K-12 English Language Arts Curriculum · K-12 English Language Arts Curriculum . grow, excel . contributors . The Natrona County School District empowers every learner to grow, excel

K-12 English Language

Arts Curriculum

The Natrona County School District

empowers every learner to grow, excel

and be successful

contributors to the

local/global community.

The Natrona County School

District empowers

every learner to

grow, excel and be

successful contributors to the local and global

community.

www.natronaschools.org

http://www.natronaschools.org/

Natrona County School District #1 English Language Arts Curriculum

Back to Table of Contents Page 2 of 124, May 2016

Table of Contents

Acknowledgments .................................................................................................................................. 3 Introduction .............................................................................................................................................. 4 English Language Arts Mission Statement .................................................................................... 4 Reading Strand ......................................................................................................................................... 6 Writing Strand .......................................................................................................................................... 7 Speaking & Listening Strand ............................................................................................................... 7 Language Strand ...................................................................................................................................... 8 Summary of Grade-Level Purpose Statements ............................................................................ 9 Sequence of Strands & Topics by Grade Level .......................................................................... 11 How to Read the English Language Arts Curriculum ............................................................. 14

Grade-Level Outcomes and Components

Kindergarten............................................................................................................................ 15 First Grade ................................................................................................................................ 19 Second Grade ........................................................................................................................... 23 Third Grade .............................................................................................................................. 27 Fourth Grade............................................................................................................................ 34 Fifth Grade ................................................................................................................................ 41 Sixth Grade ............................................................................................................................... 47 Seventh Grade ......................................................................................................................... 56 Eighth Grade ............................................................................................................................ 63 Ninth Grade .............................................................................................................................. 71 Tenth Grade ............................................................................................................................. 78 Eleventh Grade ....................................................................................................................... 86 Twelfth Grade .......................................................................................................................... 91

Long-Range Plan ................................................................................................................................... 97 NCSD District-Based Terminology ................................................................................................ 98

Appendix

Range of Text Types ............................................................................................................ 102 Text Complexity ................................................................................................................... 103 Language Progressive Skills by Grade ......................................................................... 111 Prefix-Suffix-Root List by Grade .................................................................................... 112



Acknowledgments Thank you to the members of the Subject Area Committee for your hard work on this curriculum:

Danna Anderson Jeff Barkell Megan Bennett Eberle Buhler Laura Deal Christopher Dresang Nicole Dundas Jodi Frazier Angie Geiger Laurie Gierke Patrick Glynn Angela Hartl Angela Hensley Mance Hurley Carla Itzen Deyonne Jackson Wendy Johnson

Anne Jolliff Brenda Kennedy Kristin Landry Anna Lavin Hannah Miller Jennifer NewmanBower Jackie O’Briant Marcy Odell Michelle Onstott Sue Perl Brandi Reed Amy Russell Stephanie Shafer Shawna Smith Jamie Steever Sandi Stille Ted Theobald Kate Wallop

We wish to acknowledge the members of the Curriculum Coordinating Council:

Danna Anderson Dana Howie Toni Billings Carla Itzen

Michelle Brazfield Patti Kimble Jeff Brewster Sheila McHattie

Eberle Buhler Jackie O’Briant Emily Catellier Marie Puryear Marial Choma Amy Rose Colleen Collins-Burridge Ted Theobald Jill Felbeck-Jones Wayne Tuttle Charlotte Gilbar Walt Wilcox Ted Hanson Aaron Wilson Angela Hensley



Introduction NCSD #1 English Language Arts Mission Statement

Students completing the NCSD#1 English Language Arts curriculum will read critically, write and speak effectively, and listen actively in order to contribute

to local and global communities. The purpose of this document is to communicate the guaranteed and viable curriculum for English Language Arts education in Natrona County School District. This document has been aligned with the Common Core State Standards and the 2011 Wyoming Language Arts Content and Performance Standards. However, our curriculum will continue to evolve as we work to ensure our students have the knowledge and skills they need to be successful in the 21st Century.

Rationale:

In 2010, the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) came together in an unprecedented way. Together, they called for the creation and adoption of a set of Common Core Standards in English Language Arts and mathematics to prepare students for success in a twenty-first century, globally competitive society. As referenced in the introduction to the Common Core State Standards Document, and verified through extensive evaluation by the Wyoming English Language Arts Standards Review Committee, these standards present rigorous and evidence-based literacy skills students need to access a varied and vast amount of complex print and digital information available in this globally competitive society. The Common Core State Standards address not only the critical skills and understandings for English Language Arts, but for college and career readiness in multiple disciplines through the creation of Literacy standards in history/social studies, science, and technical subjects. After careful consideration, and with support from members of the English Language Arts Standards Review Committee, the Wyoming State Board of Education approved for consideration the 2011 Wyoming Content and Performance Standards, which include The Common Core State Standards.

2011 Wyoming Language Arts Content and Performance Standards

The standards are:

• Research and evidence-based. • Clear, understandable and consistent. • Aligned with college and career expectations. • Based on rigorous content and application of knowledge through higher-order

thinking skills. • Built upon the strengths and lessons of current state standards. • Informed by other top performing countries in order to prepare all students for

success in our global economy and society.

https://edu.wyoming.gov/downloads/standards/final-2012-ela-standards.pdf

https://edu.wyoming.gov/downloads/standards/final-2012-ela-standards.pdf



Key shifts called for by the Common Core:

• Regular practice with complex texts and their academic language. Rather than focusing solely on the skills of reading and writing, the ELA/literacy standards highlight the growing complexity of the texts students must read to be ready for the demands of college, career, and life. The standards call for a staircase of increasing complexity, so all students are ready for the demands of college and career level reading no later than the end of high school.

• Reading, writing, and speaking grounded in evidence from texts, both literary and informational. The Common Core emphasizes using evidence from texts to present careful analyses, well-defended claims, and clear information. Rather than asking students questions they can answer solely from their prior knowledge and experience, the standards call for students to answer questions that depend on their having read the texts with care.

• Building knowledge through content-rich nonfiction. Students must be immersed in

information about the world around them if they are to develop the strong general knowledge and vocabulary they need to become successful readers and be prepared for college, career, and life. Informational texts play an important part in building students’ content knowledge. Further, it is vital for students to have extensive opportunities to build knowledge through texts so they can learn independently.

Common Core State Standards for English Language Arts



Reading Strand

K-5th 6th-12th

Foundational (RF)

Topics

Print Concepts

Phonological Awareness

Phonics and Word Recognition

Fluency

Literature (RL)

*Distribution

50%

Informational (RI)

*Distribution

50%

Literature (RL)

*Distribution 6th-8th 45%

9th-12th 30%

Informational (RI)

Content Literacy

*Distribution 6th-8th 55%

9th-12th 70%

Topics Key Ideas & Details (Standards 1-3) Craft & Structure (Standards 4-6)

Integration of Knowledge & Ideas (Standards 7-9) Range of Reading & Level of Text Complexity (Standard 10)

*Distribution of Literary and Informational Passages by Grade in 2015 NAEP Reading Framework

Measuring Text Complexity: Three Factors Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative evaluation of the text: Readability measures and other scores of text complexity Matching reader to text and task: Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)


See Appendix for more information on text complexity



Writing Strand

K-5th 6th-12th

Writing Standards (W)

* Distribution 4th Grade 30% Opinion, 35% Information, 35% Narrative

Writing Standards (W) Writing Standards for Content Literacy (W)

*Distribution 8th Grade 35% Argument, 35% Information, 30% Narrative

12th Grade 40% Argument, 40% Information, 20% Narrative

Topics Text Types & Purposes (Standards 1-3)

Production & Distribution of Writing (Standards 4-6) Research to Build & Present Knowledge (Standards 7-9)

Range of Writing (Standard 10)

*Distribution of Communicative Purposes by Grade in 2011 NAEP Writing Framework

Speaking & Listening Strand

K-5th 6th-12th

Speaking & Listening Standards (SL) Speaking & Listening Standards (SL)

Topics Comprehension & Collaboration (Standards 1-3)

Presentation of Knowledge & Ideas (Standards 4-6)



Language Strand

K-5th 6th-12th

Language Standards (L) Language Standards (L)

Topics Conventions of Standard English (Standards 1-2)

Knowledge of Language (Standard 3) Vocabulary Acquisition & Use (Standards 4-6)

See Appendix for Language Progressive Skills by Grade



Summary of Grade-Level Purpose Statements

Grade Level

Purpose Statement describes the focus of the subject at this grade level or in this course; points out what is new or different at this level that the student will accomplish.

Kindergarten With guidance and support, students will develop foundational reading, writing, and oral language skills and actively engage in reading, writing, and language-rich activities.

1st Grade Students will continue to develop and apply foundational reading and writing skills to learn to read and write as they engage in collaborative conversations in a print and language rich environment.

2nd Grade Students will apply grade-level phonics and fluency in order to read and comprehend literary and informational texts through collaborative experiences. Narrative, informative/explanatory, and opinion pieces will be written using the writing process.

3rd Grade

Students will read and comprehend literature and informational texts at the high end of the grade 2-3 text complexity band independently and proficiently, by the end of the year. Students will produce and publish, with support, narrative, opinion, and informative writing pieces using technology (with keyboarding skills). Students will conduct short research projects by gathering information from print and digital sources, taking brief notes on sources, and sorting evidence into provided categories. Students will begin to write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences. Students will engage in discussions with diverse partners.

4th Grade Students will read and analyze informational and literary texts, explicitly and inferentially, by utilizing their foundational skills with multisyllabic words, roots, affixes and syllabication. Students will compose opinion, narrative, and informational pieces with specific attention to conclusions. With support, students will be able to plan, edit and revise their writing in order to publish a piece of writing using technology. Students will present, share and discuss in the context of reading and writing.

5th Grade

Students will read and comprehend text at the high end of the grade 4-5 text complexity band independently and proficiently. Students will compare and contrast multiple sources in order to logically analyze using text evidence. With acquired knowledge of figurative language students will read, write, speak and listen at deeper levels of understanding. Students will use multimedia to enhance presentations that will build shared knowledge. Students will use grade appropriate conventions in all of their writing, and will demonstrate sophisticated mastery of opinion writing.



Grade Level


6th Grade Students will analyze and evaluate literature and literary nonfiction using a variety of texts/genres to support their claims and interpret the perspectives of others. Utilizing multiple resources, they will continue to create narrative and informational writing, in addition to making a shift from opinion to evidence-based argument writing. Students will learn and apply techniques to collaborate effectively.

7th Grade

Students will read a variety of complex texts and analyze for implicit and explicit details while working on vocabulary development. Through the evaluation of various mediums, they will create clear and cohesive narrative, argumentative, and informative writing using relevant and sufficient evidence. Students will also share their claims and findings through their writing, individual presentations, and collaborative discussions.

8th Grade

Students will analyze diverse texts to determine how relationships between texts and authors’ choices within texts affect meaning. Additionally, students will use a variety of strategies to develop vocabulary. Writing in a single sitting and over extended periods of time, students will develop narrative, informational, and argument writing skills using substantial and well-chosen details and language to create a desired effect. Finally, students will justify their views using specific, relevant evidence and will build upon the views or ideas of others in a range of collaborative discussions.

9th Grade

Students will focus on the analysis of an author’s choices and how they interact to create the whole piece in literature and informational texts. Drawing on mentor texts from reading, students will craft narratives, informative/explanatory pieces, and literary analyses using skills developed in previous grades while making strategic choices for a specific audience and purpose, including use of an objective tone. Not only are students prepared and participating in collaborative discussions, but students will generate and propel discussions, organize speeches so listeners can follow, and make strategic use of media to enhance presentations.

10th Grade

Students will independently master skills introduced in ninth grade. Using a variety of literature, including World Literature selections, they will analyze authors’ choices and how these choices impact both the meaning and interpretation of texts. Drawing on mentor texts, students craft argumentative, informative/expository, and literary analyses using skills developed in previous grades while making strategic choices for a specific audience and purpose, including usage of an objective tone. Students will be prepared to participate in collaborative discussions, generate and propel discussions, present organized speeches, and utilize media to strategically enhance presentations.

11th Grade

Students will read, analyze, and interpret grade-appropriate texts, with a focus on American literature, including both literary and informational texts. They will write for a variety of reasons, with a focus on persuasive and argumentative essays, including on-demand writing and writing that allows for revision. Students will also write literary analysis essays. Students will build and refine their use of grammatical conventions such as semicolons, commas, and subject-verb agreement. Students will apply oral presentation skills in persuasive speeches.

12th Grade

Students will read, analyze, and interpret grade appropriate literary and informational texts with literary merit, including one Shakespearean play. Students will write strategically, focused upon audience and purpose. Students will understand how grammar functions in different contexts and make effective choices for style and meaning. Students will use speaking and listening skills in discussions while working on presentations.



Strand & Topic Sequence of Strands & Topics by Grade Level K 1 2 3 4 5 6 7 8 9 10 11 12

Foun

dati

onal

Sk

ills

(RF)

Print Concepts ELAK.1 ELAK.3 ELAK.9

ELA1.1

Ends in 1st Grade Ends in 5th Grade

Phonological Awareness

ELAK.1 ELAK.3 ELAK.6

ELA1.1

Phonics & Word Rec. ELAK.1 ELAK.6

ELA1.3 ELA2.1 ELA2.6

ELA3.1

ELA4.6 ELA5.1

Fluency ELAK.6 ELA1.3 ELA2.5 ELA2.6

ELA3.1

ELA4.1 ELA4.5

ELA5.1 ELA5.5

Read

ing

Stra

nd Li

tera

ture

(RL)

Key Ideas and Details

ELAK.4 ELA1.4 ELA2.2 ELA2.3

ELA3.3 ELA3.7

ELA4.1 ELA4.3


ELA6.2 ELA6.3 ELA6.5 ELA6.7 ELA6.8

ELA7.3 ELA7.5

ELA8.2 ELA8.3 ELA8.6 ELA8.9


ELA10.2 ELA10.3

ELA11.2 ELA11.5 ELA11.7

ELA12.3 ELA12.4

Craft & Structure

ELAK.4 ELA1.4 ELA1.5


ELA3.3 ELA3.7




ELA6.10

ELA7.3 ELA7.9



ELA10.1 ELA10.3 ELA10.4 ELA10.8

ELA11.2 ELA11.5 ELA11.7

ELA12.2 ELA12.3 ELA12.4 ELA12.5

Integration of Knowledge & Ideas



ELA5.5 ELA5.7

ELA6.8 ELA6.9

ELA7.3 ELA7.10

ELA8.6 ELA8.9


ELA12.3

Range of Reading & Text Complexity

ELAK.1 ELAK.4

ELA1.3 ELA2.7 ELA3.7 ELA4.5 ELA5.7 ELA6.2 ELA7.10 ELA8.9 ELA9.3 ELA10.1 ELA10.2 ELA10.3 ELA10.4 ELA10.8

ELA11.7 ELA12.4

Info

rmat

iona

l (RI

)

