles (2)
-Utilize Punctuation including: -Periods (K-2) -Question Marks (K-2) -Exclamation Marks (K-2)
-Spacing (K-2) -Use correct Spelling -Including common and
frequently used words (K-2) Grammar Demonstrate correct usage of: -naming Words/Nouns (1-2) -Action Words/Verbs (1-2) -Describing Words/Adjectives (1-2) -Pronouns (1-2) -Compound Words (1-2) -Contractions (1-2) -Complete Subject of Sentence (1-2) -Complete Predicate of Sentence (K-2) -Sentence formation (K-2) -Telling sentence (K-2) -Question (K-2) -Exclamatory sentence (K-2) -Adverbs (2) -Conjunctions (1-2) -Prepositions(K-2) -Plural Nouns (K-2) 3A5 Style Demonstrate correct usage of: -descriptive words (K) -nouns and verbs (K-2) -sentence structure (2) 4A1 Form manuscript letters correctly (K-2) 4A2 Begin cursive handwriting (2) 4A3 Apply handwriting skills in all writing (K-2)
III DEMONSTRATE
COMPETENCE IN LISTENING AND SPEAKING FOR A VARIETY OF AUDIENCES AND PURPOSES AS A TOOL FOR LEARNING
PDE: 1.6, 1.7
1 Develop skills in speaking and listening
1A Demonstrate effective listening
skills (K-2)
1A1 Listen to others through(K-2) -eye contact -body language -focusing on topics to respond appropriately 1A2 Listen to literature. (K-2) -identify story elements -identify purpose through
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STANDARDS
BENCHMARK OBJECTIVES
PERFORMANCE
INDICATORS
SKILLS
COMMON CORE SPEAKING AND LISTENING COMMON CORE LANGUAGE STANDARDS
2A Demonstrate effective speaking skills (K-2) 3A Recognize formal and informal
language
questioning -Distinguish between information and opinions (K-2) 2A1 Presentation (K-2) Employ usage of: -eye contact -body language -feeling tone -focus on topic -beginning-middle-end -articulation (rate, volume, pronunciation, expression, stress) -ask relevant questions -visual aids - Audio aids 3A1 Compare formal and informal uses of language (2)
IV USE A VARIETY OF
INFORMATIONAL RESOURCES AND STUDY SKILLS TO GATHER, SYNTHESIZE, EVALUATE AND CREDIT SOURCES TO COMMUNICATE INFORMATION
PDE: 1.8, 1.9 Common Core Reading Standards for Informational Common Core Writing Standards Common Core Language Standards
1 Demonstrate ability to locate information using appropriate sources and strategies 2 Organize information for understanding
1A Locate information (K-2) 1B Use Library catalog to find books (2) 2A Organize and interpret data (K-2) 2B Research (K-2)
1A1 Utilize Table of Contents (1-2) 1A2 Utilize Glossary (1-2) 1A3 Utilize Dictionary (2) 1A4 Utilize Index (2) 1B1 Utilize Library catalog 1B2 Share and explain (K-2) 2A1 Interpret Graphs (K-2) 2A2 Interpret Diagrams (1-2) 2A3 Read and Understand Charts (1-2) 2A4 Read and Understand Tables (1-2) 2A5 Create, interpret and use Graphic Organizers (1-2) 2A6 Utilize Media (K-2) 2B1 Generate questions (K-2) 2B2 Recall information from Experiences (K-2) 2B3 Share research and writing (K-2)
SUBJECT: LANGUAGE ARTS – GRADES 3-5
STANDARDS: THE GENERAL SKILLS/ABILITIES A STUDENT MUST HAVE DEMONSTRATED IN ORDER TO GRADUATE IN THIS AREA OF STUDY. BENCHMARK OBJECTIVES: MORE SPECIFIC DEFINITIONS THAT TEACHERS CAN FOLLOW TO MEASURE A STUDENT’S PERFORMANCE AT VARIOUS STAGES IN HIS/HER SCHOOL CAREER. PERFORMANCE INDICATORS: THE ACTUAL BEHAVIORS THAT TEACHERS WILL ASSESS TO ENSURE THAT A STUDENT HAS ACHIEVED BENCHMARK OBJECTIVES. SKILLS: SKILLS NEEDED BY A STUDENT IN ORDER TO BE SUCCESSFUL IN DEMONSTRATING THE PERFORMANCE INDICATORS.
STANDARDS
BENCHMARK OBJECTIVES
PERFORMANCE
INDICATORS
SKILLS
9
STANDARDS
BENCHMARK OBJECTIVES
PERFORMANCE
INDICATORS
SKILLS
I UTILIZE COMPREHENSION, DECODING, AND VOCABULARY SKILLS TO BECOME A FLUENT INDEPENDENT READER WHO UNDERSTANDS AND APPRECIATES A VARIETY OF TEXTS
PDE: 1.1, 1.2, 1.3 READING STANDARDS FOR LITERATURE K-5 READING STANDARDS FOR INFORMATIONAL K-5 READING STANDARDS: FOUNDATIONAL SKILLS K-5
1 Demonstrate fluency as an independent reader 2 Read and understand
Literature and informational text
3 Use word attack skills 4 Demonstrate use of vocabulary skills
1A Read grade-appropriate materials with accuracy and at an acceptable rate (3-5)
1B Self-correct mistakes from
selected text (3-5) 2A Recognize literary elements in
stories (3-5) 2B Identify literary devices in literature (3-5) 2C Read, understand, recognize,
identify and respond to works from various genres of literature (3-5 )
2D Recognize and determine
meaning of different types of words and phrases (3-5 )
3A Use phonological awareness
(3-5) 4A Use context clues (3-5) 4B Use structural analysis (3-5)
1A1 Use appropriate rhythm, flow, meter, expression and pronunciation (3-5)
1B1 Recognize mistakes (3-5) 1B2 Identify corrections (3-5) 2A1 Identify characters, setting, and plot
(3-5) 2A2 Identify point of view (4-5) 2A3 Identify theme (5) 2B1 Identify rhyme and rhythm (3-5) 2B2 Identify alliteration (3-5) 2B3 Describe how authors use similes,
metaphors, and personification (5) 2B4 Identify and describe how authors use
figurative language (3-5 ) 2C1 Recount stories, including fables,
folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text (3-5 )
2C2 Determine a theme of a story, drama,
or poem from details in the text; summarize the text (4-5)
2D1 Discriminate between the use of
standard and non-standard English in literature (3-5 )
2D2 Determine the meaning of general
academic and domain specific words and phrases relevant to grade level curriculum (3-5)
3A1 Read sight words (3) 3A2 Discriminate between long and short vowel sounds (3) 3A3 Use morphology (base words, word
roots, and affixes to recognize words) (3-5)
3A4 Use syllabication to recognize words
(3-5) 3A5 Recognize digraphs and blends (3-5) 4A1 Read surrounding text to determine
meaning of unknown words (3-5) 4B1 Use base words, word roots, and
affixes to determine meaning of unknown words (3-5)
4B2 Recognize compound words to
determine meaning (3-5) 4B3 Identify contractions for meaning (3-5) 4B4 Identify and use synonyms and
10
STANDARDS
BENCHMARK OBJECTIVES
PERFORMANCE
INDICATORS
SKILLS
5 Read to obtain meaning
4C Use dictionary and glossary skills (3-5) 4D Use meaning and knowledge of
words across content areas to develop vocabulary (3-5)
5A Recognize purpose and type of
text (3-5) 5B Analyze the text format (3-5) 5C Use self-monitoring comprehension strategies (3-5) 5D Demonstrate understanding
and interpretation of text and text structure (3-5)
antonyms, homophones; multiple meaning words (3-5)
4C1 Know alphabetical order (3-4) 4C2 Use guide words (4-5) 4C3 Find the pronunciation and determine
or clarify the precise meaning of key words and phrases (3-5)
4D1 Transfer content specific vocabulary
across content areas (3-5 ) 5A1 Distinguish between informative, persuasive, and entertaining text (3-5) 5B1 Read and identify title and headings
and locate chapters, pictures, captions, charts, and tables (3-5)
5C1 Predict, revise predictions, reread,
make inferences, compare and contrast, determine cause and effect and problem solution (3-5)
5D1 Retell, summarize, or sequence the
main ideas, details, and themes of text (3-5)
5D2 Clarify ideas and understandings
through rereading and discussion in all academic areas (3-5)
5D3 Support assertions about one or more
texts with evidence from text(s) (3-5 ) 5D4 Differentiate fact from opinion within a
text (3-5 ) 5D5 Distinguish between essential –
nonessential information within and across a variety of text, identifying exaggeration (bias) where present (3-5 )
5D6 Refer to and explain text structure of
poetry, such as stanza 5D7 Refer to and explain text structure of
dramas, such as cast, stage directions, and dialogue
II DEMONSTRATE COMPETENCE IN APPLYING THE CHARACTERISTICS OF EFFECTIVE WRITING (FOCUS, CONTENT, ORGANIZATION, STYLE AND CONVENTIONS) AS WELL AS THE WRITING PROCESS TO EXPRESS IDEAS IN ALL MODES PDE: 1.4, 1.5, 1.7 Writing Standards K-5
1 Write routinely in a variety of modes and timeframes with a range of discipline-specific tasks, purposes, and audiences