Key Ideas and Details



ELA5.2 ELA5.7



ELA7.11

ELA8.2 ELA8.3 ELA8.4 ELA8.5 ELA8.6 ELA8.9

ELA9.2 ELA9.5

ELA10.1 ELA10.2 ELA10.5

ELA11.3 ELA12.6

Craft & Structure

ELAK.1 ELAK.7

ELA1.5 ELA1.6





ELA6.10




ELA11.3 ELA12.6

Integration of Knowledge & Ideas


ELA2.4 ELA2.5



ELA6.6 ELA6.10

ELA7.7 ELA7.8



ELA11.3 ELA11.6

ELA12.7

Range of Reading & Text Complexity

ELAK.7 ELA1.5

ELA2.4

ELA3.5 ELA4.7 ELA5.7 ELA6.4 ELA7.10 ELA8.9 ELA9.5 ELA10.1 ELA10.2 ELA10.3 ELA10.4 ELA10.8

ELA11.3 ELA12.6



Strand & Topic Sequence of Strands & Topics by Grade Level

K 1 2 3 4 5 6 7 8 9 10 11 12

Wri

ting

Str

and

Text Types & Purposes








ELA6.10




ELA10.2 ELA10.3 ELA10.5 ELA10.7

ELA11.3 ELA11.5 ELA11.6

ELA12.1 ELA12.6

Production & Distribution of

Writing







ELA6.10

ELA7.6 ELA7.11



ELA10.3 ELA10.5 ELA10.7

ELA11.1 ELA11.5 ELA11.6

ELA12.1 ELA12.4 ELA12.5 ELA12.7

Research to Build & Present Knowledge


ELA1.5 ELA1.7

ELA2.3 ELA2.4





ELA6.10

ELA7.5 ELA7.8

ELA7.10 ELA7.11



ELA10.1 ELA10.5 ELA10.3

ELA11.3 ELA11.5 ELA11.6

ELA12.3 ELA12.4 ELA12.7

Range of Writing Begins in 3rd Grade


ELA7.10

ELA8.8 ELA8.9

ELA9.2 ELA9.4

ELA10.3 ELA10.5 ELA10.7

ELA11.1 ELA11.6

ELA12.6 ELA12.7



Strand & Topic Sequence of Strands & Topics by Grade Level

K 1 2 3 4 5 6 7 8 9 10 11 12

Spea

king

& L

iste

ning

Comprehension & Collaboration







ELA6.10

ELA7.1 ELA7.8


ELA9.5 ELA9.7

ELA10.1 ELA10.3 ELA10.5 ELA10.8

ELA11.2 ELA11.4

ELA12.2

Presentation of Knowledge & Ideas

ELAK.2 ELAK.5







ELA11.4 ELA12.7

Lang

uage

Conventions of Standard English


ELAK.10








ELA10.3 ELA10.5 ELA10.6 ELA10.7

ELA11.1 ELA11.3 ELA11.6


Knowledge of Language

Begins in 2nd Grade




ELA6.10

ELA7.6 ELA7.8


ELA10.1 ELA10.2 ELA10.5 ELA10.8

ELA12.3 ELA12.4 ELA12.5

Vocabulary Acquisition & Use

ELAK.2 ELAK.10





ELA5.4 ELA5.5

ELA6.1 ELA6.2 ELA6.3 ELA6.5 ELA6.6 ELA6.7 ELA6.9

ELA6.10




ELA10.1 ELA10.4 ELA10.7 ELA10.8

ELA11.5 ELA11.6

ELA12.1 ELA12.2 ELA12.7



How to Read the English Language Arts Curriculum

Purpose Statement:

Students will read and analyze informational and literary texts, explicitly and inferentially, by utilizing their foundational skills with multisyllabic words, roots, affixes and syllabication. Students will compose opinion, narrative, and informational pieces with specific attention to conclusions. With support, students will be able to plan, edit and revise their writing in order to publish a piece of writing using technology. Students will present, share and discuss in the context of reading and writing.

Outcome ELA4.1

Students will read and analyze two forms of the same story in order to compose, publish and present visually or orally a typed narrative piece. Students will critique specific points of a speaker's presentation.

Standard Reference

Com

pone

nts

ELA4.1.1

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RL.4.1 PAWS

ELA4.1.2

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

RL.4.3 PAWS

ELA4.1.3

Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

RL.4.6 PAWS

ELA4.1.4

Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

RL.4.7 PAWS


Outcome aligned to standards and benchmarks, outcomes are the expected result of student learning for a grade level or course.

Component Code

ELA4.1.3= Content Area (English Language Arts)

ELA4.1.3= Grade Level

ELA4.1.3= Outcome

ELA4.1.3= Component

Components aligned to standards and benchmarks, components are specific concepts or skills necessary for students to know and do in order to meet an outcome.

Bold Print identifies the first time a concept appears in the CCSS.

PAWS indicates the referenced standard is on the 2015 PAWS blueprint.

Standard Reference

RL.4.7= Strand (Reading Literature)

RL.4.7=Grade Level

RL.4.7=Standard



Kindergarten

Purpose Statement:

With guidance and support, students will develop foundational reading, writing, and oral language skills and actively engage in reading, writing, and language-rich activities.

Outcome ELAK.1

Students will demonstrate an understanding of developing foundational reading (i.e., phonological awareness, phonics, concepts about print, and book handling) skills.

Standard Reference

Com

pone

nts

ELAK.1.1 Recognize, complete, and produce rhyming words. RF.K.2.a ELAK.1.2 Count, pronounce, blend, and segment syllables in spoken words. RF.K.2

RF.K.2.b ELAK.1.3 Recognize and name all upper-and lowercase letters of the alphabet. RF.K.1.d ELAK.1.4 Produce letter sounds for all consonants including hard and soft g

and c. RF.K.3.a

ELAK.1.5 Produce long and short vowel sounds for a,e,i,o,u. RF.K.3.b ELAK.1.6 Identify the front cover, back cover, and title page of a book. RI.K.5 ELAK.1.7 Demonstrate correct directionality; follow words from left to right,

top to bottom, and page-by-page. RF.K.1.a

ELAK.1.8 Actively engage in group reading activities with purpose and understanding (e.g., pointing to text, turning pages, and finding words).

RL.K.10

Outcome ELAK.2

Students will apply speaking and listening skills during classroom conversations and discussions in order to develop oral language and communication skills.

Standard Reference

Com

pone

nts

ELAK.2.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

SL.K.1

ELAK.2.2 Follow agreed-upon rules for discussion (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

SL.K.1.a

ELAK.2.3 Continue a conversation through multiple exchanges. SL.K.1.b ELAK.2.4 Confirm understanding of a text read aloud or information presented

orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

SL.K.2

ELAK.2.5 Use and understand question words to ask and answer questions in order to seek help, get information, or clarify something that is not understood.

SL.K.3 L.K.1.d

ELAK.2.6 Describe familiar people, places, things, events; and, with prompting and support, provide additional detail.

SL.K.4

ELAK.2.7 Speak audibly and express thoughts, feelings, and ideas clearly. SL.K.6 ELAK.2.8 Use words and phrases acquired through conversations, reading,

being read to, and responding to texts. L.K.6

ELAK.2.9 Produce and expand complete sentences in shared language activities.

L.K.1.f



Outcome ELAK.3

Students will demonstrate and apply phonological awareness, phonics, concepts about print, and concept of word when interacting with books and text.

Standard Reference

Com

pone

nts

ELAK.3.1 Blend and segment onsets and rimes of single-syllable spoken words. RF.K.2.c ELAK.3.2 Isolate and pronounce the initial, medial vowel, and final sounds (i.e.,

phonemes) in cvc words. RF.K.2.d

ELAK.3.3 Correctly print all upper and lowercase letters. L.K.1.a L.K.2.d

ELAK.3.4 Explain organization and basic features of print. Match voice to print with 1:1 correspondence to demonstrate that spoken words are represented in written language by specific sequences of letters and that words are separated by spaces in print (i.e., demonstrate a concept of word).

RF.K.1 RF.K.1.b RF.K.1.c

ELAK.3.5 Write a letter or letters for most consonant and short-vowel sounds. L.K.2.c

Outcome ELAK.4

Students will ask and answer questions during shared reading experiences with a variety of literature. They will identify story elements and retell stories.

Standard Reference

Com

pone

nts


RL.K.10

ELAK.4.2 With prompting and support, ask and answer questions about key details and unknown words in a text.

RL.K.1 RL.K.4

ELAK.4.3 With prompting and support, retell (does not have to be in sequential order) familiar stories, including key details.

RL.K.2

ELAK.4.4 With prompting and support, identify characters, settings, and major events in a story.

RL.K.3

ELAK.4.5 Recognize common types of text (e.g., storybooks and poems). RL.K.5 ELAK.4.6 With prompting and support, name the author and illustrator of a

story, and define the role of each in telling the story. RL.K.6

ELAK.4.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in the story an illustration depicts).

RL.K.7

ELAK.4.8 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

RL.K.9

Outcome ELAK.5

Students will create and share their own narrative pieces with guidance and support.

Standard Reference

Com

pone

nts

ELAK.5.1 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order they occurred, and provide a reaction to what happened.

W.K.3

ELAK.5.2 With guidance and support, respond to questions and suggestions from peers and add details to strengthen writing as needed.

W.K.5

ELAK.5.3 Add drawings or other visual displays to descriptions as desired to provide additional detail.

SL.K.5

ELAK.5.4 With guidance and support, recall information from experiences to answer a question.

W.K.8



Outcome ELAK.6

Students will apply decoding skills, knowledge of high-frequency words, and concepts about print to read grade-level text with purpose and understanding.

Standard Reference

Com

pone

nts

ELAK.6.1 Read, out loud, common high-frequency words by sight. RF.K.3.c ELAK.6.2 Apply beginning decoding and reading strategies when reading

emergent text (e.g., letter-sound knowledge, checking pictures, getting mouth ready for beginning sounds, chunking, flipping the sounds for letters that have more than one sound), and rereading for fluency and comprehension.

RF.K.3 RF.K.4

ELAK.6.3 Identify short and long vowel sounds in words to associate the long and short sounds with common spellings (i.e., graphemes) for the five major vowels (e.g., recognize that the “a” in “cat” is a short vowel sound, and the “a” in “bake” is a long vowel sound).

RF.K.3.b

ELAK.6.4 Distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g., given a picture of a fan, students choose the correct word: fan, fat, tan).

RF.K.3.d

ELAK.6.5 Add or substitute individual sounds (i.e., phonemes) in simple, one-syllable words to make new words (e.g., changing a phoneme to make a new word: from cat-to-can-to-pan-to-pen-to-pet-to-pot).

RF.K.2.e

Outcome ELAK.7

Students will ask and answer questions during shared reading experiences using a variety of informational texts and topics.

Standard Reference

Com

pone

nts


RI.K.10

ELAK.7.2 With prompting and support, ask and answer questions about key details and unknown words in a text.

RI.K.1 RI.K.4

ELAK.7.3 With prompting and support, identify the main topic, retell key details of a text, and describe the connection between two individuals, events, ideas, or pieces of information in a text.

RI.K.2 RI.K.3

ELAK.7.4 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

RI.K.6

ELAK.7.5 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

RI.K.7

ELAK.7.6 With prompting and support, identify the reasons an author gives to support points in a text.

RI.K.8

ELAK.7.7 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations and descriptions or procedures).

RI.K.9

Outcome ELAK.8

Students will create and share their own informational pieces with guidance and support.

Standard Reference

ELAK.8.1 With guidance and support, gather information from provided sources to answer a question.

W.K.8

ELAK.8.2 Participate in shared research and writing projects (e.g., share a variety of sources on the same topic and then model and write together).

W.K.7



ELAK.8.3 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which students name what they are writing about and supply some information about the topic.

W.K.2

ELAK.8.4 With guidance and support, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.K.6

Outcome ELAK.9

Students will write opinion pieces individually and in collaboration with peers. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Standard Reference

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pone

nts

ELAK.9.1 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

W.K.7

ELAK.9.2 Use a combination of drawing, dictating, and writing to compose opinion pieces in which writers tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

W.K.1

ELAK.9.3 With guidance and support, respond to questions and suggestions from peers and add details to strengthen writing as needed.

W.K.5

ELAK.9.4 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling in writing including capitalizing the first word in a sentence and the pronoun I.

L.K.2 L.K.2.a

ELAK.9.5 Recognize and name end punctuation. L.K.2.b ELAK.9.6 Leave spaces between words when writing. RF.K.1.c ELAK.9.7 Write from left to right and top to bottom. RF.K.1.a

Outcome ELAK.10

Students will determine or clarify the meaning of unknown and multiple-meaning words and phrases and use new language and vocabulary in formal and informal discussions and conversations.

Standard Reference

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pone

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ELAK.10.1 Orally use the most frequently occurring inflections and affixes (e.g., -ed, -s, un-, pre-, -ful, -less) as a clue to the meaning of an unknown and multiple-meaning words.

L.K.4 L.K.4.b

ELAK.10.2 Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

L.K.4.a

ELAK.10.3 Demonstrate an understanding of frequently occurring verbs and adjectives by relating them to their opposites and using them in discussions and conversations.

L.K.5.b

ELAK.10.4 Identify real-life connections between words and their use (e.g., note places at school that are colorful).

L.K.5.c

ELAK.10.5 Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, and prance) as well as new meanings for familiar words (e.g., duck is a bird and can be the verb to duck) by using them in discussions and conversations.

L.K.4.a L.K.5 L.K.5.d

ELAK.10.6 Sort common objects into categories (e.g., shapes and foods) to gain a sense of the concepts the categories represent.

L.K.5.a

ELAK.10.7 Demonstrate command of the conventions of standard English grammar and usage by orally use frequently occurring nouns, verbs, prepositions, and form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs, wish, and wishes).

L.K.1 L.K.1.b L.K.1.c L.K.1.e



1st Grade

Purpose Statement:

Students will continue to develop and apply foundational reading and writing skills to learn to read and write as they engage in collaborative conversations in a print and language rich environment.

Bold print identifies the first time a concept appears in the Common Core State Standards.

Outcome ELA1.1

Students will orally demonstrate knowledge of the phonological awareness skills of spoken words, syllables, and sounds. Students will demonstrate an understanding of the organization and basic features of print.

Standard Reference

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ELA1.1.1 Recognize and identify the organization and basic features of print (e.g., first word, capitalization, and ending punctuation).

RF.1.1 RF.1.1.a

ELA1.1.2 Distinguish long from short vowels in spoken single-syllable words.

RF.1.2 RF.1.2.a

ELA1.1.3 Orally produce single-syllable words by blending sounds (i.e., phonemes), including consonant blends.

RF.1.2.b

ELA1.1.4 Isolate and pronounce initial, medial vowel, and final sounds (i.e., phonemes) in spoken single-syllable words.

RF.1.2.c

ELA1.1.5 Segment spoken single-syllable words into their complete sequence of individual sounds (i.e., phonemes).

RF.1.2.d

Outcome ELA1.2

Students will demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Students will demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Standard Reference

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pone

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ELA1.2.1 Print all upper and lowercase letters. L.1.1 L.1.1.a

ELA1.2.2 Use parts of speech: • Common, proper, and possessive nouns • Singular and plural nouns with matching verbs • Personal, possessive, and indefinite pronouns • Verbs (past, present and future) • Frequently occurring adjectives • Conjunctions, prepositions, and determiners (e.g., a, the,

and, my, some)

L.1.1.b L.1.1.c L.1.1.d L.1.1.e L.1.1.f L.1.1.g L.1.1.h L.1.1.i

ELA1.2.3 Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

L.1.1.j

ELA1.2.4 Capitalize dates and names of people. L.1.2 L.1.2.a

ELA1.2.5 Use end punctuation for sentences. L.1.2.b ELA1.2.6 Use commas in dates and to separate words in a series. L.1.2.c ELA1.2.7 Use conventional spelling for frequently used words and spell

untaught words phonetically. L.1.2.d L.1.2.e



Outcome ELA1.3

Students will use decoding and reading strategies including context clues to read grade level text accurately and fluently.

Standard Reference

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pone

nts

ELA1.3.1 Read orally with accuracy, using appropriate rate and expression, and demonstrate an understanding of the text.

RF.1.4 RF.1.4.a RF.1.4.b

ELA1.3.2 Choosing flexibly from an array of strategies, explain or clarify the meaning of unknown and multiple-meaning words and phrases based on a grade-level text (sentence level context, frequently occurring affixes and root words and their inflectional forms). See appendix for root, prefix and suffix list.

L.1.4 L.1.4.a L.1.4.b L.1.4.c

ELA1.3.3 Use context to confirm or self-correct word recognition and understanding (rereading as necessary).

RF.1.4.c

ELA1.3.4 Apply grade-level phonics and word analysis in decoding words: • Consonant digraphs • Regularly spelled one-syllable words • Final -e and common long vowel teams • Every syllable must have a vowel • Decode two-syllable words • Inflectional endings • Grade-appropriate irregularly spelling words.

RF.1.3 RF.1.3.a RF.1.3.b RF.1.3.c RF.1.3.d RF.1.3.e RF.1.3.f RF.1.3.g

ELA1.3.5 Define and classify words into categories based on word relationships and nuances in word meanings through real-life experiences with guidance and support from adults.

L.1.5 L.1.5.a L.1.5.b L.1.5.c L.1.5.d

ELA1.3.6 Use reading strategies to decode words and word meaning (e.g., use the pictures, get your mouth ready, flip the sounds, stretch through the word, chunk, cross-check, self-correct, and reread for meaning and understanding).

RF.1.3

ELA1.3.7 Read, out loud, prose and poetry of appropriate complexity for grade 1 with prompting and support.

RL.1.10

Outcome ELA1.4

Students will analyze literature to ask and answer questions and retell stories. Students will write narratives that tell stories in which they recount two or more appropriately sequenced events.

Standard Reference

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ELA1.4.1 Ask and answer questions about key details in the text. RL.1.1 ELA1.4.2 Describe characters, setting, and major events in a story using key

details. RL.1.3

ELA1.4.3 Retell (does not have to be in sequential order) stories including key details and describe the central message.

RL.1.2

ELA1.4.4 Identify who is telling the story at various points of the text. RL.1.6 ELA1.4.5 Identify words and phrases in stories or poems that suggest

feelings or appeal to the senses. RL.1.4

ELA1.4.6 Use illustrations and details to describe a story’s characters, setting, or events.

RL.1.7

ELA1.4.7 Compare and contrast adventures and experiences of characters in stories.

RL.1.9

ELA1.4.8 Write narratives recounting two or more appropriately W.1.3



sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

ELA1.4.9 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

SL.1.4

ELA1.4.10 Use words and phrases acquired through conversations, reading, being read to and responding to texts.

L.1.6

Outcome ELA1.5

Students will compare and contrast literary and informational text to determine the major differences between books that give information, and books that tell stories. Students will ask and answer questions about key details in a text to determine the main topic. Students will write an informative piece that conveys ideas and information about a specific topic clearly and accurately.

Standard Reference

Com

pone

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ELA1.5.1 Read informational text, with prompting and support, at appropriate complexity for grade 1.

RI.1.10

ELA1.5.2 Explain major differences between books that tell stories and books that give information drawing on a wide reading of a range of text types.

RL.1.5

ELA1.5.3 Use the illustrations and details in a text to describe its key ideas.

RI.1.7

ELA1.5.4 Identify and use various text features to locate key facts or information in a text (e.g., headings, table of contents, glossary, electronic menus, and icons).

RI.1.5

ELA1.5.5 Ask and answer questions about key details in a text and ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

RI.1.1 RI.1.4

ELA1.5.6 Identify the main topic and retell key details of a text. RI.1.2 ELA1.5.7 Describe the connection between two individuals, events, ideas, or

pieces of information in a text. RI.1.3

ELA1.5.8 Write informative/explanatory text in which they name a topic, supply some facts about the topic, and provide some sense of closure.

W.1.2

ELA1.5.9 Answer questions by recalling information from experiences or sources.

W.1.8


SL.1.4

Outcome ELA 1.6

Students will compare and contrast two texts on the same topic and identify reasons an author gives to support points through read alouds and student selected text. Students will write an opinion piece that supplies a reason and some sense of closure.

Standard Reference

Com

pone

nts ELA1.6.1 Distinguish between information provided by picture or

illustrations and information provided by words in a text. RI.1.6

ELA1.6.2 Ask and answer questions about key details in a read aloud or information presented orally to clear up any confusion about the topic and text or to gather additional information.

SL.1.1 SL.1.1.c SL.1.2 SL.1.3



ELA1.6.3 Compare and contrast two texts on the same topic. RI.1.9 ELA1.6.4 Identify reasons an author gives to support points in a text. RI.1.8 ELA1.6.5 Write an opinion piece to introduce the topic or name of a book,

state an opinion, supply a reason, and provide a sense of closure. W.1.1

ELA1.6.6 Use words and phrases acquired through conversations, reading, being read to, and responding to texts.

L.1.6


SL.1.4

Outcome ELA1.7

Students will work together on shared research and writing projects. Students will apply speaking and listening skills to have collaborative conversations.

Standard Reference

Com

pone

nts

ELA1.7.1 Follow agreed-upon rules for discussions (e.g., listening to others with care, and speaking one at a time).

SL.1.1.a

ELA1.7.2 Build upon others’ talk in conversations by responding to the comments of others through multiple exchanges.

SL.1.1.b

ELA1.7.3 Produce complete sentences when appropriate to task and situation.

SL.1.6

ELA1.7.4 Use words and phrases acquired through conversations, reading, and being read to and responding to texts.

L.1.6

ELA1.7.5 Create visual displays to clarify ideas, thoughts, and feelings. SL.1.5 ELA1.7.6 Work collaboratively on a shared research and writing project (e.g.,

explore how-to-books and use them to write a sequence of instructions).

W.1.7

ELA1.7.7 With guidance and support from adults, use a variety of digital tools to produce and publish writing in collaboration with peers.

W.1.6

ELA1.7.8 With guidance and support from adults, decide on a topic and respond to questions and suggestions while adding details.

W.1.5



2nd Grade

Purpose Statement

Students will, through collaborative experiences, apply grade-level phonics and fluency in order to read and comprehend literary and informational texts. Narrative, informative/explanatory, and opinion pieces will be written using the writing process.


Outcome ELA2.1

Students will read and write narratives in which they discuss story structure while using foundational skills including short and long vowels, prefixes, suffixes and compounds words.

Standard Reference

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ELA2.1.1 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of characters, setting, or plot.

RL.2.5 RL.2.7

ELA2.1.2 Participate in collaborative conversations with diverse partners, follow agreed-upon rules for discussions, and build upon others’ talk by linking comments to the remarks of others (e.g., gain the floor in respectful ways, listen to others with care, and speak one at a time about the topics and text under discussion).

SL.2.1 SL.2.1.a SL.2.1.b

ELA2.1.3 Distinguish long and short vowels and common vowel teams when reading regularly spelled one-syllable words. Decode regularly spelled two-syllable words with long vowels. Decode words with common prefixes and suffixes. See appendix for root, prefix and suffix list.

RF2.3 RF2.3.a RF2.3.b RF2.3.c RF2.3.d

ELA2.1.4 Use knowledge of the meaning of individual words to predict the meaning of compound words.

L.2.4.d

ELA2.1.5 Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

L.2.4.b L.2.4.c

ELA2.1.6 Write narratives in which they recount (requires sequential order) a well-elaborated event or short sequence of events, include details that describe actions, thoughts and feelings, use temporal words to signal event order, and provide a sense of closure.

W.2.3

Outcome ELA2.2

Students will read and discuss literature in which they recount an event or short sequence of events. Students will describe the structure of a story orally, including creating audio recordings, and describe how characters in a story respond to major events and challenges.

Standard Reference

Com

pone

nts ELA2.2.1 Recount stories, including fables and folktales from diverse

cultures, and determine their central message, lesson, or moral. Compare and contrast two or more versions of the same story by different authors or from different cultures.

RL.2.2 RL.2.9

ELA2.2.2 Show differences in the points of view of characters, including speaking in a different voice for each character when reading

RL.2.6



dialogue aloud. ELA2.2.3 Describe how characters respond to major events and

challenges. RL.2.3

ELA2.2.4 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

SL.2.5

Outcome ELA2.3

Students will read and write narratives and revise and edit their writing. Students strengthen their writing through a variety of oral and written experiences and learned vocabulary.

Standard Reference

Com

pone

nts

ELA2.3.1 Recall information from experiences or gather information from provided sources to answer a question. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Compare formal and informal uses of English.

W.2.8 L.2.3 L.2.3.a

ELA2.3.2 Ask and answer such questions as who, what, when, where, why, and how to demonstrate understanding of key details in a text.

RL.2.1

ELA2.3.3 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

SL.2.4

ELA2.3.4 Demonstrate command of conventions of standard English grammar and usage. Produce, expand, and rearrange complete simple and compound sentences. Use adjectives and adverbs, and choose between them depending on what is to be modified.

L.2.1 L.2.1.e L.2.1.f

ELA2.3.5 Demonstrate command of conventions of standard English capitalization, punctuation, and spelling. Use learned spelling patterns when writing words including contractions and possessives.

L.2.2 L.2.2.c L.2.2.d

ELA2.3.6 Use words and phrases (e.g., acquired through conversations, reading and being read to, and responding to text), including adjectives and adverbs, to describe. Identify real-life connections between words and their use.

L.2.5.a L.2.6

ELA2.3.7 Use reflexive pronouns, collective nouns, and irregular plural nouns.

L.2.1.a L.2.1.b L.2.1.c

ELA2.3.8 Form and use the past tense of frequently occurring verbs. L.2.1.d ELA2.3.9 With guidance and support from adults and peers, focus on a topic

and strengthen writing as needed by revising and editing. W.2.5

Outcome ELA2.4

Students will read and write informative/explanatory pieces that include main idea and details, vocabulary with context clues, and text features.

Standard Reference

Com

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ELA2.4.1 Ask and answer such questions as who, what, when, where, why, and how to demonstrate understanding of key details in a text. Ask and answer questions, in complete sentences, about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

RI.2.1 SL.2.1.c SL.2.3 SL.2.6

ELA2.4.2 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, and icons) to

RI.2.5 RI.2.7



locate key facts or information in a text efficiently. Explain how specific images contribute to and clarify a text.

ELA2.4.3 Write informative/explanatory text in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

W.2.2

ELA2.4.4 Participate in group shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

W.2.7

ELA2.4.5 Read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 complexity band proficiently, with scaffolding as needed at the high end of the range.

RI.2.10

Outcome ELA2.5

Students will revise informative/explanatory pieces for focus and edit for spelling using resources.

Standard Reference

Com

pone

nts

ELA2.5.1 Choosing flexibly from an array of strategies, use sentence-level context as a clue to determine the meaning of an unknown word or phrase. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

L.2.4 L.2.4.a RF.2.4.c RI.2.4

ELA2.5.2 Consult reference materials, including beginning dictionaries, both print and digital, as needed to check and correct spelling and to determine or clarify the meaning of words and phrases.

L.2.2.e L.2.4.e

ELA2.5.3 Demonstrate understanding of key details in a text and identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within a text. Describe the connection between a series of historical events, science ideas or concepts or steps in technical procedures in a text. Recount key ideas and details from a text read aloud or information presented orally or through other media.

RI.2.2 RI.2.3 SL.2.2

ELA2.5.4 Compare and contrast the most important points presented by two texts on the same topic and how these reasons support specific points the authors make in a text.

RI.2.8 RI.2.9

ELA2.5.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing and using a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.2.5 W.2.6

Outcome ELA2.6

Students will read and write opinion pieces and letters. Students will revise and edit for capitalization, commas, verbs, and adjectives.

Standard Reference

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nts

ELA2.6.1 Identify the main purpose of a text including what the author wants to answer, explain, or describe.

RI.2.6

ELA2.6.2 Write an opinion piece in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement or section.

W.2.1

ELA2.6.3 Describe how words and phrases (e.g., regular beats, alliteration, rhythm, and repeated lines) supply rhythm and meaning in a story, poem, or song.

RL.2.4



ELA2.6.4 Read grade-level text with purpose and understanding. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings to support comprehension.

RF.2.4 RF.2.4.a RF.2.4.b

ELA2.6.5 Identify words with inconsistent but common spelling-sound correspondences. Recognize and read grade-appropriate irregularly spelled words.

RF.2.3.e RF.2.3.f

Outcome ELA2.7

Students will revise and edit opinion pieces for capitalization, commas, verbs, and adjectives.

Standard Reference

Com

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nts

ELA2.7.1 Capitalize holidays, product names, and geographic names. L.2.2.a ELA2.7.2 Write a letter that uses commas in greetings and closings. L.2.2.b ELA2.7.3 Demonstrate understanding of word relationships and nuances in

word meanings. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, and hurl) and closely related adjectives (e.g., thin, slender, skinny, and scrawny).

L.2.5 L.2.5.b

ELA2.7.4 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RL.2.10



3rd Grade

Purpose Statement:

Students will read and comprehend literature and informational texts at the high end of the grade 2-3 text complexity band independently and proficiently, by the end of the year. Students will produce and publish, with support, narrative, opinion, and informative writing pieces using technology (with keyboarding skills). Students will conduct short research projects by gathering information from print and digital sources, taking brief notes on sources, and sorting evidence into provided categories. Students will begin to write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences. Students will engage in discussions with diverse partners.


Outcome ELA3.1

Students will apply grade-level phonics, decoding and vocabulary skills to read aloud with sufficient accuracy and fluency to support comprehension.

Standard Reference

Com

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nts

ELA3.1.1 Identify and know the meaning of the most common prefixes and derivational suffixes. See appendix for root, prefix and suffix list:

• Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

• Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

RF.3.3.a L.3.4.b L.3.4.c PAWS

ELA3.1.2 Know and apply grade-level phonics and word analysis skills and decode multisyllabic words including those with the same root word and those with common Latin suffixes:

• Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

• Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

RF.3.3 RF.3.3.b RF.3.3.c L.3.4.b L.3.4.c PAWS

ELA3.1.3 Read aloud grade-appropriate irregularly spelled words (e.g., because, should, and friend).

RF.3.3.d

ELA3.1.4 Read grade-level text with purpose and understanding. Read with sufficient accuracy and fluency to support comprehension:

• Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

• Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace.

RF.3.4 RF.3.4.a RF.3.4.b

ELA3.1.5 Use sentence-level context as a clue to the meaning of the word or phrase or to confirm or self-correct words and understanding, rereading as necessary.

RF.3.4.c L.3.4.a PAWS

Outcome ELA3.2

Students will ask and answer questions in a range of collaborative discussions including one-on-one, in groups, and presenter-led to demonstrate command of the conventions of standard English when combining speaking and listening skills.

Standard Reference



Com

pone

nts

ELA3.2.1 Formulate and utilize agreed-upon rules or norms for collaborative discussions (e.g., gaining the floor in respectful ways, listening to others with care, and speaking one at a time about the topics) building on others’ ideas and expressing their own clearly.

SL.3.1 SL.3.1.b

ELA3.2.2 Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

SL.3.1.a

ELA3.2.3 In complete sentences, ask questions about information to check for understanding, stay focused on the topic, and link comments to the presentation and remarks of others.

SL.3.1.c SL.3.3

ELA3.2.4 In complete sentences, answer questions with elaboration and detail to clarify information, stay focused on the topic, and link comments to the presentation and remarks of others.

SL.3.3 SL.3.6

ELA3.2.5 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

SL.3.4

ELA3.2.6 Add visual displays when appropriate to emphasize or enhance certain facts or details.

SL.3.5

ELA3.2.7 Recognize and observe differences between the conventions of spoken and written standard English.

L.3.3.b

Outcome ELA3.3

Students will read, listen to, and comprehend stories and respond in writing and speaking while applying grade-level conventions.

Standard Reference

Com

pone

nts

ELA3.3.1 Ask and answer questions to demonstrate understanding of the text, referring explicitly to the text as the basis for answers.

RL.3.1 PAWS

ELA3.3.2 Describe characters in a story (e.g., their traits, motivations or feelings) and explain how their actions contribute to the sequence of events. Distinguish their own point of view from that of the narrator or those of the characters.

RL.3.3 RL.3.6 PAWS

ELA3.3.3 Refer to parts of the story, including the chapter, to describe how each successive part builds on earlier sections.

RL.3.5 PAWS

ELA3.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

RL.3.4 PAWS

ELA3.3.5 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

RL.3.7 PAWS

ELA3.3.6 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

RL.3.9 PAWS



Outcome ELA3.4

Students will use the writing process to create and publish a narrative story with real or imagined experiences or events using correct conventions, effective technique, descriptive details, and clear event sequences.