1A Write narrative pieces (3-5) 1B Write informational/ explanatory pieces (3-5)
1A1 Write a multi-paragraph narrative story about a personal experience (3-5)
1A2 Write a fictional narrative (3-5) 1A3 Use logical sequence of events (3-5) 1A4 Include an introduction, body, and
conclusion (3-5) 1A5 Write a play (4-5) 1A6 Use dialogue, description, and pacing,
to develop experiences or events or show the responses of characters to situations (3-5)
1B1 Identify topic and main ideas (3-5) 1B2 Add supporting details (3-5)
11
STANDARDS
BENCHMARK OBJECTIVES
PERFORMANCE
INDICATORS
SKILLS
2 Implement the writing process 3 Develop knowledge of the characteristics of effective writing
1C Write persuasive pieces (3-5) 1D Use literary elements in writing
(3-5) 1E Use literary devices to convey
meaning (3-5) 2A Utilize prewriting skills ( 3-5 ) 2B Write first draft (3-5 ) 2C Revise draft (3-5) 2D Proofread draft ( 3-5 ) 2E Publish final copy (3-5) 2F Present to audience (3-5 ) 3A Identify focus in writing (3-5 ) 3B Sufficiently develop content
with some explanation (3-5) 3C Write compositions with some
attempt to use logical order within sentences and paragraphs (3-5)
1B3 Use paragraph form (3-5) 1B4 Use relevant graphics (3-5) 1B5 Include an introduction, body, and
conclusion (3-5) 1B6 Draw evidence from literary or
informational texts to support analysis, reflection, and research (4-5)
1C1 State an opinion or position (3-5) 1C2 Verify opinion with evidence (3-5) 1C3 Include an introduction, body, and
conclusion (3-5) 1D1 Compose a story including character,
setting, and plot (3) 1D2 Compose a multi-paragraph story
including character, setting, plot, and point of view (4-5)
1E1 Write using rhyme, rhythm, and
alliteration in compositions (3-5) 1E2 Write using simile, metaphor, and
personification in compositions (4-5) 2A1 Create graphic organizers (3-5) 2A2 Use brainstorming techniques (3-5) 2B1 Write ideas in sentence form (3-5) 2C1 Revise writing to improve organization
and word choices by adding and deleting content precision of vocabulary (3-5)
2D1 Edit using the conventions of language
in spelling, capitalization, punctuation, sentence structure, and paragraph composition (3-5)
2E1 Write legibly (3-5) 2E2 Demonstrate sufficient command of
keyboarding skills in order to produce and publish writing
2F1 Share final copy (3-5) 3A1 Write to a topic and audience (3-5) 3B1 Select and organize information
appropriate for the topic (3-5) 3C1 Include an introduction, body, and
conclusion (3-5) 3C2 Use logical sequence of events within paragraphs (3-5) 3C3 Create some transitions between sentences and paragraphs (3-5)
12
STANDARDS
BENCHMARK OBJECTIVES
PERFORMANCE
INDICATORS
SKILLS
4 Develop mechanics of handwriting
3D Write compositions with some
attempt to show personal style (3-5) 3E Demonstrate the command of
conventions in English grammar and usage when writing or speaking (3-5 )
4A Write manuscript and cursive
legibly ( 3-5 )
3D1 Vary types and lengths of sentences
(3-5) 3D2 Write with descriptive language and vivid verbs (3-5) 3D3 Compose with some attempt to show tone and voice (5) 3E1 Spell frequently used words correctly (3-5) 3E2 Capitalize correctly (3-5) 3E3 Punctuate correctly using commas,
quotations, etc. (3-5) 3E4 Explain the function and compose
sentences using nouns, pronouns, verbs, adjectives, and adverbs (3-5) 3E5 Explain the function and use
conjunctions (4-5) 3E6 Explain the function and use
prepositions in sentences (4-5) 3E7 Explain the function and use
interjections in sentences (5) 3E8 Use complete sentences (simple, compound, declarative, interrogative, exclamatory, and imperative (3-5) 3E9 Produce complete sentences,
recognizing and correcting fragments and run-ons (3-5)
3E10 Form and use regular, irregular, and
simple verb tenses (3-5), progressive (4-5), perfect (5)
3E11 Use verb tense to convey various
times, sequences, states and conditions (5)
4A1 Form manuscript and cursive letters
correctly (3-5) 4A2 Apply handwriting skills in all writing (3-5)
III DEMONSTRATE
COMPETENCE IN LISTENING AND SPEAKING FOR A VARIETY OF AUDIENCES AND PURPOSES AS A TOOL FOR LEARNING
PDE: 1.6, 1.7 Speaking and Listening K-5
1 Listen effectively to process information 2 Use effective oral communication skills
1A Identify and use effective
listening skills (3-5) 2A Identify and use effective speaking skills (3-5)
1A1 Use eye contact (3-5) 1A2 Identify and state topic (3-5) 1A3 Ask questions as an aid to understanding (3-5) 1A4 Retell or summarize information
presented in diverse media and formats (3-5)
2A1 Present ideas in an organized manner
including multi-media components (3-5) 2A2 Maintain focus on topic (3-5) 2A3 Pronounce words correctly while
13
STANDARDS
BENCHMARK OBJECTIVES
PERFORMANCE
INDICATORS
SKILLS
3 Recognize formal and
informal language used in speech, writing, and literature
2B Participate in small or large group discussions (3-5) 3A Use relevant domain specific
words and phrases (3-5)
demonstrating command of conventions of standard English grammar and usage (3-5)
2A4 Use appropriate volume, pace and
agreed upon rules for discussion (3-5) 2B1 Respond with relevant information or opinion (3-5) 2B2 Listen to contributions of others (3-5) 3A1 Differentiate between contexts that
call for formal English and situations where informal discourse are appropriate (3-5 )
IV USE A VARIETY OF
INFORMATIONAL RESOURCES AND STUDY SKILLS TO GATHER, SYNTHESIZE, EVALUATE, AND CREDIT SOURCES TO COMMUNICATE INFORMATION
PDE: 1.8, 1.9
1 Locate and present
information using appropriate sources following an inquiry based process (3-5)
2 Organize information for retention
1A Locate appropriate print resources (3-5) 1B Locate appropriate online resources (3-5) 1C Collect information utilizing print media and technology
resources (3-5) 1D Organize information and ideas (3-5) 1E Present information orally or in
writing (3-5) 1F Credit sources using a structured format (3-5) 2A Use various study techniques (3-5)
1A1 Locate print materials utilizing call
numbers (3-5) 1A2 Use library OPAC (on-line public
assess) catalogue 1A3 Use index, table of contents, and guide words (3-5) 1B1 Perform a search utilizing bookmarks (3-4) 1B2 Perform a directed and self-selected
search (3-5) 1B3 Perform a search utilizing a search engine (5) 1C1 Utilize encyclopedia, dictionary, atlas,
books, periodicals, and other print sources to collect information
(3-5) 1C2 Use an almanac (5) 1C3 Use internet sites, databases , CD- ROMs, and other electronic media with
teacher direction (3-4) 1C4 Use internet sites, databases, CD-
ROMs, and other electronic media (5) 1D1 Take notes from sources using a
structured format (3-5) 1D2 Organize notes into outline (4-5) 1E1 Refer to Standard II, Skills 2B1-2E1 1E2 Refer to Standard III, Skills 2A1-2A4 1F1 Write a bibliography using simplified
MLA style (3-5) 2A1 Create graphic organizers (3-5) 2A2 Take notes (3-5) 2A3 Highlight information (3-5) 2A4 Use memory devices (mnemonics,
acronyms, mind maps, and visualization) (3-5)
14
STANDARDS
BENCHMARK OBJECTIVES
PERFORMANCE
INDICATORS
SKILLS
3 Read strategically to interpret
and evaluate media as a source of information
3A Use critical thinking skills to
evaluate the quality of information (3-5)
2A5 Use time management, such as an assignment book or calendar (3-5) 3A1 Differentiate fact from opinion (3-5) 3A2 Detect bias and stereotypes (4-5) 3A3 Determine authority or validity of work
(3-5)
SUBJECT: LANGUAGE ARTS – GRADES 6-8 STANDARDS: THE GENERAL SKILLS/ABILITIES A STUDENT MUST HAVE DEMONSTRATED IN ORDER TO GRADUATE IN THIS AREA OF STUDY. BENCHMARK OBJECTIVES: MORE SPECIFIC DEFINITIONS THAT TEACHERS CAN FOLLOW TO MEASURE A STUDENT’S PERFORMANCE AT VARIOUS STAGES IN HIS/HER SCHOOL CAREER. PERFORMANCE INDICATORS: THE ACTUAL BEHAVIORS THAT TEACHERS WILL ASSESS TO ENSURE THAT A STUDENT HAS ACHIEVED BENCHMARK OBJECTIVES. SKILLS: SKILLS NEEDED BY A STUDENT IN ORDER TO BE SUCCESSFUL IN DEMONSTRATING THE PERFORMANCE INDICATORS.