Standard Reference

Com

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nts

ELA3.4.1 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences:

• Establish a situation and introduce the narrator and/or characters; organize an event sequence that unfolds naturally.

• Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situation.

• Use temporal words and phrases to signal event order. • Provide a sense of closure.

W.3.3 W.3.3.a W.3.3.b W.3.3.c W.3.3.d

ELA3.4.2 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

W.3.4

ELA3.4.3 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

W.3.5

ELA3.4.4 Recall information from experiences or gather information from print and digital sources.

W.3.8

ELA3.4.5 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:

• Provide simple, compound, and complex sentences. • Use coordinating and subordinating conjunctions.

L.3.1 L.3.1.h L.3.1.i

ELA3.4.6 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing:

• Capitalize appropriate words and titles. • Consult reference materials, including beginning

dictionaries, as needed to check and correct spelling. • Use commas and quotation marks in dialogue. • Use conventional spelling for high-frequency and other

studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

L.3.2 L.3.2.a L.3.2.c L.3.2.e L.3.2.g

ELA3.4.7 Demonstrate understanding of word relationships and nuances in word meanings:

• Distinguish literal and nonliteral meanings of words and phrases in context (e.g., take steps).

• Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

• Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

L.3.5 L.3.5.a L.3.5.b L.3.5.c PAWS



Outcome ELA3.5

Students will read and comprehend informational text about historical events, scientific ideas or concepts, or steps in technical procedures in a text and respond in writing and speaking while applying grade-level conventions.

Standard Reference

Com

pone

nts

ELA3.5.1 Determine the main ideas and supporting details of an informational text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Explain in complete sentences, their own ideas and understanding in light of the discussion.

SL.3.1.d SL.3.2

ELA3.5.2 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.3.1 PAWS

ELA3.5.3 Determine the main idea of a text, recount the key details and explain how they support the main idea.

RI.3.2 PAWS

ELA3.5.4 Describe the relationship between a series of historical events in a text using language that pertains to time, sequence, and cause/effect.

RI.3.3 PAWS

ELA3.5.5 Determine the meaning of general academic and domain- specific words and phrases in a text relevant to a grade 3 topic or subject area.

RI.3.4 PAWS

ELA3.5.6 Utilize text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

RI.3.5 PAWS

ELA3.5.7 Distinguish their own point of view from that of the authors of a text.

RI.3.6 PAWS

ELA3.5.8 Use information gained from illustrations (e.g., maps, photographs), and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

RI.3.7 PAWS

ELA3.5.9 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

RI.3.8 PAWS

ELA3.5.10 Compare and contrast the most important points and key details presented in two texts on the same topic.

RI.3.9 PAWS

ELA3.5.11 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 complexity band independently and proficiently.

RI.3.10



Outcome ELA3.6

Students will, with guidance and support from adults, use technology to produce and publish informative/explanatory texts, using correct conventions and effective technique, to examine a topic, convey ideas and information.

Standard Reference

Com

pone

nts

ELA3.6.1 Write informative/explanatory texts to examine a topic and convey ideas and information clearly:

• Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

• Develop the topic with facts, definitions, and details. • Use linking words and phrases (e.g., also, another, and,

more, but) to connect ideas within categories of information.

• Provide a concluding statement or section.

W.3.2 W.3.2.a W.3.2.b W.3.2.c W.3.2.d

ELA3.6.2 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

W.3.4


W.3.5

ELA3.6.4 Conduct short research projects that build knowledge on a topic. W.3.7 ELA3.6.5 Recall information from experiences or gather information from

print and digital sources; take brief notes on sources and sort evidence into provided categories.

W.3.8

ELA3.6.6 Demonstrate command of the conventions of standard English grammar and usage when writing and speaking:

• Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

• Form and use regular and irregular verbs. • Form and use the simple verb tenses (e.g., I walked, I walk,

I will walk). • Form and use comparative and superlative adjectives and

adverbs, and choose between them depending on what is to be modified.

• Produce simple, compound, and complex sentences.

L.3.1 L.3.1.a L.3.1.d L.3.1.e L.3.1.g L.3.1.i

ELA3.6.7 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: • Use conventional spelling for high-frequency and other

studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, and happiness).

• Use spelling patterns and generalizations (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts) in writing words.

• Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

L.3.2 L.3.2.e L.3.2.f L.3.2.g

ELA3.6.8 Use knowledge of language and its conventions when writing, speaking, and listening. Choose words and phrases for effect.

L.3.3 L.3.3.a

ELA3.6.9 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing

L.3.4 L.3.4.d



flexibly from a range of strategies. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

ELA3.6.10 Demonstrate understanding of word relationships and nuances in word meanings:

• Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

• Identify real-life connections between words and their use (e.g., describe people who are friendly and helpful).

• Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, and wondered).

L.3.5 L.3.5a L.3.5b L.3.5c

ELA3.6.11 Acquire and use accurately grade-appropriate, conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

L.3.6

Outcome ELA3.7

Students will read, listen to, and comprehend fables, folktales and myths and respond in writing and speaking while applying grade-level conventions.

Standard Reference

Com

pone

nts

ELA3.7.1 Determine the main ideas and supporting details of a fictional text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Explain in complete sentences, their own ideas and understanding in light of the discussion.

SL.3.1.d SL.3.2

ELA3.7.2 Recount fables, folktales and myths from diverse cultures; determine and discuss the central message, lesson or moral and explain how it is conveyed through key details in the text .

RL.3.2 PAWS

ELA3.7.3 Ask and answer questions to demonstrate understanding of the text, referring explicitly to the text as the basis for answers.

RL.3.1 PAWS

ELA3.7.4 Refer to parts of the story to describe how each successive part builds on earlier sections.

RL.3.5 PAWS

ELA3.7.5 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 complexity band independently and proficiently.

RL.3.10

Outcome ELA3.8

Students will, with guidance and support from adults, use technology to produce and publish opinion pieces, using correct conventions and effective technique, on topics or texts supporting a point of view.

Standard Reference

Com

pone

nts

ELA3.8.1 Write opinion pieces on topics or texts, supporting a point of view: • Introduce the topic or text they are writing about, state an

opinion, and create an organizational structure that lists reasons.

• Provide reasons that support the opinion. • Use linking words and phrases (e.g., because, therefore, since,

for example) to connect opinion and reasons. • Provide a concluding statement or section.

W.3.1 W.3.1.a W.3.1.b W.3.1.c W.3.1.d

ELA3.8.2 With guidance and support from adults, produce writing in W.3.4



which the development and organization are appropriate to task and purpose.


W.3.5

ELA3.8.4 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

W.3.6

ELA3.8.5 Recall information from experiences or gather information from print and digital sources.

W.3.8

ELA3.8.6 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:

• Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

• Use commas in addresses. • Form and use regular and irregular plural nouns. • Use abstract nouns (e.g., childhood). • Ensure subject-verb and pronoun-antecedent agreement. • Produce simple, compound, and complex sentences.

L.3.1 L.3.1.a L.3.1.b L.3.1.c L.3.1.f L.3.1.i

ELA3.8.7 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing:

• Form and use possessives. • Use conventional spelling for high-frequency and other

studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

• Use spelling patterns and generalizations (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts in writing words.

L.3.2 L.3.2.b L.3.2.d L.3.2.e L.3.2.f

ELA3.8.8 Write routinely over extended time 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.

W.3.10



4th Grade

Purpose Statement:

Students will read and analyze informational and literary texts, explicitly and inferentially, by utilizing their foundational skills with multisyllabic words, roots, affixes and syllabication. Students will compose opinion, narrative, and informational pieces with specific attention to conclusions. With support, students will be able to plan, edit and revise their writing in order to publish a piece of writing using technology. Students will present, share and discuss in the context of reading and writing.


Outcome ELA4.1

Students will read and analyze two forms of the same story in order to compose, publish and present visually or orally a typed narrative piece. Students will critique specific points of a speaker's presentation.

Standard Reference

Com

pone

nts

ELA4.1.1


RL.4.1 PAWS

ELA4.1.2


RL.4.3 PAWS

ELA4.1.3

Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

RL.4.6 PAWS

ELA4.1.4

Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

RL.4.7 PAWS

ELA4.1.5

Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

RL.4.9 PAWS

ELA4.1.6 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences: • Orient the reader by establishing a situation and introducing a

narrator and/or characters; organize an event sequence that unfolds naturally.

• Use dialogue and description to develop experiences and events or show the responses of characters to situations.

• Use a variety of transitional words and phrases to manage the sequence of events.

W.4.3 W.4.3.a W.4.3.b W.4.3.c

ELA4.1.7 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led), with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly:

• Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

• Follow agreed-upon rules for discussions and carry out

SL.4.1 SL.4.1.a SL.4.1.b SL.4.1.c SL.4.1.d



assigned roles. • Pose and respond to specific questions to clarify or follow

up on information, and make comments that contribute to the discussion and link to the remarks of others.

• Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

ELA4.1.8 Identify the reasons and evidence a speaker provides to support particular points.

SL.4.3

ELA4.1.9 With some guidance and support from adults, 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 one page in a single sitting.

W.4.6

ELA4.1.10 Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

RF.4.4 RF.4.4a RF.4.4c

Outcome ELA4.2

Students will summarize informational texts orally and in writing. Students will introduce a topic and group information related to the topic in an informational piece of writing.

Standard Reference

Com

pone

nts

ELA4.2.1

Identify the main idea of a text and explain how it is supported by key details, summarize the text.

RI.4.2 PAWS

ELA4.2.2


RI.4.1 PAWS

ELA4.2.3

Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

RI.4.7 PAWS

ELA4.2.4

Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

RI.4.9 PAWS

ELA4.2.5 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led), with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly: • Come to discussions prepared, having read or studied required

material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

• Follow agreed-upon rules for discussions and carry out assigned roles.

• Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

• Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

SL.4.1 SL.4.1.a SL.4.1.b SL.4.1.c SL.4.1.d

ELA4.2.6 Write informative/explanatory texts to examine a topic and convey ideas and information clearly:

W.4.2 W.4.2.a



• Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

• Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

W.4.2.b

ELA4.2.7

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

L.4.4 L.4.4.a PAWS


W.4.10

Outcome ELA4.3

Students will read closely and discuss literature for a better understanding of the structure and overall theme. Utilizing their knowledge of structure and theme, students will develop a beginning to a narrative writing.

Standard Reference

Com

pone

nts

ELA4.3.1

Determine a theme of a story, drama, or poem from details in the text; summarize the text.

RL.4.2 PAWS

ELA4.3.2


RL.4.3 PAWS

ELA4.3.3

Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

RL.4.4 PAWS

ELA4.3.4

Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

RL.4.9 PAWS

ELA4.3.5 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences: • Orient the reader by establishing a situation and introducing a


• Use dialogue and description to develop experiences and events or show the responses of characters to situations.

• Use a variety of transitional words and phrases to manage the sequence of events.

W.4.3 W.4.3.a W.4.3.b W.4.3.c

ELA4.3.6 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SL.4.4


W.4.5



ELA4.3.8 Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions]").

W.4.9 W.4.9.a

Outcome ELA4.4

Students will analyze the structure and content of informational texts. Students will link ideas and create a solid conclusion for informative/explanatory writing.

Standard Reference

Com

pone

nts

ELA4.4.1 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

RI.4.5 PAWS

ELA4.4.2

Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

RI.4.3 PAWS

ELA4.4.3 Write informative/explanatory text to examine a topic and convey ideas and information clearly: • Link ideas within categories of information using words and

phrases (e.g., another, for example, also, because). • Provide a concluding statement or section related to the

information or explanation presented. • Use precise language and domain-specific vocabulary to

inform about or explain the topic.

W.4.2 W.4.2.c W.4.2.d W.4.2.e

ELA4.4.4 Demonstrate command of conventions of standard English capitalization, punctuation and spelling when writing: • Use correct capitalization. • Use commas and quotation marks to mark direct speech and

quotations from a text. • Use a comma before a coordinating conjunction in a

compound sentence. • Spell grade-appropriate words correctly, consulting

references as needed.

L.4.2 L.4.2.a L.4.2.b L.4.2.c L.4.2.d

ELA4.4.5 Use knowledge of language and its conventions when writing, speaking, reading, or listening: • Choose words and phrases to convey ideas precisely. • Choose punctuation for effect. • Differentiate between contexts that call for formal English

(e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

L.4.3 L.4.3.a L.4.3.b L.4.3.c

ELA4.4.6 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

W.4.4

ELA4.4.7 Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). See appendix for root, prefix and suffix list.

L.4.4.b PAWS

ELA4.4.8 Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text").

W.4.9.b



Outcome ELA4.5

Students will read, analyze, and discuss poetry, prose and drama. Students will apply figurative language and use sensory details throughout their narratives, create a strong conclusion, and present their narratives orally.

Standard Reference

Com

pone

nts

ELA4.5.1

Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

RL.4.5 PAWS

ELA4.5.2

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings: • Explain the meaning of simple similes and metaphors (e.g.,

as pretty as a picture) in context. • Recognize and explain the meaning of common idioms,

adages, and proverbs. • Demonstrate understanding of words by relating them to

their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

L.4.5 L.4.5.a L.4.5.b L.4.5.c

ELA4.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences: • Use concrete words and phrases and sensory details to

convey experiences and events precisely. • Provide a conclusion that follows from the narrated

experiences or events.

W.4.3 W.4.3.d W.4.3.e

ELA4.5.4 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

SL.4.6

ELA4.5.5 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: • Use relative pronouns (who, whose, whom, which, that)

and relative adverbs (where, when, why). • Form and use the progressive verb tenses (e.g., I was

walking, I am walking, I will be walking). • Use modal auxiliaries (e.g., can, may, must) to convey

various conditions.

L.4.1 L.4.1.a L.4.1.b L.4.1.c

ELA4.5.6 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RL.4.10 PAWS

ELA4.5.7 Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

RF4.4.B

Outcome ELA4.6

Students will gather information from diverse formats, analyze and discuss firsthand and secondhand accounts on a topic. Students will research through investigation of different aspects of a topic.

Standard Reference

ELA4.6.1 Apply research to build knowledge through investigation of different aspects of a topic.

W.4.7

ELA4.6.2 Compare and contrast a firsthand and secondhand account of RI.4.6



the same event or topic, describe the differences in focus and the information provided.

PAWS

ELA4.6.3

Explain how an author uses reasons and evidence to support particular points in a text.

RI.4.8 PAWS

ELA4.6.4 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.4.2

ELA4.6.5

Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

RI.4.4 PAWS

ELA4.6.6 Apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

RF.4.3 RF.4.3.a

ELA4.6.7 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

W.4.8

ELA4.6.8 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SL.4.4

ELA4.6.9

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

L.4.4.c PAWS

ELA4.6.10

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

L.4.6 PAWS

Outcome ELA4.7

Students will read and dissect informational texts and apply their learnings to a typed opinion piece of writing with supporting audio/visual displays.

Standard Reference

Com

pone

nts

ELA4.7.1 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

RI.4.3 PAWS

ELA4.7.2 Write opinion pieces on topics or texts, supporting a point of view with reasons and information: • Introduce a topic or text clearly, state an opinion, and create an

organizational structure in which related ideas are grouped to support the writer's purpose.

• Provide reasons that are supported by facts and details. • Link opinion and reasons using words and phrases (e.g., for

instance, in order to, in addition). • Create a concluding statement or section related to the

opinion presented.

W.4.1 W.4.1.a W.4.1.b W.4.1.c W.4.1.d

ELA4.7.3 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to

W.4.6



interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

ELA4.7.4 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: • Order adjectives within sentences according to

conventional patterns (e.g., a small red bag rather than a red small bag).

• Form and use prepositional phrases. • Produce complete sentences, recognizing and correcting

inappropriate fragments and run-ons. • Correctly use frequently confused words (e.g., to, too, two;

there, their).