STANDARDS
BENCHMARK OBJECTIVES
PERFORMANCE INDICATORS
SKILLS
I UTILIZE COMPREHENSION,
DECODING, AND VOCABULARY SKILLS TO BECOME A FLUENT INDEPENDENT READER WHO UNDERSTANDS AND APPRECIATES A VARIETY OF TEXTS
PDE: 1.1, 1.2, 1.3
1 Apply a wide range of strategies and skills to comprehend, interpret, and evaluate texts 2 Develop an increasing
sophisticated working vocabulary
3 Make extensions beyond text and show connections to text 4 Read and appreciate a wide range of literary genres and/or texts
1A Read grade appropriate materials independently both orally and silently 1B Demonstrate comprehension of text
on grade level 1C Offer individual interpretations and evaluations of a variety of texts 2A Apply word analysis 3A Draw on prior knowledge and experience to interact with text 4A Categorize text 4B Acknowledge an author’s purpose
and perspective
1A1 Use word identification skills,
vocabulary strategies and word analysis
1A2 Read fluently 1B1 Assimilate text using various
comprehension skills and strategies
1B2 Respond orally or in writing to text-based questions or prompts 1C1 Identify elements or characteristics of quality texts
(including non-print text) 2A1 Read and unlock meaning of
words (prefix, suffix, syllabication, word origins)
2A2 Recognize and apply
appropriate language forms (formal and informal) in speech, writing, and literature
3A1 Recall, analyze, and synthesize known information to establish
relevance to new text 4A1 Recognize text structures of
various genres 4B1 Respond orally or in writing 4B2 Recognize literary devices and
elements
II DEMONSTRATE COMPETENCE
IN APPLYING THE CHARACTERISTICS OF
1 Generate narrative, informative, and persuasive pieces of writing
1A Write narratives that include literary devices
1A1 Use plot, setting, theme, character, and point of view
15
STANDARDS
BENCHMARK OBJECTIVES
PERFORMANCE INDICATORS
SKILLS
EFFECTIVE WRITING (FOCUS, CONTENT, ORGANIZATION, STYLE AND CONVENTIONS) AS WELL AS THE WRITING PROCESS TO EXPRESS IDEAS IN ALL MODES
PDE: 1.4, 1.5, 1.7
2 Write for different purposes
and audiences 3 Implement the five base steps of the writing process 4 Apply knowledge of the five characteristics of effective writing
1B Write single and multi-paragraph informational pieces 1C Write persuasive pieces 2A Write and interpret poems, short
stories, and plays 3A Pre-write, draft, revise, edit, and
publish written work 4A Maintain focus, a single controlling point 4B Develop content appropriately 4C Develop and sustain logical organization within and between
paragraphs 4D Demonstrate appropriate style to create tone and voice 4E Apply knowledge of conventions
1B1 Present useful, specific, and
well-developed information 1C 1 Include a clearly-stated opinion 1C2 Include convincing, elaborate,
and properly cited evidence 2A1 Identify various organizational
methods to support writer’s purpose
2A2 Include literary elements and
devices 3A1 Use brainstorming, graphic organizers, etc. 3A2 Convert ideas and information
from the pre-write to sentences and paragraphs
3A3 Revise for focus, content, style,
and organization 3A4 Edit for conventions 4A1 Identify topic, task and audience
and establish point of view 4A2 Gather, organize, and
determine validity and reliability of information
4B1 Present specific and adequate
facts, examples, anecdotes, details, opinions, statistics, reasons and/or explanations
4C1 Include an introduction, body
and conclusion 4C2 Utilize adequate and appropriate
transitional devices 4D1 Make appropriate word choices 4D2 Use a variety of sentence structures 4E1 Use standard grammar, usage,
spelling, mechanics, and sentence structure
III DEMONSTRATE COMPETENCE IN LISTENING AND SPEAKING FOR A VARIETY OF AUDIENCES AND PURPOSES AS A TOOL FOR LEARNING PDE: 1.6, 1.7
1 Contribute actively in a variety of informal speaking and listening situations
1A Play a variety of roles in group discussions
1A1 Listen actively by maintaining
eye contact with the speaker 1A2 Stay on task 1A3 Initiate, elicit, and redirect responses 1A4 Clarify ideas and record
16
STANDARDS
BENCHMARK OBJECTIVES
PERFORMANCE INDICATORS
SKILLS
2 Demonstrate formal speaking and listening skills appropriate to purpose and audience
1B Read aloud from literary selections 2A Make a formal presentation 2B Listen to formal presentation
responses as necessary 1A5 Encourage and acknowledge
all group members’ responses 1B1 Show appropriate expression 2A1 Show awareness of audience and purpose 2A2 Present ideas in an organized
manner 2A3 Adjust rate and volume to audience 2A4 Use appropriate modulation,
inflection, and enunciation 2A5 Maintain effective eye contact 2A6 Use complete and varied sentence formation 2A7 Sustain good posture and use
appropriate gestures 2B1 Maintain appropriate eye contact 2B2 Respond in oral or written form
IV USE A VARIETY OF
INFORMATIONAL RESOURCES AND STUDY SKILLS TO GATHER, SYNTHESIZE, EVALUATE, AND CREDIT SOURCES TO COMMUNICATE INFORMATION
PDE: 1.8, 1.9
1 Utilize a wide variety of
learning strategies 2 Gather information using
appropriate sources and strategies
3 Produce a document using
appropriate critical reading and research writing techniques
1A Utilize skills and strategies for learning and retaining information 1B Apply study skills in content areas 2A Determine appropriate traditional
and non-traditional sources for the research topic
2B Select valid resources for researching the topic 2C Use note-taking skills to differentiate relevant, useful data 3A Engage in the steps necessary to complete a research project
1A1 Use note-taking, graphic
organizers, memory techniques, test-taking skills, roots/affixes,
time, and space management 1B1 Demonstrate appropriate use of specific study skills and strategies 2A1 Preview sources (e.g. dictionary, encyclopedia, library catalog, periodicals, Internet, interviews, observations, surveys) 2B1 Choose sources that contain
relevant and reliable data 2C1 Evaluate importance and quality of data 3A1 Identify steps necessary to carry out the research project 3A2 Take relevant notes from sources 3A3 Develop a thesis statement (8) 3A4 Organize, summarize, and present the main ideas and supporting details from research
17
STANDARDS
BENCHMARK OBJECTIVES
PERFORMANCE INDICATORS
SKILLS
3A5 Give precise, formal credit for others’ ideas, images, or information, using MLA method of documentation when
citing
SUBJECT: LANGUAGE ARTS – GRADES 9-12
STANDARDS: THE GENERAL SKILLS/ABILITIES A STUDENT MUST HAVE DEMONSTRATED IN ORDER TO GRADUATE IN THIS AREA OF STUDY. BENCHMARK OBJECTIVES: MORE SPECIFIC DEFINITIONS THAT TEACHERS CAN FOLLOW TO MEASURE A STUDENT’S PERFORMANCE AT VARIOUS STAGES IN HIS/HER SCHOOL CAREER. PERFORMANCE INDICATORS: THE ACTUAL BEHAVIORS THAT TEACHERS WILL ASSESS TO ENSURE THAT A STUDENT HAS ACHIEVED BENCHMARK OBJECTIVES. SKILLS: SKILLS NEEDED BY A STUDENT IN ORDER TO BE SUCCESSFUL IN DEMONSTRATING THE PERFORMANCE INDICATORS.