L.4.1 L.4.1.d L.4.1.e L.4.1.f L.4.1.g

ELA4.7.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

SL.4.5

ELA4.7.6 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RI.4.10 PAWS



5th Grade

Purpose Statement:

Students will read and comprehend text at the high end of the grade 4-5 text complexity band independently and proficiently. Students will compare and contrast multiple sources in order to logically analyze using text evidence. With acquired knowledge of figurative language students will read, write, speak and listen at deeper levels of understanding. Students will use multimedia to enhance presentations that will build shared knowledge. Students will use grade appropriate conventions in all of their writing, and will demonstrate sophisticated mastery of opinion writing.


Outcome ELA5.1

Students will independently write, read and listen to multiple literary texts and determine two or more main ideas while summarizing and drawing inferences. Students will write routinely over time and publish a narrative, integrating grade-level appropriate conventions, while using the writing process.

Standard Reference

Com

pone

nts

ELA5.1.1 Quote accurately from a literature text when explaining what the text says explicitly and when drawing inferences from the text.

RL.5.1 PAWS

ELA5.1.2 Listen to and summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.5.2

ELA5.1.3 Write narratives to develop real or imagined experiences: • Orient the reader by establishing a situation and introducing a


• Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

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

W.5.3 W.5.3.a W.5.3.c W.5.3.e

ELA5.1.4 Demonstrate command of conventions (e.g., capitalization, punctuation and spelling): • Use punctuation to separate items in a series. • Use a comma to separate an introductory element from the

rest of the sentence. • Use a comma to set off the words yes and no, to set off a tag

question from the rest of the sentence, and to indicate direct address.

• Use underlining, quotation marks, or italics to indicate titles of works.

• Spell grade-appropriate words correctly, consulting references as needed.

L.5.2 L.5.2.a L.5.2.b L.5.2.c L.5.2.d L.5.2.e

ELA5.1.5 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

SL.5.3

ELA5.1.6 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.5.5

ELA5.1.7 Apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences,

RF.5.3 RF.5.3a



syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

ELA5.1.8 Read orally with sufficient accuracy and fluency to support comprehension: • Read orally on-level text with purpose and understanding. • Use context to confirm or self-correct word recognition and

understanding, rereading as necessary.

RF5.4 RF5.4.a RF5.4.c

Outcome ELA5.2

Students will read, write, and produce a research project while quoting accurately and summarizing from multiple informational sources that address different aspects of the topic. They will integrate revision to improve sentence quality and include a clear topic, strong introduction, linking ideas and a concluding statement in their typed writing.

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ELA5.2.1 Quote accurately from an informative text when explaining what the text says explicitly and when drawing inferences from the text.

RI.5.1 PAWS

ELA5.2.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

RI.5.2 PAWS

ELA5.2.3 Write informative/explanatory texts to examine a topic and convey ideas and information clearly: • Introduce a topic clearly, provide a general observation and

focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

• Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

• Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

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

• Provide a concluding statement or section related to the information or explanation presented.

W.5.2 W.5.2.a W.5.2.b W.5.2.c W.5.2.d W.5.2.e

ELA5.2.4 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

W.5.7

ELA5.2.5

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

RI.5.9 PAWS

ELA5.2.6

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

RI.5.7 PAWS

ELA5.2.7 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

RI.5.4 PAWS

ELA5.2.8 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Expand, combine and reduce sentences for meaning, reader/listener interest, and style.

L.5.3 L.5.3.a

ELA5.2 .9 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to

W.5.6



interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.


W.5.10

Outcome ELA5.3

Students will read, write, speak, and listen to enhance communication. Students will create and share projects using multimedia components, communicating information, summarizing, and applying theme, while focusing on sensory details.

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ELA5.3.1

Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

RL.5.2 PAWS

ELA5.3.2 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences:

• Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

• Use concrete words and phrases and sensory details to convey experiences and events precisely.

W.5.3 W.5.3.b W.5.3.d

ELA5.3.3 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

SL.5.5

ELA5.3.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

W.5.4

ELA5.3.5

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

RL.5.4 PAWS

Outcome ELA5.4

Students will read, write, speak and listen while gathering relevant information from several texts. Opinion pieces will be sequenced logically and use appropriate conventions.

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ELA5.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information:

• Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.

• Provide a concluding statement or section related to the opinion presented.

W.5.1 W.5.1.a W.5.1.d

ELA5.4.2 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

W.5.8

ELA5.4.3 Conduct short research projects that use several sources to build W.5.7



knowledge through investigation of different aspects of a topic. ELA5.4.4

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

RI.5.7 PAWS

ELA5.4.5

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

RI.5.9 PAWS

ELA5.4.6 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SL.5.4

ELA5.4.7 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: • Explain the function of conjunctions, prepositions, and

interjections in general and their function in particular sentences.

• Use correlative conjunctions (e.g., either/or, neither/nor).

L.5.1 L.5.1.a L.5.1.e

ELA5.4.8

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

L.5.6 PAWS

Outcome ELA5.5

Students will read and write applying figurative language to analyze the effects of parts of a text on the text as a whole. Students will explain how the structure of a text and its visual and media elements enhance the meaning of text or multi-media.

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ELA5.5.1

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings: • Interpret figurative language, including similes and

metaphors, in context. • Recognize and explain the meaning of common idioms, adages,

and proverbs. • Use the relationship between particular words (e.g.,

synonyms, antonyms, and homographs) to better understand each of the words.

L.5.5 L.5.5.a L.5.5.b L.5.5.c PAWS

ELA5.5.2

Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

RL.5.5 PAWS

ELA5.5.3

Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, and poem).

RL.5.7 PAWS

ELA5.5.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies: • Use context (e.g., cause/effect relationships and comparisons in

text) as a clue to the meaning of a word or phrase. • Use common, grade-appropriate Greek and Latin affixes and

roots as clues to the meaning of a word (e.g., photograph, photosynthesis). See appendix for root, prefix and suffix list.

• Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation

L.5.4 L.5.4.a L.5.4.b L.5.4.c PAWS



and determine or clarify the precise meaning of key words and phrases.

ELA5.5.5 Read orally with sufficient accuracy and fluency to support comprehension: • Read on-level prose and poetry orally with accuracy,

appropriate rate, and expression on successive readings.

RF.5.4 RF.5.4b

Outcome ELA5.6

Students will read, write, speak and listen in order to evaluate and communicate the point of view of others. Students will engage in collaborative discussions, oral presentation, and writing to share their point of view that is supported by evidence.

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ELA5.6.1

Describe how a narrator's or speaker's point of view influences how events are described.

RL.5.6 PAWS

ELA5.6.2

Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

RI.5.6 PAWS

ELA5.6.3

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

RI.5.8 PAWS

ELA5.6.4 Engage effectively in a range of collaborative discussions including one-on-one, in groups, and teacher-led with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly: • Come to discussions prepared, having read or studied required

material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

• Follow agreed-upon rules for discussions and carry out assigned roles.

• Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

• Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

SL.5.1 SL.5.1.a SL.5.1.b SL.5.1.c SL.5.1.d

ELA5.6.5 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

SL.5.6

ELA5.6.6 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: • Form and use the perfect verb tenses (e.g., I had walked, I

have walked, I will have walked). • Use verb tense to convey various times, sequences, states,

and conditions. • Recognize and correct inappropriate shifts in verb tense.

L.5.1 L.5.1.b L.5.1.c L.5.1.d

ELA5.6.7 Write opinion pieces on topics or texts, supporting a point of view with reasons and information: • Provide logically ordered reasons that are supported by facts

and details. • Link opinion and reasons using words, phrases, and clauses

(e.g., consequently, specifically).

W.5.1 W.5.1.b W.5.1.c



Outcome ELA5.7

Students will speak, read, and write in order to compare and contrast relationships, interactions or events within literature and informational text. Students will summarize using accurate evidence from the text or speaker.

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ELA5.7.1

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

RL.5.3 PAWS

ELA5.7.2

Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

RL.5.9 PAWS

ELA5.7.3

Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

RI.5.5 PAWS

ELA5.7.4

Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

RI.5.3 PAWS

ELA5.7.5 Draw evidence from literary or informational texts to support analysis, reflection, and research: • Apply grade 5 Reading standards to literature (e.g., "Compare

and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").

• Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

W.5.9 W.5.9.a W.5.9.b

ELA5.7.6 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

SL.5.3

ELA5.7.7 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SL.5.4

ELA5.7.8 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

L.5.3 L.5.3.b

ELA5.7.9 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

RL.5.10 PAWS

ELA5.7.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

RI.5.10 PAWS



6th Grade

Purpose Statement:

Students will analyze and evaluate literature and literary nonfiction using a variety of texts/genres to support their claims and interpret the perspectives of others. Utilizing multiple resources, they will continue to create narrative and informational writing, in addition to making a shift from opinion to evidence-based argument writing. Students will learn and apply techniques to collaborate effectively.


Outcome ELA6.1

Students will choose flexibly from a range of strategies to determine or clarify the meaning of unknown and multiple meaning words and phrases.

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ELA6.1.1

Use context to determine the overall meaning of a word’s meaning as used in a sentence or paragraph.

L.6.4.a PAWS

ELA6.1.2 Use context, (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in the sentence) as a clue to determine the meaning of a word or phrase.

L.6.4.a

ELA6.1.3 Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). See appendix for root, prefix and suffix list.

L.6.4.b

ELA6.1.4 Verify the preliminary determination of a word or phrase by checking with general and specialized reference materials (e.g., dictionary, glossaries, and thesaurus), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

L.6.4.c L.6.4.d

ELA6.1.5 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 or expression.

L.6.6 PAWS

Outcome ELA6.2

Students will determine a theme or central idea by examining a literary text and will analyze and explain how particular elements of a story interact by effectively engaging in collaborative discussions and responding in writing to literature.

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ELA6.2.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.6.1 PAWS

ELA6.2.2 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.

RL.6.2 PAWS

ELA6.2.3 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.

RL.6.3 PAWS

ELA6.2.4 Analyze the impact of a specific word choice on meaning and tone.

RL.6.4 PAWS

ELA6.2.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.6.5 PAWS

ELA6.2.6 Analyze and determine how a particular sentence, chapter, scene, RL.6.5



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

PAWS

ELA6.2.7 Explain how an author develops the point of view of the narrator or speaker in a text.

RL.6.6 PAWS

ELA6.2.8 By the end of the year, read and comprehend literature, including stories, dramas, poems, and literary non-fiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RL.6.10

ELA6.2.9 Draw evidence from literary or informational texts to support analysis and reflection in order to produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

W.6.4 W.6.9

ELA6.2.10 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others' ideas and expressing their own clearly. • 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.

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

SL.6.1 SL.6.1.a SL.6.1.b

Outcome ELA6.3

Students will read a variety of literature in order to write their own well-developed narrative (real or imagined) that demonstrates proper usage of pronouns, punctuation, and spelling..

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ELA6.3.1 Examine 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. Through narrative writing, engage and orient the reader by organizing an event sequence that unfolds naturally and logically.

RL.6.3 PAWS W.6.3.a

ELA6.3.2 Use a variety of strategies (e.g., context clues, Greek and Latin roots, reference materials) to:

• 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.

• Through narrative writing, use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

RL.6.4 PAWS L.6.4.a PAWS L.6.4.b PAWS L.6.4.c PAWS L.6.4.d W.6.3.d


L.6.5 PAWS

ELA6.3.4 Examine how an author develops the point of view of the narrator or speaker in a text.

RL.6.6 PAWS

ELA6.3.5 Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Provide a conclusion that follows from the narrated experiences or events.

W.6.3.b W.6.3.c W.6.3.e

http://www.corestandards.org/ELA-Literacy/SL/6/1/a/

http://www.corestandards.org/ELA-Literacy/SL/6/1/a/



ELA6.3.6 Through the writing process, students will produce clear and coherent writing in which the style is appropriate to the task. Use technology to produce and publish writing moving toward keyboarding a minimum of three pages in a single sitting.

W.6.4 W.6.5 W.6.6


W.6.10

ELA6.3.8 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: • Ensure that pronouns are in the proper case (subjective,

objective, possessive). • Use intensive pronouns (e.g., myself, ourselves). • Recognize and correct inappropriate shifts in pronoun

number and person. • Recognize and correct vague pronouns (i.e., ones with

unclear or ambiguous antecedents).

L.6.1.a L.6.1.b L.6.1.c L.6.1.d

ELA6.3.9 Recognize variations from standard English in their own and others' writing and identify and use strategies to improve expression in conventional language.

L.6.1.e

ELA6.3.10 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use knowledge of language and its conventions when writing and reading.

• Use punctuation (e.g., commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

• Spell correctly. • Vary sentence patterns for meaning, reader/listener

interest, and style. • Maintain consistency in style and tone.

L.6.2 L.6.2.a L.6.2.b L.6.3 L.6.3.a L.6.3.b

Outcome ELA6.4

Students will analyze how textual details are developed, conveyed and organized to reflect the author’s purpose and contribute to the overall meaning of informational text in order to effectively engage in collaborative discussions and respond in writing.

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RI.6.1 PAWS

ELA6.4.2 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.

RI.6.2 PAWS

ELA6.4.3 Analyze and describe in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

RI.6.3 PAWS

ELA6.4.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

RI.6.4 PAWS

ELA6.4.5 Analyze and explain how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and

RI.6.5 PAWS



contributes to the development of the ideas. ELA6.4.6 Determine an author's point of view or purpose in a text and

explain how it is conveyed in the text. RI.6.6 PAWS


RI.6.10

ELA6.4.8 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.6.4

ELA6.4.9 Draw evidence from literary or informational texts to support analysis and reflection. Apply grade 6 Reading standards to literary nonfiction.

W.6.9 W.6.9.b

ELA6.4.10 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others' ideas and expressing their own clearly.

• Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

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

SL.6.1 SL.6.1.c SL.6.1.d

Outcome ELA6.5

Students will create informational writing based on knowledge acquired by reading, questioning, discussing, and analyzing texts.

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RL.6.1 PAWS RI.6.1 PAWS

ELA6.5.2 Determine a central idea or theme of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.



• 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.

RL.6.4 PAWS L.6.4.a PAWS L.6.4.b PAWS L.6.4.c PAWS L.6.4.d


L.6.5 PAWS

ELA6.5.5 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content:

• Introduce a topic; organize ideas, concepts, and information, using strategies such as definition,

W.6.2 W.6.2.a W.6.2.b W.6.2.c W.6.2.d



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

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

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

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

• Establish and maintain a formal style. • Provide a concluding statement or section that follows from

the information or explanation presented.

W.6.2.e W.6.2.f

ELA6.5.6 Produce clear and coherent writing in which the style is appropriate to the task. 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. Use technology to produce and publish writing moving toward keyboarding a minimum of three pages in a single sitting.

W.6.4 W.6.5 W.6.6

ELA6.5.7 Use knowledge of language and its conventions when writing or reading. Vary sentence patterns for meaning, reader/listener interest, and style. Maintain consistency in style and tone.

L.6.3.a L.6.3.b

Outcome ELA6.6

Students will 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. They will also compare and contrast one author’s presentation of events with that of another (e.g., two perspectives on the same topic).

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RI.6.1 PAWS


RI.6.2 PAWS

ELA6.6.3 Analyze how a particular sentence, paragraph, chapter, or

section fits into the overall structure of a text and contributes to the development of the ideas.

RI.6.5 PAWS

ELA6.6.4 Use a variety of strategies (e.g., context clues, Greek and Latin roots, reference materials) to determine the meaning of words and phrases as they are used in a text, including figurative, connotative and technical meanings.

RI.6.4 PAWS L.6.4.a PAWS L.6.4.b PAWS L.6.4.c PAWS L.6.4.d

ELA6.6.5 Trace and evaluate the argument by identifying specific claims in a text, distinguishing and categorizing claims that are supported by reasons and evidence from claims that are not.

RI.6.8 PAWS



ELA6.6.6 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).