STANDARDS
BENCHMARK OBJECTIVES
PERFORMANCE
INDICATORS
SKILLS
I UTILIZE COMPREHENSION,
DECODING, AND VOCABULARY SKILLS TO BECOME A FLUENT INDEPENDENT READER WHO UNDERSTANDS AND APPRECIATES A VARIETY OF TEXTS
PDE: 1.1, 1.2, 1.3
1 Analyze and appreciate literature 2 Interpret and evaluate various print and non-print texts. 3 Apply a wide range of strategies
1A Analyze literary devices 1B Make inferences and
predictions 1C Recognize different genres 1D Place texts within social,
historical, and cultural contexts 1E Compare and contrast texts 1F Produce written and oral
response to texts 1G Assess author’s purposes 2A Gauge quality of texts 2B Critique texts 2C Locate and determine relevant
information 2D Expand/extend texts 3A Utilize the reading process
1A1 Diagram literary elements of texts 1A2 Define literary terms 1A3 Apply knowledge of literary devices in writing 1B1 Use context clues to predict outcomes 1B2 Read and relate text to prior knowledge 1C1 Classify and define genres 1C2 Read various genres 1D1 Classify predominant world views (realism, imagism, idealism,
naturalism) 1D2 Identify key historical people, places, and events inherent in texts 1E1 Identify similarities and differences among texts 1E2 Discuss other texts displaying similar traits 1F1 Participate in class discussions 1F2 Write reader-response texts 1G1 Evaluate author’s motives, intentions, and life influences 2A1 Explore models of exemplary writing 2B1 Read and produce literary criticism 2C1 Scan texts to glean important ideas 2D1 Develop alternate endings for texts 2D2 Add content matching authors’ style and purpose 3A1 Relate prior knowledge to texts
18
STANDARDS
BENCHMARK OBJECTIVES
PERFORMANCE
INDICATORS
SKILLS
to comprehend works of enduring quality 4 Read independently
4A Present written and oral book
reports 4B Respond to teacher-made
assessments 4C Create multi-media projects
based on texts
3A2 Summarize or paraphrase texts 3A3 Visualize texts 3A4 Draw conclusions about texts 3A5 Question texts 3A6 Predict outcomes 4A1 Demonstrate comprehension of texts through speaking and writing 4B1 Display understanding of texts 4B2 Utilize effective test-taking skills 4C1 Apply interdisciplinary skills to
present acquired knowledge in various modes
II DEMONSTRATE
COMPETENCE IN APPLYING THE CHARACTERISTICS OF EFFECTIVE WRITING (FOCUS, CONTENT, ORGANIZATION, STYLE AND CONVENTIONS) AS WELL AS THE WRITING PROCESS TO EXPRESS IDEAS IN ALL MODES
PDE: 1.4, 1.5, 1.7
1 Recognize and produce various types of writing for many purposes and audiences 2 Utilize writing process elements effectively
1A Produce personal responses to
texts 1B Construct narrative,
persuasive, informational, and creative , and technical texts
1C Adapt style for various
audiences and purposes 2A Engage in prewriting activities 2B Draft compositions 2C Revise and edit texts 2D Conduct peer revision 2E Publish texts 2F Maintain a portfolio of works for
grades 6-12
1A1 Write journal entries, reflective,
opinion, and critical pieces 1B1 Create and develop narrative texts 1B2 Create persuasive texts 1B3 Create informational texts 1B4 Create plays, poems, and writings of
personal choice 1B5 Create technical texts 1C1 Experiment in writing with voice,
diction, and tone using audience awareness
2A1 Brainstorm to generate ideas for
writing. 2A2 Use graphic organizers to map ideas 2A3 Discuss topics with teachers and
peers 2B1 Generate multiple drafts of texts 2C1 Rework, reorganize, and improve
drafts 2C2 Follow conventions of standard
written English 2D1 Exchange and share drafts with other
readers 2D2 Provide constructive feedback to
other writers 2D3 Apply reader response skills to other
writers’ texts 2E1 Display and share texts 2F1 Keep a record of reading titles, checklists, and self-evaluations
19
STANDARDS
BENCHMARK OBJECTIVES
PERFORMANCE
INDICATORS
SKILLS
3 Demonstrate competence in the domains of quality writing
3A Maintain a focus in texts 3B Develop content with sufficient
examples and explanation 3C Organize writing in a logical
order providing transitions 3D Vary words and sentence
structure to create consistent voice and tone appropriate to audience
3E Use appropriate conventions
2F2 Write about writing growth to gauge
strengths and weaknesses 3A1 Demonstrate and develop cohesion in
compositions 3B1 Provide adequate supporting details,
examples, and explanations 3C1 Create texts with introductions,
bodies, and conclusions 3C2 Break ideas into meaningful and
manageable units connected by transitions
3D1 Manipulate diction and syntax to suit
audience needs and expectations 3E1 Demonstrate control of grammar,
usage, spelling, and punctuation
III DEMONSTRATE COMPETENCE IN LISTENING AND SPEAKING FOR A VARIETY OF AUDIENCES AND PURPOSES AS A TOOL FOR LEARNING
PDE: 1.4, 1.5, 1.7
1 Listen and speak effectively for a variety of audiences and purposes
1A Participate in discussions 1B Listen actively 1C Speak for a variety of purposes
and audiences 1D Read aloud from literary
selections 1E Show appropriate expression
1A1 Share ideas with others in large and
small groups 1B1 Ask questions while displaying sensitivity to others’ differences 1B2 Provide appropriate verbal and
nonverbal feedback 1C1 Present informed and organized
formal speeches with awareness of audience , volume, and clarity
1C2 Participate in informal speaking
exercises
IV USE A VARIETY OF
INFORMATIONAL RESOURCES AND STUDY SKILLS TO GATHER, SYNTHESIZE, EVALUATE AND CREDIT SOURCES TO COMMUNICATE INFORMATION
PDE: 1.8, 1.9
1 Explore and engage in research strategies to communicate findings 2 Conduct research through gathering, evaluating and synthesizing data from a variety
1A Utilize reference works and tools 1B Select and narrow topics to
research 1C Organize and synthesize
information into research-related documents
2A Operate school and library
research tools and equipment
1A1 Locate and use reference books and electronic sources 1B1 Formulate clear research question 1B2 Utilize a designated methodology for
gathering information 1B3 Produce texts with focus appropriate
to length of document 1C1 Sequence ideas within texts 1C2 Use multiple resources to develop
thesis (11-12) 1C3 Extend findings to add to the body of
research (12) 2A1 Complete library orientation and
assessment (9)
20
STANDARDS
BENCHMARK OBJECTIVES
PERFORMANCE
INDICATORS
SKILLS
of sources 3 Utilize MLA requirements
proficiently to produce research-related texts
4 Utilize study strategies
effectively
2B Investigate databases, software, and printed texts
2C Generate evidence of note-
taking skills 3A Draft research-related texts 3B Demonstrate correct formatting 3C Avoid plagiarizing 4A Manage time effectively 4B Organize information
2B1 Use computer to access web pages and search engines (9)
2B2 Access and evaluate books,
periodicals, and databases 2B3 Evaluate different perspectives 2B4 Evaluate validity of sources 2C1 Produce notes in various forms based
on research 3A1 Draft short texts citing sources (9) 3A2 Draft documented report(s) related to
novels (10) 3A3 Develop documented research
paper(s) (11) 3A4 Produce longer documented research
paper(s) supporting a thesis (12) 3B1 Use correct heading, headers,
margins, and spacing in text(s) 3C1 Credit sources properly 3C2 Paraphrase source material (9-10) 3C3 Summarize source material (9-10) 3C4 Indicate direct quotes according to
MLA style 3C5 Examine and discuss examples of
plagiarism 4A1 Turn work in on time 4A2 Demonstrate efficient use of time 4B1 Develop outlines 4B2 Record coherent notes 4B3 Prepare and interpret charts and
graphs
21
GOAL STATEMENT
The Learning Support English 10 Level D Course is designed to provide students with During the Learning Support English 10 Level D Course, the students will:
22
Language Arts Curriculum Map NEW CURR FROM HERE DOWN Course/Grade: Language! Level C Units 13-15 Time-Frame: Year