RI.6.9 PAWS

ELA6.6.7 Identify a speaker’s argument and specific claims, distinguish and categorize claims that are supported by reasons and evidence from claims that are not.

SL.6.3

Outcome ELA6.7

Students will create argumentative writing where they establish a position and provide sequentially evidence-based claims as a premise for a coherent, logical argument around an issue.

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• Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings;


• Through informational writing, use precise language and domain-specific vocabulary to inform about or explain the topic.

RL.6.4 PAWS RI.6.4 PAWS L.6.4.a PAWS L.6.4.b PAWS L.6.4.c PAWS L.6.4.d W.6.2.d


L.6.5 PAWS

ELA6.7.5 Analyze how a particular sentence, paragraph, chapter, scene, stanza or section fits into the overall structure of a text and contributes to the development of the theme, setting, plot, or ideas.

RI.6.5 PAWS RL.6.5 PAWS

ELA6.7.6 Write arguments to support claims with clear reasons and relevant evidence: • Introduce claim(s) and organize the reasons and evidence

clearly. • Support claim(s) with clear reasons and relevant evidence,

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

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

• Establish and maintain a formal style. • Compose a concluding statement or section that follows from

the argument presented.

W.6.1 W.6.1.a W.6.1.b W.6.1.c W.6.1.d W.6.1.e

ELA6.7.7 Through the writing process, students will produce clear and W.6.4



coherent writing in which the style is appropriate to the task. Use technology, including the internet, to produce and publish writing a well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

W.6.5 W.6.6

ELA6.7.8 Use knowledge of language and its conventions when writing, speaking, reading, or listening (e.g., peer editing). Vary sentence patterns for meaning, reader/listener interest, and style. Maintain consistency in style and tone.

L.6.3.a L.6.3.b

Outcome ELA6.8

Students will write short responses to compare and contrast different forms or genres in terms of their approaches to similar themes and topics.

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ELA6.8.1 Compose clear and coherent writing to 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.

RL.6.9 PAWS W.6.4 W.6.9.a


RL.6.1 PAWS

ELA6.8.3 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.

RL.6.2 PAWS

ELA6.8.4 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vary sentence patterns for meaning, reader/listener interest, and style. Maintain consistency in style and tone.

L.6.3.a L.6.3.b

Outcome ELA6.9

Students will compare and contrast drama, stories, and/or poems to audio, video, or live versions of the text through informative writing.

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ELA6.9.1 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.

RL.6.7 PAWS

ELA6.9.2 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.

RL.6.4 PAWS

ELA6.9.3 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.

RL.6.5 PAWS

ELA6.9.4 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content, using precise language and domain-specific vocabulary to inform about or explain the topic.

W.6.2 W.6.2.d


L.6.5 PAWS

ELA6.9.6 Interpret figures of speech (e.g., personification) in context. L.6.5.a PAWS



ELA6.9.7 Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

L.6.5.b PAWS

ELA6.9.8 Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

L.6.5.c PAWS

Outcome ELA6.10

Students will conduct and present a short research project to answer a question, drawing on several sources, refocusing the inquiry when appropriate and including multimedia to clarify information.

Standard Reference

Com

pone

nts

ELA6.10.1 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.

RI.6.7 PAWS

ELA6.10.2 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

W.6.7

ELA6.10.3 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.

W.6.8

ELA6.10.4 Through the writing process, students will produce clear and coherent writing in which the style is appropriate to the task.

W.6.4 W.6.5

ELA6.10.5 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vary sentence patterns for meaning, reader/listener interest, and style. Maintain consistency in style and tone.

L.6.3.a L.6.3.b

ELA6.10.6 Using a variety of strategies (e.g., context clues, Greek and Latin roots, reference materials) to:

• Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings;


• Through informational writing, use precise language and domain-specific vocabulary to inform about or explain the topic.

RL.6.4 PAWS RI.6.4 PAWS L.6.4.a PAWS L.6.4.b PAWS L.6.4.c PAWS L.6.4.d W.6.2.d


L.6.6 PAWS

ELA6.10.8 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.

SL.6.4

ELA6.10.9 Interpret information presented in diverse media and formats and explain how it contributes to a topic, text, or issue under study. Include multimedia components and visual displays in presentations to clarify information.

SL.6.2 SL.6.5



ELA6.10.10 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

SL.6.6



7th Grade

Purpose Statement:

Students will read a variety of complex texts and analyze for implicit and explicit details while working on vocabulary development. Through the evaluation of various mediums, they will create clear and cohesive narrative, argumentative, and informative writing using relevant and sufficient evidence. Students will also share their claims and findings through their writing, individual presentations, and collaborative discussions.


Outcome ELA7.1

Students will present claims and findings through a range of collaborative discussions and/or individual presentations to demonstrate the rules of effective communication.

Standard Reference

Com

pone

nts

ELA7.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts and issues building on others’ ideas and expressing their own clearly: • Come to discussions prepared (materials and reflection). • Follow rules for collegial discussions, track progress towards

specific goals and deadlines, define individual roles as needed. • Pose questions to elicit elaboration, respond to others’

questions and comments with relevant observations and ideas that bring the discussion back on topic.

• Acknowledge new information expressed by others, and modify their own views when necessary.

SL.7.1 SL.7.1.a SL.7.1.b SL.7.1.c SL.7.1.d

ELA7.1.2 Analyze the main ideas and supporting details presented in diverse media and format and explain how the ideas clarify a topic, text, or issue under study.

SL.7.2

ELA7.1.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

SL.7.3

ELA7.1.4 Present claims and findings emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.7.4

ELA7.1.5 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate.

SL.7.6

Outcome ELA7.2


Standard Reference

Com

pone

nts

ELA7.2.1 Use context clues to determine a word’s overall meaning as used in a sentence or paragraph.

L.7.4 L.7.4.a PAWS

ELA7.2.2 Use context, a word’s position or function in the sentence, as a clue to determine the meaning.

L.7.4.a PAWS

ELA7.2.3 Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, and secede). See appendix for root, prefix and suffix list.

L.7.4.b PAWS



ELA7.2.4 Verify the preliminary determination of a word or phrase by checking with general and specialized reference materials; both print and digital to find the meaning and pronunciation of a word or part of speech (e.g., dictionary, glossaries, and thesaurus).

L.7.4.c L.7.4.d


L.7.6 PAWS

Outcome ELA7.3

Students will analyze how particular elements of a story interact and compare/contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium. Students will also write a narrative to develop real or imagined experiences or events, using effective technique, relevant descriptive details, and well-structured event sequences.

Standard Reference

Com

pone

nts

ELA7.3.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.1 PAWS

ELA7.3.2

Analyze how particular elements of a story or drama interact. (e.g., how setting shapes the characters or plot, how conflict impacts plot development).

RL.7.3 PAWS

ELA7.3.3 Determine a theme or central idea of the text and analyze its development over the course of the text.

RL.7.2 PAWS

ELA7.3.4

Students will interpret figures of speech (e.g., literary, biblical, and mythological allusions), and explain the impact on the text

L.7.5 PAWS

ELA7.3.5

Analyze how an author develops and contrasts the points of view of different characters or narrators in the text.

RL.7.6 PAWS

ELA7.3.6 Compare and contrast a written story, drama, or poem to its audio, filmed, staged or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting sound, color, or camera focus and angles in a film).

RL.7.7

ELA7.3.7 Write a narrative to develop real or imagined experiences or events, using effective technique, relevant descriptive details, and well-structured event sequences.

W.7.3 PAWS

ELA7.3.8

Apply figurative devices and interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Use precise words and phrases, relevant and descriptive details, and sensory language within their writing to capture the action and convey experiences and events.

L.7.5.a PAWS L.7.5.b PAWS W.7.3.d

ELA7.3.9

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

W.7.3.b

ELA7.3.10

In writing, engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another and will create a conclusion that follows from and reflects on the narrated

W.7.3.a W.7.3.c W.7.3.e



experiences or events.

Outcome ELA7.4 Students will use conventions of standard English appropriately. Standard

Reference

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ELA7.4.1 Use conventions of standard English grammar when writing or speaking. Use a comma to separate coordinate adjectives and spell correctly.

L.7.1 L.7.2.a L.7.2.b

ELA7.4.2

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

L.7.1.a

ELA7.4.3

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

L.7.1.b

ELA7.4.4

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

L.7.1.c

Outcome ELA7.5

Students will determine a theme or multiple central ideas from literary and informational texts and draw evidence to analyze their development over the course of the text.

Standard Reference

Com

pone

nts

ELA7.5.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.1 PAWS RI. 7.1 PAWS

ELA7.5.2

Determine a theme or two or more central ideas of literary or informational texts and analyze their development over the course of the text.

RI.7.2 PAWS RL.7.2 PAWS

ELA7.5.3

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

RI.7.4 PAWS

ELA7.5.4 Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 7 Reading standards to literature and literary nonfiction.

W.7.9 W.7.9.a W.7.9.b

ELA7.5.5 Write an objective summary of the text. RL.7.2 PAWS RI.7.2 PAWS

ELA7.5.6 Support claims with logical reasoning and relevant evidence. W.7.1.b ELA7.5.7 Organize ideas, concepts, information, and provide a concluding

statement or section. W.7.1.e

ELA7.5.8 Use conventions of standard English appropriately. Use conventions of standard English capitalization, punctuation, and spelling when writing.

L.7.1 L.7.2



Outcome ELA7.6

Students will examine a topic and convey ideas, concepts and information through informative writings using formal style.

Standard Reference

ELA7.6.1 Introduce a topic clearly, previewing what is to follow; 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. Develop it with relevant facts, definitions, concrete details, quotations, or other information and examples.

W.7.2 W.7.2.a W.7.2.b

ELA7.6.2

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.1 PAWS

ELA7.6.3

In writing, use precise, domain-specific vocabulary to explain a topic and use language and its conventions appropriately. Choose language that expresses ideas precisely and concisely recognizing and eliminating wordiness and redundancy.

W.7.2.d L.7.1 L.7.3.a L.7.6 PAWS

ELA7.6.4 Using a formal style, organize ideas, concepts, and information to provide a concluding statement or section that supports the information or explanation presented.

W.7.2.a W.7.2.e W.7.2.f

ELA7.6.5 Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

W.7.2.c

ELA7.6.6

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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, focusing on how well purpose and audience have been addressed.

W.7.4 W.7.5


W.7.10

Outcome ELA7.7

Students will analyze the interactions between individuals, events, and ideas in texts. Students will compare/contrast texts to an audio, video, or multimedia version of a text, analyzing each medium’s portrayal of the subject.

Standard Reference

Com

pone

nts

ELA7.7.1

Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

RI.7.6 PAWS

ELA7.7.2

Analyze the impact of a specific word choice on meaning and tone.

RI.7.4 PAWS

ELA7.7.3

Analyze the impact of texts’ structures on overall meaning (e.g., How do major sections of the text contribute to the whole?).

RI.7.5 PAWS

ELA7.7.4

Analyze the interactions between individuals, events, and ideas in texts (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

RI.7.3 PAWS

ELA7.7.5

Compare/contrast texts to an audio, video, or multimedia version of a text, analyzing each medium’s portrayal of the subject. Cite evidence to support conclusions drawn from the texts.

RI.7.1 RI.7.7



ELA7.7.6

Examine how the delivery of a speech, newscast, or oral presentation affects the impact of the words or message.

RI.7.7

Outcome ELA 7.8

Students will trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. They will also analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. Students will write formal arguments to support claims with clear reasons and relevant evidence.

Standard Reference

Com

pone

nts

ELA7.8.1

Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

RI.7.8 PAWS

ELA7.8.2

Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

RI.7.9 PAWS

ELA7.8.3

Determine two or more central ideas in a text and analyze their development over the course of the text.

RI.7.2 PAWS

ELA7.8.4 Dissect and assess a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Analyze the impact of a specific word choice on meaning and tone.

SL.7.3 RI.7.4

ELA7.8.5 Using a formal style, write arguments that introduce and support claims with logical reasoning and relevant evidence, using accurate and credible sources to acknowledge alternate or opposing claims, create cohesion, clarify relationships, organize ideas, concepts, information, and compose a concluding statement or section that supports the argument.

W.7.1 W.7.1.a W.7.1.b W.7.1.c W.7.1.d W.7.1.e W.7.9

ELA7.8.6 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose language that expresses ideas precisely and concisely recognizing and eliminating wordiness and redundancy.

L.7.3 L.7.3.a


W.7.10

Outcome ELA7.9

Students will analyze how a drama’s or poem's form or structure (e.g., soliloquy, sonnet, narrative, lyrical, free verse, odes, ballads, and epics) contributes to its meaning.

Standard Reference

ELA7.9.1

Analyze how a drama’s or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

RL.7.5 PAWS

ELA7.9.2

Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g.,

RL.7.4 PAWS



alliteration) on a specific verse or stanza of a poem or section of a story or drama.

ELA7.9.3

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Examine figurative devices, precise words and phrases, relevant and descriptive details, and sensory language.

L.7.5 PAWS

ELA7.9.4

Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

L.7.5.a PAWS

ELA7.9.5

Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

L.7.5.b PAWS

ELA7.9.6

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

L.7.5.c PAWS

Outcome ELA7.10

Students will compare/contrast a fictional portrayal of a time, place, or character and a historical account of the same time period. Standard

Reference

Com

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nts

ELA7.10.1

Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

RL.7.9 PAWS

ELA7.10.2 Draw and use evidence from literary texts to support analysis and response to literature.

W.7.9

ELA7.10.3 Conduct short research to answer a question (e.g., looking at a historical time period and comparing it to the historical fiction that is in question).

W.7.7


RL.7.10 RI.7.10

ELA7.10.5 Write routinely, utilizing shorter time frames for research for a range of discipline-specific tasks, purposes, and audiences.

W.7.10

Outcome ELA7.11

Students will read and analyze informational texts to conduct a short research project to answer a question. Standard

Reference

Com

pone

nts

ELA7.11.1

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.1 PAWS

ELA7.11.2

Determine two or more central ideas in a text. RI.7.2 PAWS

ELA7.11.3 Research to answer question(s) by gathering relevant information from multiple print and digital sources and generating additional related, focused questions for further research and investigation.

W.7.7 W.7.8

ELA7.11.4 Using search terms effectively, assess the credibility and accuracy of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format

W.7.8



for citation. ELA7.11.5 Use technology, including the Internet, to produce and publish

writing and link to and cite sources as well as interact and collaborate with others, including linking to and citing sources.

W.7.6

ELA7.11.6 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

SL.7.5



8th Grade

Purpose Statement:

Students will analyze diverse texts to determine how relationships between texts and authors’ choices within texts affect meaning. Additionally, students will use a variety of strategies to develop vocabulary. Writing in a single sitting and over extended periods of time, students will develop narrative, informational, and argument writing skills using substantial and well-chosen details and language to create a desired effect. Finally, students will justify their views using specific, relevant evidence and will build upon the views or ideas of others in a range of collaborative discussions.


Outcome ELA8.1


Standard Reference

Com

pone

nts

ELA8.1.1 Use context clues to determine a word’s overall meaning as used in a sentence or paragraph.

L.8.4 L.8.4.a PAWS

ELA8.1.2 Use context, a word’s position or function in the sentence, as a clue to determine the meaning.

L.8.4.a PAWS

ELA8.1.3 Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, and secede). See appendix for root, prefix and suffix list.

L.8.4.b PAWS

ELA8.1.4 Consult reference materials to determine the pronunciation, meaning, and part of speech. Verify preliminary meaning by checking in context or a dictionary.

L.8.4.c L.8.4.d PAWS


L.8.6 PAWS

Outcome ELA8.2

Students will write objective summaries to demonstrate understanding of central idea from a variety of narrative and literary nonfiction texts. Students will compose short responses supported with relevant evidence to analyze theme. Using relevant evidence, students will contribute to collaborative discussions.

Standard Reference

Com

pone

nts

ELA8.2.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.