Standards/Benchmarks: 6th Grade Reading, Low, Average, Advanced Hempfield Standard I Utilize Comprehension, decoding, and vocabulary skills to become a fluent and independent reader who understands and appreciates a variety of texts. PA Standards 1.1, 1.2, 1.3 Common Core Reading Standards for Literature Reading Standards for Informational Text Hempfield Standard II Demonstrate competence in applying the characteristics of effective writing (focus, content, organization, style, and conventions) as well as the writing process to express ideas in all modes PA Standards 1.4, 1.5, 1.7 Common Core Standards Writing Standards Language Standards Hempfield Standard III Demonstrate competence in listening and speaking for a variety of audiences and purposes as a tool for learning. PA Standards 1.4, 1.5, 1.6 Common Core Standards Writing Standards Speaking and Listening Standards Hempfield Standard IV Use a variety of informational resources and study skills to gather, synthesize, evaluate, and credit sources to communicate information. PA Standards 1.8, 1.9 Common Core Standards Reading Standards for Informational Text Writing Standards
23
Time Frame
Key Content Required Reading, Writing & Speaking
Performance Indicators Essential Learning Targets
6 WEEKS
Phonemic Awareness and Phonics Word Recognition and Spelling Vocabulary and Morphology Grammar and Usage • Nouns • Pronouns • Verb Tenses • Verb Be • Subject, Predicate,
and Helping Verb • Simple Subject,
Simple Predicate, Direct Objects
Listening and Reading Comprehension
Language! Level C Unit 13 Unit 13 Unit 13 Unit 13 Unit 13
• Identify syllables • Use syllabication to recognize words
• Spell essential words • Use the definition of learned prefixes to identify
the meaning of multisyllable words. • Read fluently essential words and words with
prefixes • Read and spell contractions with am and is
• Identify and use synonym, antonyms,
homophones, and multiple meaning words • Use base words, word roots, and affixes to
determine meaning of unknown words
• Identify the nouns and pronouns in a sentence • Recognize and spell correctly various singular
and plural nouns • Identify past, present, and future verb forms • Identify helping verbs • Identify subjects and predicates to recognize
complete sentences • Identify the direct object in a sentence • Use strategies to correct fragments • Identify simple and complete sentences • Identify and use simple, complex, and
compound sentences • Correct run-on sentences
• Play a variety of roles in group discussions • Listen actively • Read grade-appropriate materials with
accuracy and at an acceptable rate • Self-correct mistakes from selected text • Recognize literary elements in stories • Read, understand, recognize, identify and
respond to works from various genres of literature
• Recognize and determine meaning of different
24
Time Frame
Key Content Required Reading, Writing & Speaking
Performance Indicators Essential Learning Targets
Speaking and Writing (Expository)
Unit 13
types of words and phrases • Use phonological awareness • Use context clues • Use meaning and knowledge of words across
content areas to develop vocabulary • Recognize purpose and type of text • Analyze the test format • Use dictionary skills • Use self-monitoring comprehension strategies • Demonstrate understanding and interpretation
of text and text structure
• Utilize effective proper public speaking
techniques • Pre-write using graphic organizers • Generate rough draft • Revise, edit, and publish written work. • Organize writing in a logical order providing
transitions • Vary words and sentence structure to create
consistent voice and tone appropriate for audiences
• Use appropriate conventions • Maintain focus, single controlling point • Develop content appropriately • Develop and sustain logical organization within
and between paragraphs • Demonstrate appropriate style to create tone
and voice • Include convincing, elaborate, and properly
cited evidence
25
Time Frame
Key Content Required Reading, Writing & Speaking
Performance Indicators Essential Learning Targets
6 WEEKS
Phonemic Awareness and Phonics Word Recognition and Spelling Vocabulary and Morphology Grammar and Usage • Singular Nouns • Plural Nouns • Adjectives • Prepositions • Prepositional Phrases • Verb Be • Verb Tenses • Complete Subject,
Complete Predicate • Compound Subject,
Compound Predicate
Listening and Reading Comprehension
Unit 14 Unit 14 Unit 14 Unit 14 Unit 14
• Identify syllables • Use syllabication to recognize words • Identify syllables in words including r controlled
• Spell essential words • Read fluently essential words • Read and spell contractions with are • Spell words with sound-spelling
correspondences
• Identify and use synonym, antonyms, attributes, and multiple meaning words
• Use comparative and superlative adjectives- er and est.
• Identify and use nouns, verbs, adjectives, and
prepositions • Identify complete subjects and complete
predicates • Identify and use simple, complex, and
compound sentences • Use strategies to correct fragments • Correct run-on sentences
• Play a variety of roles in group discussions • Listen actively • Read grade-appropriate materials with
accuracy and at an acceptable rate • Self-correct mistakes from selected text • Recognize literary elements in stories • Read, understand, recognize, identify and
respond to works from various genres of literature
• Recognize and determine meaning of different types of words and phrases.
• Use phonological awareness
26
Time Frame
Key Content Required Reading, Writing & Speaking
Performance Indicators Essential Learning Targets
Speaking and Writing (opinion)
Unit 14
• Use context clues • Use meaning and knowledge of words across
content areas to develop vocabulary • Recognize purpose and type of text • Analyze the text format • Use dictionary skills • Use self-monitoring comprehension strategies • Demonstrate understanding and interpretation
of text and text structure
• Utilize effective proper public speaking
techniques • Distinguish fact and opinion statements. • Pre-write using graphic organizers • Generate rough draft • Revise, edit, and publish written work. • Organize writing in a logical order providing
transitions • Vary words and sentence structure to create
consistent voice and tone appropriate for audiences
• Use appropriate conventions • Maintain focus, single controlling point • Develop content appropriately • Develop and sustain logical organization within
and between paragraphs • Demonstrate appropriate style to create tone
and voice • Include convincing, elaborate, and properly
cited evidence
27
Time Frame
Key Content Required Reading, Writing & Speaking
Performance Indicators Essential Learning Targets
6 WEEKS
Phonemic Awareness and Phonics Word Recognition and Spelling Vocabulary and Morphology Grammar and Usage • Nouns • Adjectives • Prepositions and
Prepositional Phrases • The Verb have • Irregular Verb Forms • Complete Subject and
Complete Predicate • Sentence Expansion • Compound Direct
Object
Unit 15 Unit 15 Unit 15 Unit 15
• Identify syllables • Use syllabication to recognize words • Pronounce and identify words with the long
vowel sound • Spell essential words • Read fluently essential words • Read and spell contractions with have • Spell words with sound-spelling
correspondences, syllable types, and prefixes
• Identify and use synonym, antonyms,
attributes, and multiple meaning words • Identify verbs with –ing endings (past
participle) • Identify and use nouns, verbs, adjectives, and
prepositions • Identify prepositions and the meaning of
prepositional phrases • Identify and use have as a main helping verb • Identify past tense forms of irregular verbs • Identify complete subjects and complete
predicates • Identify and use simple, complex, and
compound sentences • Identify and write sentences with compound
direct objects • Use strategies to correct fragments • Correct run-on sentences
28
Time Frame
Key Content Required Reading, Writing & Speaking
Performance Indicators Essential Learning Targets
Listening and Reading Comprehension Speaking and Writing
Unit 15 Unit 15
• Play a variety of roles in group discussions • Listen actively • Read grade-appropriate materials with
accuracy and at an acceptable rate • Self-correct mistakes from selected text • Recognize literary elements in stories • Read, understand, recognize, identify and
respond to works from various genres of literature
• Recognize and determine meaning of different types of words and phrases.
• Use phonological awareness • Use context clues • Use meaning and knowledge of words across
content areas to develop vocabulary • Recognize purpose and type of text • Analyze the text format • Use dictionary skills • Use self-monitoring comprehension strategies • Demonstrate understanding and interpretation
of text and text structure
• Utilize effective proper public speaking
techniques • Distinguish fact and opinion statements. • Pre-write using graphic organizers • Generate rough draft • Revise, edit, and publish written work. • Organize writing in a logical order providing
transitions • Vary words and sentence structure to create
consistent voice and tone appropriate for audiences
• Use appropriate conventions • Maintain focus, single controlling point • Develop content appropriately • Develop and sustain logical organization within
and between paragraphs • Demonstrate appropriate style to create tone
and voice • Include convincing, elaborate, and properly
cited evidence
29
Time Frame
Key Content Required Reading, Writing & Speaking
Performance Indicators Essential Learning Targets
COMPLETE AFTER EVERY FIVE LESSONS TWO DAYS PER SHORT STORY
Vocabulary, Comprehesion, and Literary Skills Literary Elements and Terms: Setting, character, plot, conflict, climax, resolution, theme Figurative Language: Simile, metaphor, personification, alliteration, hyperbole, idiom, onomatopoeia Variety of Genres: Realistic fiction, historical fiction, science fiction, fable, myth, essay, biography, autobiography, magazine article, speech, drama, poetry, expository nonfiction Vocabulary Skills: Context clues, application, dictionary skills, academic vocabulary, synonym, antonym, multiple meanings, homophones, make extensions beyond text and show connections to text Comprehension Strategies: Main idea, sequence of events, drawing conclusions, predicting outcomes, cause and effect, fact and opinion, inferences, visual aids, self-questioning
Short Stories Grade 6 • After Shocks Grade 7 • More Twists Grade 8 • Conflicts • More Encounters Scholastic Scope Literary Magazine
• Read, understand, recognize, identify and
respond to works from various genres of literature
• Identify and define literary elements and terms • Interpret figurative language • Respond to a written prompt • Respond to literal and inferential
comprehension questions • Apply comprehension strategies • Summarize main points and paraphrase • Apply vocabulary strategies and skills • Read with fluency • Use a variety of methods to interpret and
evaluate text (author’s purpose and perspective)
• Analyze text structure Headings Captions Pictures Charts Tables
30
Time Frame
Key Content Required Reading, Writing & Speaking
Performance Indicators Essential Learning Targets
OPTIONAL ONGOING
Vocabulary Development Novels
Word Analysis Prefixes and Suffixes Greek and Latin Roots Required for Grade 6 • Hatchet by Gary
Paulsen
Required for Grade 7 • Guts by Gary Paulsen Required for Grade 8 • Harris and Me by Gary
Paulsen • Woodsong by Gary
Paulsen
Refer to list of approved novels in each grade for additional titles.
• Use word analysis to comprehend unfamiliar
words inflectional endings derivational endings Latin roots Greek roots
• Apply correct spelling using word analysis
• Read, understand, recognize, identify and
respond to novels • Apply a variety of reading strategies • Identify and define literary elements and terms • Interpret figurative language • Respond in oral and written form • Apply vocabulary strategies and skills • Read with fluency • Use a variety of methods to interpret and
evaluate text • Make extensions from text and show personal
connections
31
CURRICULUM UNITS
LANGUAGE! 6
UNIT: Knowledge/Skill Area: Phonemic Awareness and Phonics, Word Recognition and spelling, Vocabulary and morphology, Grammar and Usage, Listening and Reading Comprehension, and Speaking and Writing
Standards and Benchmarks: Reading/English • Utilize comprehension, decoding, and vocabulary skills
to become a fluent independent reader who understand and appreciates a variety of texts.
• Demonstrate competence in applying the
characteristics of effective writing (focus, content, organization, style, and conventions) as well as the writing process to express ideas in all modes.
• Demonstrate competence in listening for a variety of
audiences and purposes as a tool for learning.
Content Mastery • Syllable Awareness • Spelling Words Lessons 1-5. • Word Relationships; Prefixes • Spelling Words 6-10. • Helping Verbs; Nouns or
Pronouns; and Nouns and Pronouns as Direct Objects
District Assessment –
• Selected Response • “Blue Eyes Far Away”
• Constructed Response • “Blue Eyes Far Away”
Essential Learning Targets: • Read with fluency • Comprehend text • Use word analysis to interpret the meaning of words in
context. • Use various methods to interpret and evaluate text • Improve test-taking strategies
Materials: • Textbook: Language! Level C • Textbook: After Shocks • Vocabulary “ Greek and Latin Roots” and “Prefixes
and Suffix”
Instructional Plan Capsule (Unit 13 – Quarters 1-4) • Review and apply reading
skills and strategies, genres, vocabulary skills, and test taking strategies
32
HEMPFIELD AREA SCHOOL DISTRICT LESSON GUIDE
Grade/Subject: LANGUAGE! 6
STANDARDS LINK Standard(s) I, II, III Benchmark Objective(s) 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7 Performance Indicator(s) 1.1 A-E, 1.2 A-E, 1.3 A, 1.4 B, 1.5 A-F, 1.6 A-B, 1.7 A
Knowledge/Skill Area: Phonemic Awareness and Phonics, Word Recognition and Spelling, Vocabulary and Morphology, Grammar and Usage, Listening and Reading Comprehension, and Speaking and Writing. (Quarters 1-4)
INSTRUCTIONAL OBJECTIVE(S): Date Completed The student will: • identify closed syllables. • identify stressed and unstressed syllables in multisyllable words. • recognize the schwa in multisyllable words. • spell words composed of closed syllables. • spell the Essential Words: gone, look, most, people, see, water. • read fluently words composed of closed syllables and words with prefixes dis-, in-, non-, un-. • read fluently the Essential Words: gone, look, most, people, see, water • read and spell contractions with am and is. • identify synonyms, antonyms, homophones, and attributes for Unit Words. • identify the meaning of prefixes in words. • identify and use be as a helping verb. • identify the noun or pronoun as subject. • identify direct objects. • read phrases and passages fluently. • define vocabulary using context-based strategies or a reference source. • preview reading selection using text features. • identify factual information in informational text. • generate sentences using a six-stage process. • write responses to questions with the signal words: use, generalize, infer, illustrate, explain. • write an expository paragraph. • record information in an informal (two-column) outline. • identify and write parts of an expository report including introductory paragraph, transition topic sentence, E’s, and concluding paragraph. • write an expository report. Refer to text: Language! 6 Book C Unit 13 NOTE: Bold print indicates objective critical to Essential Learning Targets
33
LANGUAGE! 6
UNIT: Knowledge/Skill Area: Phonemic Awareness and Phonics, Word Recognition and spelling, Vocabulary and morphology, Grammar and Usage, Listening and Reading Comprehension, and Speaking and Writing
Standards and Benchmarks: Reading/English
• Utilize comprehension, decoding, and vocabulary skills to become
a fluent independent reader who understand and appreciates a variety of texts.
• Demonstrate competence in applying the characteristics of
effective writing (focus, content, organization, style, and conventions) as well as the writing process to express ideas in all modes.
• Demonstrate competence in listening for a variety of audiences and
purposes as a tool for learning.