ELA8.2.2 Determine a theme of a text and write an objective summary of the text.

RL.8.2 PAWS

ELA8.2.3 Determine a central idea of a text, analyze and explain its development including its relationship to supporting ideas; write an objective summary of the text.

RI.8.2 PAWS

ELA8.2.4 Analyze in detail and dissect the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

RI.8.5 PAWS



ELA8.2.5 Engage effectively in a range of one-on-one, group and teacher-led collaborative discussions with diverse partners by coming to discussions prepared and drawing on preparation and evidence.

SL.8.1 SL.8.1.a

ELA8.2.6 Considering task, purpose and audience, produce clear and coherent writing drawing on evidence from literary or informational texts to support analysis and reflection. Apply grade 8 Reading standards to literature and literary nonfiction.

W.8.4 W.8.9 W.8.9.a W.8.9.b

Outcome ELA8.3

Students will write, using a variety of narrative, literary nonfiction and informational texts, to compare themes and central ideas and how they are developed through an author’s use of language, characterization, setting, plot and/or supporting details. Students will follow collegial rules to contribute to collaborative discussions by asking questions and responding to questions with relevant evidence.

Standard Reference

Com

pone

nts



ELA8.3.2 Determine a theme or central idea of a text, analyze and explain its development including its relationship to the characters, setting, and plot.

RL.8.2 PAWS

ELA8.3.3 Determine a central idea of a text, analyze and explain its development including its relationship to supporting ideas.

RI.8.2 PAWS

ELA8.3.4 Distinguish how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

RL.8.3 PAWS

ELA8.3.5 Analyze and explain how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

RI.8.3 PAWS

ELA8.3.6 To determine the meaning and relationships of words and phrases in a text, use a variety of strategies including: • Figurative (puns, verbal irony), connotative, and nuances in

word meanings. • Distinguishing among the connotations of words with similar

denotations. • Determining and explaining the impact of specific word

choices on meaning and tone, including analogies or allusions to other texts.

RL.8.4 PAWS RI.8.4 PAWS L.8.5 L.8.5.a PAWS L.8.5.b PAWS L.8.5.c PAWS

ELA8.3.7 Write informative texts using formal style to convey ideas, concepts and information with logical organization: • Introduce a topic clearly, previewing what is to follow. • Organize ideas, concepts, and information into broader

categories. • Use appropriate and varied transitions to create cohesion and

clarify the relationships among ideas and concepts. • Compose a concluding statement or section that follows from

W.8.2.a W.8.2.c W.8.2.e W.8.2.f



and supports the information or explanation presented. ELA8.3.8 Develop the topic through the selection and analysis of relevant,

well-chosen facts, definitions, concrete details, quotations, or other information and examples from literary and informational texts. Use precise language and domain-specific vocabulary to inform about or explain the topic through a formal style.

W.8.2.b W.8.2.d W.8.9

ELA8.3.9 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling (including the use of ellipsis points to indicate omission).

L.8.2 L.8.2.b

ELA8.3.10 Follow rules for collegial discussions and decision-making, track progress toward goals and deadlines and defining individual roles. Pose questions that connect the ideas of several speakers, and respond to others’ questions and comments with relevant evidence, observations and ideas.

SL.8.1.b SL.8.1.c

Outcome ELA8.4

Students will analyze and evaluate arguments in various mediums to determine the author’s claim, how they respond to opposing viewpoints, and the effectiveness and relevance of the author’s reasoning. Students will also determine an author’s point of view, purpose and motive, and recognize when argument texts differ on matters of fact or opinion. Students will contribute to collaborative discussions clarifying their viewpoint with evidence.

Standard Reference

Com

pone

nts


RI.8.1 PAWS

ELA8.4.2 Delineate and evaluate arguments and specific claims in a written text and in a speaker’s argument assessing whether the reasoning is sound (e.g., provides an explanation or warrant as to whether the information is relevant, logical, true) and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

RI.8.8 PAWS SL.8.3

ELA8.4.3 Analyze or determine how a text makes connections among and distinctions between individuals, ideas, or events.

RI.8.3 PAWS

ELA8.4.4 Analyze in detail and dissect the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

RI.8.5 PAWS

ELA8.4.5 Determine an author's point of view or purpose in a text and analyze or determine how the author acknowledges and responds to conflicting evidence or viewpoints.

RI.8.6 PAWS

ELA8.4.6 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

RI.8.9 PAWS

ELA8.4.7 To determine the meaning and relationships of words and phrases in a text, use a variety of strategies including: • Use the relationship between particular words to better

understand each of the words. • Distinguishing among the connotations of words with similar

denotations. • Determining and explaining the impact of specific word

RI.8.4 PAWS L.8.5.b PAWS L.8.5.c PAWS




ELA8.4.8 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally). Evaluate the motives (e.g., social, commercial, political) behind its presentation.

SL.8.2

ELA8.4.9 Acknowledging new information expressed by others, and when necessary qualifying or justifying their own views in light of the evidence presented.

SL.8.1.d

Outcome ELA8.5

Students will research (using multiple sources) to formulate an argument. Students will present findings (integrating multimedia) to small groups using effective communication skills and evaluate the advantages and disadvantages of using different mediums to present a topic.

Standard Reference

Com

pone

nts

ELA8.5.1 Research to answer a question including a self-generated question, and after drawing on several sources, generate additional, related, focused questions that allow for multiple avenues of exploration. Gather relevant information from multiple print and digital sources, using search terms effectively; assessing the credibility and accuracy of each source; and quoting or paraphrasing the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.8.7 W.8.8


RI.8.1 PAWS

ELA8.5.3 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas.

RI.8.2 PAWS

ELA8.5.4 Determine an author's point of view or purpose in a text and outline how the author acknowledges and responds to conflicting evidence or viewpoints.

RI.8.6 PAWS

ELA8.5.5 Write arguments that are appropriate to audience, task and purpose to support claims with clear reasons and relevant evidence: • Introduce claim(s), acknowledge and distinguish the claim(s)

from alternate or opposing claims, and organize the reasons and evidence logically.

• Support claims with logical reasoning and relevant evidence using accurate, credible sources and demonstrating an understanding of the topic or text.

• Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

• Establish and maintain a formal style. • Compose a concluding statement or section that follows from

and supports the argument presented.

W.8.1.a W.8.1.b W.8.1.c W.8.1.d W.8.1.e W.8.4

ELA8.5.6 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, focusing on how well purpose

W.8.5



and audience have been addressed. ELA8.5.7 Use technology, including the Internet, to produce and publish

writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

W.8.6

ELA8.5.8 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Evaluate advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

SL.8.5 RI.8.7

ELA8.5.9 Demonstrate command of the conventions of standard English capitalization, punctuation (comma, ellipsis, dash to indicate a pause or break), and correct spelling when writing.

L.8.2.a L.8.2.c

ELA8.5.10 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details. Use appropriate eye contact, adequate volume, and clear pronunciation. Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate.

SL.8.4 SL.8.6

Outcome ELA8.6

After reading short stories, dramas, or poems and viewing a live or filmed production, students will write to compare and contrast story elements including theme, plot, use of language, mood, structure, and point of view. Students will also determine how an author alludes to other texts or makes use of traditional stories or themes in a new way.

Standard Reference

Com

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nts



ELA8.6.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot.

RL.8.2 PAWS

ELA8.6.3 Analyze how particular lines of dialogue or incidents in a narrative propel the action, reveal aspects of a character, or provoke a decision.

RL.8.3 PAWS

ELA8.6.4 To determine the meaning and relationships of words and phrases in a text, use a variety of strategies including: • Figurative, connotative, and technical meanings. • Interpret figures of speech (e.g., verbal irony, puns) in

context. • Determining and explaining the impact of specific word


RL.8.4 PAWS RI.8.4 PAWS L.8.5.a PAWS L.8.5.b PAWS L.8.5.c PAWS

ELA8.6.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

RL.8.5 PAWS

ELA8.6.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic

RL.8.6 PAWS



irony) create such effects as suspense or humor. ELA8.6.7 Analyze the extent to which a filmed or live production of a

narrative stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

RL.8.7

ELA8.6.8 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

RL.8.9 PAWS

ELA8.6.9 Drawing on evidence from literary and informational texts, write informative texts, that are appropriate to task, purpose, and audience, to convey information through the selection, logical organization, and thorough analysis of relevant, well-chosen content.

W.8.2 W.8.4 W.8.9

Outcome ELA8.7

Students will use a variety of sentences employing verbals, verb moods, and active and passive voice to create particular effects.

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ELA8.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

L.8.1 L.8.1a

ELA8.7.2 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Form and use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects.

L.8.1b L.8.3 L.8.3a

ELA8.7.3 Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

L.8.1c

ELA8.7.4 Recognize and correct inappropriate shifts in verb voice and mood.

L.8.1d

Outcome ELA8.8

Students will write narratives about real or imagined experiences using effective technique, relevant descriptive details, and well-structured event sequences.

Standard Reference

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ELA8.8.1 Write narratives appropriate to task, purpose and audience to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Write routinely over extended time 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.

W.8.3 W.8.4 W.8.10

ELA8.8.2 Write with logical organization: • Engage and orient the reader by establishing a context and

point of view. • Introduce a narrator and/or characters. • Organize an event sequence that unfolds naturally and logically. • Use a variety of transition words, phrases, and clauses to

convey sequence, signal shifts in time and setting and show the relationships among experiences and events.

• Compose a conclusion that follows from and reflects on the events.

W.8.3.a W.8.3.c W.8.3.e



ELA8.8.3 Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

W.8.3.b

ELA8.8.4 Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

W.8.3.d

ELA8.8.5 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, focusing on how well purpose and audience have been addressed.

W.8.5

ELA8.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

W.8.6

ELA8.8.7 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.8.2.a L.8.2.b L.8.2.c

Outcome ELA8.9

Students will read narrative, drama, short informational, and argument texts centered on a common text or theme. Students will write a variety of short responses incorporating details from their reading.

Standard Reference

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ELA8.9.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Draw on evidence from literary and informational texts. Write texts that are appropriate to task, purpose (to argue, inform, or narrate), and audience. Convey information through the selection, logical organization, and thorough analysis of relevant, well-chosen content. Write over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

RL.8.1 PAWS RI.8.1 PAWS W.8.1 W.8.2 W.8.3 W.8.4 W.8.9 W.8.10

ELA8.9.2 Determine a theme of a text, analyze and explain its development including its relationship to the characters, setting, and plot.

RL.8.2 PAWS

ELA8.9.3 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

RI.8.8 PAWS

ELA8.9.4 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

RI.8.9 PAWS

ELA8.9.5 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

RL.8.6 PAWS

ELA8.9.6 Analyze the extent to which a filmed or live production of a narrative stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

RL.8.7

ELA8.9.7 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

RL.8.9 PAWS



ELA8.9.8 To determine the meaning and relationships of words and phrases in a text, use a variety of strategies including: • Figurative (puns, verbal irony), connotative, and nuances in

word meanings. • Determining and explaining the impact of specific word


RL.8.4 PAWS RI.8.4 PAWS L.8.4.d L.8.5.a PAWS L.8.5.c PAWS

ELA8.9.9 By the end of the year, read and comprehend literature, including stories, dramas, poems, and literary non-fiction in the grade 6-8 text complexity band independently and proficiently.

RL.8.10 RI.8.10

ELA8.9.10 Engage effectively in a range of one-on-one, group and teacher-led collaborative discussions with diverse partners by: • Coming to discussions prepared, having read or researched

material under study; explicitly drawing on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

• Following rules for collegial discussions and decision-making, tracking progress toward goals and deadlines and defining individual roles.

• Posing questions that connect the ideas of several speakers, and responding to others with relevant evidence, observations, and ideas.

• Acknowledging new information expressed by others, and when necessary qualifying or justifying their own in light of the evidence presented.

SL.8.1.a SL.8.1.b SL.8.1.c SL.8.1.d



9th Grade

Purpose Statement:

Students will focus on the analysis of an author’s choices and how they interact to create the whole piece in literature and informational texts. Drawing on mentor texts from reading, students will craft narratives, informative/explanatory pieces, and literary analyses using skills developed in previous grades while making strategic choices for a specific audience and purpose, including use of an objective tone. Not only are students prepared and participating in collaborative discussions, but students will generate and propel discussions, organize speeches so listeners can follow, and make strategic use of media to enhance presentations.

Bold print identifies the first time a concept appears in the Common Core State Standards

(CCSS). CCSS combines grade bands 9-10. As a result, not all standards are represented in the 9th-grade curriculum. Standards not addressed at this grade level are addressed in the 10th-grade

curriculum.

Outcome ELA9.1

Students will analyze authors’ techniques in short stories in order to create a claim they defend in writing.

Standard Reference

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ELA9.1.1 Using textual evidence, provide an objective summary of each text by: • Citing strong and thorough textual evidence to support

analysis. • Determining a theme or central idea of a text, including how it

emerges and is shaped and refined by specific details.

RL.9-10.1 RL.9-10.2

ELA9.1.2 Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

L.9-10.4.a

ELA9.1.3 Consult general and specialized reference materials, both print and digital, to find the pronunciation, clarify precise meaning and part of speech or etymology, and to verify the preliminary determination of meaning.

L.9-10.4.c L.9-10.4.d

ELA9.1.4 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

L.9-10.6

ELA9.1.5 Identify various story elements including theme, characters, setting, tone, and word choice. Analyze how these story elements interact. Determine topical themes and convert them into theme statements: • Citing strong and thorough textual evidence to support

analysis. • Determining a theme or central idea of a text, including how it

emerges and is shaped and refined by specific details. • Analyze how complex characters develop over the course of

a text and interact with other characters, and advance the plot or develop the theme.

• Analyze the cumulative impact of specific word choices on meaning and tone.

RL.9-10.1 RL.9-10.2 RL.9-10.3 RL.9-10.4

ELA9.1.6 Compare and contrast authors’ craft in multiple short stories, including but not limited to the use of flashback, foreshadowing, tension: • Analyze how an authors’ choices concerning how to structure a

RL.9-10.5 L.9-10.5.a L.9-10.5.b



text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.

• Interpret figures of speech (e.g., euphemism and oxymoron) and analyze their role in the text.

• Analyze nuances and meaning of words with similar denotations.

ELA9.1.7 Generate and develop a claim about a short story to create a literary analysis by: • Writing arguments to support claims in an analysis of

substantive topics or texts using valid reasons and relevant and sufficient evidence.

• Applying grades 9-10 Reading standards to literature.

W.9-10.1 W.9-10.9.a

ELA9.1.8 Integrate quotes as support using MLA guidelines: • Write and edit work so that it conforms to the guidelines in

a style manual appropriate for the discipline and writing type.

L.9-10.3.a

ELA9.1.9 Use the writing process to organize, revise, and publish a finished piece of writing by: • Developing and strengthen writing as needed by planning,

revising, editing, rewriting or trying a new approach, focusing on addressing what is most significant for a specific purpose or audience.

W.9-10.5

ELA9.1.10 Proofread to conform to the conventions of standard English with an emphasis on: • Using the semicolon with conjunctive adverbs to link two

or more closely related independent clauses. • Using a colon to introduce quotations.

L.9-10.1 L.9-10.2.a L.9-10.2.b

Outcome ELA9.2

Students will conduct research using multiple sources to create a written component and deliver an informative presentation.

Standard Reference

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ELA9.2.1 Generate a research question and narrow or broaden the inquiry when appropriate.

W.9-10.7

ELA9.2.2 Gather and evaluate relevant and credible information by consulting multiple authoritative print and digital sources.

W.9-10.8 RI.9-10.1

ELA9.2.3 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • Establish and maintain a formal style and objective tone while

attending to the norms and conventions of the discipline in which they are writing.

• Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence.

• Provide a concluding statement or section that follows from and supports the argument presented.

W.9-10.1 W.9-10.1c W.9-10.1d W.9-10.1e

ELA9.2.4 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech.