Content Mastery • Syllable Awareness • Spelling Words Lessons 1-5 • Word Relationships; Morphology • Spelling Words Lessons 6-10 • Parts of Speech; Complete Subjects
and Predicates; Compound Subjects and Predicates
District Assessment – Selected Response • “The Love Powder” Constructed Response • “The Love Powder”
Essential Learning Targets: • Read with fluency • Comprehend text • Use word analysis to interpret the meaning of words in context. • Use various methods to interpret and evaluate text • Improve test-taking strategies
Materials: • Textbook: Language! Level C • Textbook: After Shocks • Vocabulary “ Greek and Latin Roots” and “Prefixes and Suffix”
Instructional Plan Capsule (Unit 14 - Quarters 1-4) • Review and apply reading skills
and strategies, genres, vocabulary skills, and test taking strategies
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HEMPFIELD AREA SCHOOL DISTRICT LESSON GUIDE
Grade/Subject: LANGUAGE! 6
STANDARDS LINK Standard(s) I, II, III Benchmark Objective(s) 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7 Performance Indicator(s) 1.1 A-E, 1.2 A-E, 1.3 A, 1.4 C, 1.5 A-F, 1.6 A-B, 1.7 A
Knowledge/Skill Area: Phonemic Awareness and Phonics, Word Recognition and Spelling, Vocabulary and Morphology, Grammar and Usage, Listening and Reading Comprehension, and Speaking and Writing. (Quarters 1-4)
INSTRUCTIONAL OBJECTIVE(S): Date Completed The student will:
• say the sounds for ar, er, ir, ur. • write the letters for sounds /âr/, /ôr/,/ệr/ • identify syllables in words including r-controlled. • identify stressed syllables. • spell words with sound-spelling correspondences for this and previous units. • spell the Essential words:: day, little, may, new, say, way. • read fluently words composed of sound-spelling correspondences for this and previous units. • read fluently the Essential Words: day, little, may, new, say, and way • read and spell contractions with are. • identify synonyms, antonyms, and attributes for Unit Words. • use comparative and superlative adjectives er, est. • identify and use nouns, verbs, adjectives, and prepositions. • identify complete subjects and complete predicates. • form sentences with compound parts using or. • read phrases and passages fluently. • preview nonfiction reading selection using text features. • define vocabulary using context-based strategies. • read and understand informational text. • generate sentences using a six stage process. • distinguish fact and opinion statements. • answer comprehension questions using infer, define, predict, generalize, use, explain, show and
classify. • organize ideas and information in a two-column outline for an expository (opinion) essay. • write an expository (opinion) essay including an introduction and concluding paragraph. • edit and revise an expository (opinion) essay.
Refer to text: Language! 6 Book C Unit 14
NOTE: Bold print indicates objective critical to Essential Learning Targets
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LANGUAGE! 6
UNIT: Knowledge/Skill Area: Phonemic Awareness and Phonics, Word Recognition and spelling, Vocabulary and morphology, Grammar and Usage, Listening and Reading Comprehension, and Speaking and Writing
Standards and Benchmarks: Reading/English
• Utilize comprehension, decoding, and vocabulary skills to
become a fluent independent reader who understand and appreciates a variety of texts.
• Demonstrate competence in applying the characteristics of
effective writing (focus, content, organization, style, and conventions) as well as the writing process to express ideas in all modes.
• Demonstrate competence in listening for a variety of audiences
and purposes as a tool for learning.
Content Mastery • Syllable Awareness • Spelling Words Lessons 1-5 • Word Relationships; Participles • Spelling Words Lessons 6-10 • Main Verb or Helping verb;
Prepositions, Compound Direct Objects
District Assessment – Selected Response • “Dear Amanda” Constructed Response • “Dear Amanda”
Essential Learning Targets: • Read with fluency • Comprehend text • Use word analysis to interpret the meaning of words in context. • Use various methods to interpret and evaluate text • Improve test-taking strategies
Materials:
• Textbook: Language! Level C • Textbook: After Shocks • Vocabulary “ Greek and Latin Roots” and “Prefixes and
Suffix”
Instructional Plan Capsule (Unit 15 – Quarters 1-4)
• Review and apply reading skills and strategies, genres, vocabulary skills, and test taking strategies
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HEMPFIELD AREA SCHOOL DISTRICT LESSON GUIDE
Grade/Subject: LANGUAGE! 6
STANDARDS LINK Standard(s) I, II, III Benchmark Objective(s) 1.1, 1.2, 1.3, 1.4, 1.5. 1.6, 1.7 Performance Indicator(s) 1.1 A-E, 1.2 A-E, 1.3 A, 1.4 C, 1.5 A-F, 1.6 A-B, 1.7 A
Knowledge/Skill Area: Phonemic Awareness and Phonics, Word Recognition and Spelling, Vocabulary and Morphology, Grammar and Usage, Listening and Reading Comprehension, and Speaking and Writing. (Quarters 1-4)
INSTRUCTIONAL OBJECTIVE(S): Date Completed The student will:
• say the long vowel sounds for :a, e, i, o, and u. • identify open syllables in words. • identify stressed syllables. • spell words with sound spelling correspondences, syllable types, and prefixes from this and previous units. • read fluently and spell the essential words: good, great, right, though, through, year. • read fluently words composed of sound spelling correspondences, syllable types, an prefixes for this and
previous units. • read and spell contractions with have. • identify synonyms, antonyms, and attributes for Unit Words. • identify verbs with ing endings (present participles) that act as adjectives. • identify prepositions and the meaning of prepositional phrases. • identify and use have as a main or helping verb. • identify and write sentences with compound direct objects. • read phrases and passages fluently • preview nonfiction reading selection using text features. • define vocabulary using context-based strategies. • read and understand informational text. • answer multiple-choice and open-ended comprehension questions. • set a purpose, use a two column, outline, and write a concluding paragraph for an opinion essay. • generate sentences using a six-stage process. • distinguish fact and opinion statements. • answer comprehension questions using infer, identify, list, state, sue, name, discuss, explain, and describe. • write an expository (opinion)essay. • edit and revise an expository (opinion) essay.
Refer to text: Language! 6 Book C Unit 15
NOTE: Bold print indicates objective critical to Essential Learning Targets
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HEMPFIELD AREA SCHOOL DISTRICT LESSON GUIDE
Grade/Subject: LANGUAGE! 6
STANDARDS LINK Standard(s) I, II, III Benchmark Objective(s) 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7 Performance Indicator(s) 1.1 A-E, 1.2 A-E, 1.3 A, 1.4 B, 1.5 A-F, 1.6 A-B, 1.7 A
Knowledge/Skill Area: Phonemic Awareness and Phonics, Word Recognition and Spelling, Vocabulary and Morphology, Grammar and Usage, Listening and Reading Comprehension, and Speaking and Writing. (Quarters 1-4) INSTRUCTIONAL OBJECTIVE(S): Date Completed
The student will: • practice syllable segmentation and identify stressed syllables in multisyllable words. • identify final silent e syllables in words. • identify vowel phonemes. • spell words with sound-spelling correspondences, syllable types, and prefixes from this and previous units. • spell the Essential Words: again, sound, today, tomorrow, want, work. • read fluently words composed of sound-spelling correspondence, syllable types, and prefixes. • read fluently the Essential Words: again, sound, today, tomorrow, want, work. • read and spell contractions with had and has. • use antonyms, synonyms, and attribute relationships to define Unit Words. • identify past and present participles used as adjectives. • identify plural and possessive noun forms. • identify prepositions and propositional phrases. • identify and use the verbs be and have. • identify adjectives of the same kind in sentences. • read phrases and passages fluently. • preview nonfiction reading selection using text features. • define vocabulary using context-based strategies. • read and understand informational text. • review the components and label the parts of a business letter. • generate sentences using a six-stage process. • distinguish fact and opinion statements. • answer comprehension questions using describe, use, infer, explain, select, distinguish, tell. • write a business letter. • write an expository essay using a two-column outline, and including an introductory paragraph, body
paragraphs, and concluding paragraph. • edit and revise an expository report.
Refer to text: Language! Book C Unit 16 NOTE: Bold print indicates objective critical to Essential Learning Targets
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HEMPFIELD AREA SCHOOL DISTRICT LESSON GUIDE
Grade/Subject: LANGUAGE! 6
Knowledge/Skill Area: Phonemic Awareness and Phonics, Word Recognition and Spelling, Vocabulary and Morphology, Grammar and Usage, Listening and Reading Comprehension, and Speaking and Writing. (Quarters 1-4) INSTRUCTIONAL OBJECTIVE(S): Date Completed
The student will: • segment syllables in multisyllable words. • say the vowel sounds represented by y /ĭ/, /ī /, /ē/. • identify the stress pattern and conditions for each vowel sound represented by y. • spell words with sound-spelling correspondences, syllable types, and prefixes from this and previous units. • spell the Essential Words: answer, certain, engine, laugh, oil, poor. • read fluently words composed of sound-spelling correspondence, syllable types, and prefixes. • read fluently the Essential Words: answer, certain, engine, laugh, oil, poor. • spell words following the Change y rule. • use antonyms, synonyms, and attribute relationships to define Unit Words. • use suffixes -er, -est, and -ly to change the meaning of words. • write phrases using a possessive noun. • identify and use adverbs and prepositional phrases that act as adverbs. • identify do as a main verb or helping verb. • identify and analyze sentences with indirect objects. • read phrases and passages fluently. • preview nonfiction reading selection using text features. • define vocabulary using context-based strategies. • read and understand informational text. • answer multiple choice comprehension questions. • generate sentences using a six-stage process. • distinguish fact and opinion statements. • answer comprehension questions using list, organize, select, explain, describe, infer, tell, outline, and
distinguish. • write an expository (explanatory) essay using a two-sentence introductory paragraph, body paragraphs,
and concluding paragraph. • edit and revise an expository (explanatory) essay.
Refer to text: Language! Book C Unit 17 NOTE: Bold print indicates objective critical to Essential Learning Targets
STANDARDS LINK Standard(s) I, II, III Benchmark Objective(s) 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7 Performance Indicator(s) 1.1 A-E, 1.2 A-E, 1.3 A, 1.4 B, 1.5 A-F, 1.6 A-B, 1.7 A
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HEMPFIELD AREA SCHOOL DISTRICT LESSON GUIDE
Grade/Subject: LANGUAGE! 6
STANDARDS LINK Standard(s) I, II, III Benchmark Objective(s) 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7 Performance Indicator(s) 1.1 A-E, 1.2 A-E, 1.3 A, 1.4 B, 1.5 A-F, 1.6 A-B, 1.7 A
Knowledge/Skill Area: Phonemic Awareness and Phonics, Word Recognition and Spelling, Vocabulary and Morphology, Grammar and Usage, Listening and Reading Comprehension, and Speaking and Writing. (Quarters 1-4)
INSTRUCTIONAL OBJECTIVE(S): Date Completed
The student will: • segment syllables in multisyllable words. • identify stressed syllables in multisyllable words. • identify closed, open, r-controlled, and final silent e syllables. • End-of-Book Content Mastery: Phonemic Awareness and Phonics • read fluently and spell words with sound-spelling correspondence, syllable types, and prefixes from this
and previous units. • read fluently and spell the Essential Words: to, there, answer, their, people, what, too, want, who, two. • Progress Indicator: Test of Silent Contextual Reading Fluently • Progress Indicator: Test of Written Spelling = 4 • use antonyms, synonyms, homophones, and attributes to define Unit Words. • use suffixes to form singular, plurals, and possessives with nouns. • review prefixes. • End-of-Book Content Mastery: Vocabulary and Morphology • use and, but, and or in compound sentences. • review noun categories and functions. • review helping verbs be, have, and do. • End-of-Book Content Mastery: Grammar and Usage • read phrases and passages fluently. • preview nonfiction reading selection using text features. • define vocabulary using context-based strategies. • read and understand informational text. • Progress Indicator: Language! Reading Scale • generate sentences using a six-stage process. • distinguish fact and opinion statements. • answer comprehension questions using explain, distinguish, infer, use, describe, contrast. • write an informal outline, introductory, body paragraphs, and conclusion for an expository (explanatory)
essay. • revise an expository (explanatory) essay. • Progress Indicator: Writing
Refer to text: Language! Book C Unit 18 NOTE: Bold print indicates objective critical to Essential Learning Targets
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HEMPFIELD AREA SCHOOL DISTRICT LESSON GUIDE
Grade/Subject: LANGUAGE! 6 - Reading 6
STANDARDS LINK Standard(s) I Benchmark Objective(s) I: 1.1, 1.5 Performance Indicator(s) I: 1.1.6B, 1.5.6F
Strand: Spelling (All year) INSTRUCTIONAL OBJECTIVE(S): Date Completed 5 lists per nine weeks The student will:
• Decode Greek and Latin roots, prefixes, and suffixes • Spell Greek and Latin roots, prefixes, and suffixes
Refer to text: Greek and Latin Roots,and Prefixes and Suffixes- Resource Packet Lessons 1-20 NOTE: Bold print indicates objective critical to Essential Learning Targets
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HEMPFIELD AREA SCHOOL DISTRICT LESSON GUIDE
Grade/Subject: LANGUAGE! 6 - Reading 6
STANDARDS LINK Standard(s) 1 Benchmark Objective(s) 1.1, 1.2, 1.3 Performance Indicator(s) 1A, 1B, 1C, 2A, 3A, 3B
Knowledge/Skill Area: Comprehension/Literary (Quarters 1-4)
INSTRUCTIONAL OBJECTIVE(S): Date Completed
The student will:
• connect to genre • build background • set purposes for reading • identify literary elements • use reading comprehension skills and strategies • apply selection vocabulary • read a variety of current genres Refer to text: Scholastic Scope Literary Magazine
NOTE: Bold print indicates objective critical to Essential Learning Targets
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HEMPFIELD AREA SCHOOL DISTRICT LESSON GUIDE
Grade/Subject: LANGUAGE! 6 - Reading 6
STANDARDS LINK Standard(s) I Benchmark Objective(s) I: 1.3 Performance Indicator(s) I: 1-1A,1- 1B, 1-1C, 3- 3B
Knowledge/Skill Area: Comprehension/Literary (Quarters 1-4) INSTRUCTIONAL OBJECTIVE(S): Date Completed The student will:
• recall major facts from story • make inferences to enhance understanding • develop vocabulary using skills and strategies • identify literary elements (character, setting, plot, theme, conflict, climax, point of view) • identify figures of speech • recognize literary devices (foreshadowing, flashback, mood, author’s purpose)
Refer to List of Approved Novels:
Required: • 6th Grade: Hatchet by Gary Paulsen • 7th Grade: Guts by Gary Paulsen • 8th Grade: Harris and Me by Gary Paulsen & Woodsong by Gary Paulsen
NOTE: Bold print indicates objective critical to Essential Learning Targets
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HEMPFIELD AREA SCHOOL DISTRICT LESSON GUIDE
Grade/Subject: LANGUAGE! 6 - Reading 6
STANDARDS LINK Standard(s) 1 Benchmark Objective(s) 1.1, 1.2, 1.3 Performance Indicator(s) 1A, 1B, 1C, 2A, 3A, 3B
Knowledge/Skill Area: Vocabulary/Comprehension/Literary Skills (Quarter 1 & 2) INSTRUCTIONAL OBJECTIVE(S): Date Completed
The student will: • identify setting of story • identify character traits • identify plot • identify theme • identify mood • identify conflict • identify author’s purpose • use prior knowledge and experience to interact with text • use context to understand new words • make inferences using clues from the story • recall major facts from the story • identify figures of speech
Refer to text: After Shocks – Complete one story after every five lessons. “The Jigsaw Puzzle”, “A Horseman in the Sky”, “The Eyes Have It”, & “The Bus” The Tell-Tale Heart”, “Otero’s Visitor”, “The Falcon”, & “The Leopard Man’s Story NOTE: Bold print indicates objective critical to Essential Learning Targets
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HEMPFIELD AREA SCHOOL DISTRICT LESSON GUIDE
Grade/Subject: LANGUAGE! 6 - Reading 6
STANDARDS LINK Standard(s) 1 Benchmark Objective(s) 1.1, 1.2, 1.3 Performance Indicator(s) 1A, 1B, 1C, 2A, 3A, 3B
Knowledge/Skill Area: Vocabulary/Comprehension/Literary Skills- (Quarter 3 and 4)
INSTRUCTIONAL OBJECTIVE(S): Date Completed
The student will:
• identify setting of story • identify character traits • identify plot • identify theme • identify mood • identify conflict • identify author’s purpose • use prior knowledge and experience to interact with text • use context to understand new words • make inferences using clues from the story • recall major facts from the story • identify figures of speech
Refer to text: After Shocks – Complete one story after every five lessons. “The Story of an Hour”, “Anansi’s Fishing Trip”, “A Lodging for the Night”, “A Work of Art” “”Mrs. Hinck”, “August Heat”, & “The Flying Machine” NOTE: Bold print indicates objective critical to Essential Learning Targets