L.9-10.4.b

ELA9.2.5 Use parallel structure. L.9-10.1.a ELA9.2.6 Demonstrate a command of the conventions of standard English L.9-10.2



capitalization, punctuation, and spelling. Use a semicolon to link two or more closely related independent clauses. Use a colon to introduce a list or quotation. Spell correctly.

L.9-10.2.a L9-10.2.b L9-10.2.c

ELA9.2.7 Organize findings in a logical progression that is clear and concise, so listeners can follow the line of reasoning.

SL.9-10.4

ELA9.2.8 Create a presentation to meet the needs of an audience including: • Specific language, style, and strategic use of digital media. • Adapt speech to a variety of contexts and tasks, demonstrating

command of formal English when indicated or appropriate.

SL.9-10.5 SL.9-10.6

ELA9.2.9 Write and edit work so that it conforms to the guidelines in a style manual appropriate for the discipline and writing type. Cite sources using MLA within the presentation.

L.9-10.3.a

ELA9.2.10 Write routinely over extended time frames (time for research, reflection, and revision) for a range of discipline-specific tasks, purposes, and audiences.

W.9-10.10

Outcome ELA9.3

Students will craft a culminating product (e.g., literary analysis or portfolio) that analyzes the interactions of all key elements; theme, characters, word choice, and structure of the novel read.

Standard Reference

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ELA9.3.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.1

ELA9.3.2 Write on-demand to examine and convey complex ideas, concepts, and information from the novel clearly and effectively through the effective selection, organization, and analysis of content.

W.9-10.2

ELA9.3.3 Analyze and explain how complex characters develop over the course of the text, interact with other characters, and advance the plot or develop the theme.

RL.9-10.3

ELA9.3.4 Determine a theme and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details using evidence from the text to support claims.

RL.9-10.2

ELA9.3.5 Determine the meaning of words and phrases as they are used in a text, including figurative language, connotation, and tone:

• Interpret figures of speech (e.g., euphemism and oxymoron) and analyze their role in the text.

• Analyze nuances and meaning of words with similar denotations.

RL.9-10.4 L.9-10.5.a L.9-10.5.b

ELA9.3.6 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.9-10.5

ELA9.3.7 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RL9-10.10



Outcome ELA9.4

Students will write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

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ELA9.4.1 Write an introduction that engages and orients the reader by setting out a problem, situation, or observation, establishes one or multiple point(s) of view, and introduces a narrator and characters to create a smooth progression of experiences and events.

W.9-10.3 W.9-10.3.a

ELA9.4.2 Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events and characters.

W.9-10.3.b

ELA9.4.3 Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

W.9-10.3.c

ELA9.4.4 Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting and/or characters.

W.9-10.3.d

ELA9.4.5 Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

W.9-10.3.e


W.9-10.4

ELA9.4.7 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is significant for a specific purpose and audience: • Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking. • Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing. • Apply knowledge of language to understand how language

functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

• Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.

• Use various types of phrases (noun, verb, adjectival, adverbial, participle, prepositional, absolute) and clauses (independent, dependent: noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

• Analyze nuances in the meaning of words with similar denotations.

W.9-10.5 L.9-10.1 L.9-10.1.b L.9-10.2 L.9-10.3 L.9-10.4 L.9-10.5.b

ELA9.4.8 Use technology to produce and publish a writing product: • Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking. • Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing. • Apply knowledge of language to understand how language

W.9-10.6 L.9-10.1 L.9-10.2 L.9-10.3 L.9-10.4



functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.


ELA9.4.9 Write routinely over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

W.9-10.10

Outcome ELA9.5

Students will analyze an author’s techniques in literary nonfiction, including U.S. seminal documents, in order to create a literary analysis.

Standard Reference

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ELA9.5.1 Provide an objective summary of the text(s). RI.9-10.2 ELA9.5.2 Determine a central idea of a text and analyze its development over

the course of the text, including how it emerges and is shaped and refined by specific details.

RI.9-10.2

ELA9.5.3 Citing strong and thorough textual evidence, explain how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed and the connections that are drawn between them.

RI.9-10.1 RI.9-10.3

ELA9.5.4 Analyze the author’s choices including word choice, structure, and point of view or purpose: • Interpret figures of speech (e.g., euphemism and oxymoron)

and analyze their role in the text. • Analyze nuances and meaning of words with similar

denotations.

RI.9-10.4 RI.9-10.5 RI.9-10.6 L.9-10.5.a L.9-10.5.b

ELA9.5.5 Analyze seminal U.S. documents of historical and literary significance (e.g., speeches) including how they address related themes and concepts. Evaluate the speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

RI.9-10.9 SL.9-10.3

ELA9.5.6 Define and identify simple rhetorical devices (e.g., allusion, repetition, parallel structure, pathos, ethos, logos, and anaphora) in texts.

SL.9-10.3

ELA9.5.7 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career-readiness level.

L.9-10.6

ELA9.5.8 Applying grades 9-10 reading standards, use correct grammar, spelling, and mechanics, to produce a clear and coherent literary analysis that is appropriate to task, purpose, and audience and defends a claim(s) about an author’s techniques in literary nonfiction: • Develop and strengthen writing as needed by planning,

revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant.

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

W.9-10.4 W.9-10.5 W.9-10.9.b L.9-10.1 L.9-10.2 L.9-10.3 L.9-10.4



• Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.


ELA9.5.9 By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RI9-10.10

Outcome ELA9.6

Students will create, in an artistic medium, an original representation of a subject or key scene from a play.

Standard Reference

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ELA9.6.1 Read and analyze a play that explores a particular point of view or cultural experience reflected in a work of literature from outside the United States.

RL.9-10.6

ELA9.6.2 Through close reading of selected passages, students determine the meaning of words and phrases as they are used in a text, such as figurative language, connotation, and tone: • Interpret figures of speech (e.g., euphemism and oxymoron)

and analyze their role in the text. • Analyze nuances and meaning of words with similar

denotations.

RL.9-10.4 L.9-10.5.a L.9-10.5.b

ELA9.6.3 Citing strong and thorough textual evidence, analyze and explain how complex characters develop over the course of the text, interact with other characters, and advance the plot or develop the theme.

RL.9-10.1 RL.9-10.3

ELA9.6.4 Determine a theme and analyze its development over the course of the text. Include how it emerges and is shaped by specific lines and/or actions from the text to support claims.

RL.9-10.1 RL.9-10.2

ELA9.6.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.9-10.5

ELA9.6.6 Compare and contrast the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

RL.9-10.7

ELA9.6.7 Create an original representation of a subject or key scene from the play that draws on the study of the unit but reimagines the scene or subject in a new way.

RL.9-10.7



Outcome ELA9.7

Students will initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Standard Reference

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ELA9.7.1 Come to discussions prepared, having read and researched material under study.

SL.9-10.1.a

ELA9.7.2 Work with peers to set rules for collegial discussions and decision-making, clear goals and deadlines, and individual roles as needed.

SL.9-10.1.b

ELA9.7.3 Propel conversations by asking and answering questions that relate current discussions and broader themes.

SL.9-10.1.c

ELA9.7.4 Actively incorporate others into the discussion. SL.9-10.1.c ELA9.7.5 Respond thoughtfully to diverse perspectives, summarize points

of agreement and disagreement, and when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

SL.9-10.1.d



10th Grade

Purpose Statement:

Students will independently master skills introduced in ninth grade. Using a variety of literature, including World Literature selections, they will analyze authors’ choices and how these choices impact both the meaning and interpretation of texts. Drawing on mentor texts, students craft argumentative, informative/expository, and literary analyses using skills developed in previous grades while making strategic choices for a specific audience and purpose, including usage of an objective tone. Students will be prepared to participate in collaborative discussions, generate and propel discussions, present organized speeches, and utilize media to strategically enhance presentations.



curriculum.

Outcome ELA 10.1

Students will read a selection of World Literature; they will research the time period in order to understand the cultural experience reflected in the work of literature, as well as define vocabulary. Students will communicate the research in an informative product (e.g., writing, a presentation, or project).

Standard Reference

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ELA10.1.1 Analyze a selection of literature from outside the U.S, drawing on a wide reading of World Literature.

RL.9-10.6

ELA10.1.2 Research the time period in order to understand the cultural experience reflected in the work of literature using multiple print and digital sources, assessing usefulness of information, integrating information selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation: • Conduct short as well as more sustained research projects to

answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.9-10.7 W.9-10.8 L.9-10.3.a

ELA10.1.3 Define vocabulary in context and verify definitions using digital or print references: • Use context as a clue to the meaning of a word or phrase. • Identify and correctly use patterns of word changes that

indicate different meanings or parts of speech. • Verify the preliminary determination of the meaning of a word

or phrase.

L.9-10.4.a L.9-10.4.c L.9-10.4.d

ELA10.1.4 Analyze current issues in respective countries to examine similarities or differences between time periods or culture. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.9-10.1

ELA10.1.5 Engage in collaborative discussion: • Students will arrive prepared, having read and researched

material under study. • Refer to evidence from texts and other research on the topic

or issue to stimulate a thoughtful and well-reasoned

SL.9-10.1.a SL.9-10.1.b SL.9-10.1.c SL.9-10.1.d



exchange of ideas. • Work with peers to set rules. • Propel conversation by posing and responding to questions

that relate the current discussion to broader themes or larger ideas; actively incorporate other into the discussion; and clarify, verify, or challenge ideas and conclusions.

• Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

ELA 10.1.6 By the end of grade 10, read and comprehend literature, including stories, dramas, poems, and literary nonfiction in the grades 9-10 text complexity band independently and proficiently.

RL.9-10.10 RI.9-10.10

Outcome ELA10.2

Students will analyze themes in literature and related informational text in order to present their findings.

Standard Reference

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ELA10.2.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences drawn from the text.

RL.9-10.1

ELA10.2.2 Analyze how complex characters develop over the course of a text, interact with other characters, advance the plot or develop the theme.

RL.9-10.3

ELA10.2.3 Examine and draw inferences from informational text to determine a central idea and write an objective summary by: • Introducing a topic; organize complex ideas, concepts, and

information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

• Developing the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

• Using appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

• Using precise language and domain-specific vocabulary to manage the complexity of the topic.

• Establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

RI.9-10.2 W.9-10.2.a W.9-10.2.b W.9-10.2.c W.9-10.2.d W.9-10.2.e

ELA10.2.4 Determine a theme or central idea of a text and analyze in detail its development within a text, including how it emerges and is shaped and refined by specific details; write an objective summary.

RL.9-10.2

ELA10.2.5 Argue and defend themes (e.g., similarities, differences, causes) and share findings with other students. Present information, findings, and supporting evidence clearly, concisely, and logically such

SL.9-10.4



that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

ELA10.2.6 When writing an objective summary, in order to be concise, apply knowledge of language to understand how it functions.

L.9-10.3

ELA10.2.7 By the end of grade 10, read and comprehend literature, including stories, dramas, poems, and literary nonfiction in the grades 9-10 text complexity band independently and proficiently.

RL.9-10.10 RI.9-10.10

Outcome ELA 10.3

Students will analyze a selected piece of literature and write a literary analysis.

Standard Reference

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or issue to stimulate a thoughtful and well-reasoned exchange of ideas.

• Work with peers to set rules. • Propel conversation by posing and responding to questions



SL.9-10.1.a SL.9-10.1.b SL.9-10.1.c SL.9-10.1.d

ELA10.3.2 Summarize or paraphrase key scenes. Determine a theme or central idea of a text, including how it emerges and is shaped and refined by specific details.

RL.9-10.2

ELA10.3.3 Applying grades 9-10 Reading standards, determine how the author utilizes or transforms source material in a specific work.

RL.9-10.9 W.9-10.9.a

ELA10.3.4 Examine the plot structure and the effect on the piece. Analyze how an authors’ choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.

RL.9-10.5

ELA10.3.5 Analyze and compare key scenes in two different mediums. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

RL.9-10.7

ELA10.3.6 Write an organized formal critique/analysis to examine the comparisons of key scenes: • Introduce precise claims, distinguish the claims from alternate

or opposing claims, and create an organization that establishes clear relationships among claims, counterclaims, reasons, and evidence.

• Develop claims and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s

W.9-10.1.a W.9-10.1.b W.9-10.1.c W.9-10.1.d W.9-10.1.e W.9-10.1.f RL.9-10.1



knowledge level and concerns. • Use words, phrases, and clauses to link the major sections of

the text, create cohesion, and clarify the relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims.

• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

• Provide a concluding statement or section that follows from and supports the argument presented.

ELA10.3.7 Demonstrate command of the conventions of standard English grammar, usage, capitalization, punctuation, and correct spelling when writing or speaking.

L.9-10.1 L.9-10.2 L.9-10.2.c

ELA10.3.8 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

W.9-10.4

ELA10.3.9 Develop and strengthen writing as needed by planning, revising, editing, rewriting, and experimentation with a new approach; focus upon what is most significant for a specific purpose and audience.

W.9-10.5

ELA10.3.10 Use technology, including the Internet, to produce, publish, and update individual or shared writing products; fully utilize technology’s capacity to link and display information flexibly and dynamically.

W.9-10.6


RI.9-10.10 RL.9-10.10

ELA10.3.12 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single setting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

W.9-10.10

Outcome ELA10.4

Students will examine literature and informational text to determine and analyze an author’s craft.

Standard Reference

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ELA10.4.1 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.

RI.9-10.4 RL.9-10.4 L.9-10.4

ELA10.4.2 Evaluate how an author’s choices to structure a text, order events within it, manipulate time and create such effects as mystery, tension, or surprise in literature; analyze in detail how ideas or claims are developed and refined by particular sentences, paragraphs or larger portions of an informational text.

RI.9-10.5 RL.9-10.5

ELA10.4.3 Read several literary nonfiction or informative texts to find textual evidence analyzing various accounts in different mediums determining which details are emphasized in each account.

RI.9-10.7

ELA10.4.4 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or

RI.9-10.6



purpose. ELA10.4.5 Use grade level vocabulary:

• Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

• Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

L.9-10.5 L.9-10.6


RI.9-10.10 RL.9-10.10

Outcome ELA 10.5

Students will analyze arguments from a variety of informational texts. Using correct spelling, mechanics, and grammar, create written arguments in an analysis of topics or texts, using valid reasoning and relevant supporting evidence.

Standard Reference

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ELA10.5.1 Identify precise claims found in written, spoken, or multi-media texts. Distinguish these claims from opposing arguments. Analyze how the claims are developed and refined: • Delineate and evaluate the argument and specific claims in a

text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identifying false statement and fallacious reasoning.

• Integrate multiple sources of information presented in diverse media or formats evaluating the credibility and accuracy of each source.

• Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

RI.9-10.5 RI.9-10.8 SL.9-10.2 SL.9-10.3

ELA10.5.2 Pose a self-generated question. Gather relevant information from print and digital sources using advanced searches, assessing the usefulness of information, integrating information selectively into the analysis, and using correct MLA formatting.

W.9-10.7 W.9-10.8

ELA10.5.3 Analyze how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

RI.9-10.3

ELA10.5.4 Create a written piece that establishes clear relationships among claims, counterclaims, reasons, and evidence.

W.9-10.1.a

ELA10.5.5 Develop both claims and counterclaims fairly, providing evidence for both sides, while identifying limitations and strengths of each claim. Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.9-10.9 W.9-10.1.b

ELA10.5.6 Use words, phrases, and clauses to link major sections of the written text, creating cohesion. Create clear relationships between claims and reasons, reasons and evidence, and claims and counterclaims.

W.9-10.1.c



ELA10.5.7 Establish and maintain formal style and objective tone. W.9-10.1.d ELA10.5.8 Craft a concluding statement that follows from and supports the

argument presented. W.9-10.1.e

ELA10.5.9 Demonstrate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling when writing or speaking.

L.9-10.1 L.9-10.2


W.9-10.4

ELA10.5.11 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focused upon what is most significant for a specific purpose and audience.

W.9-10.5

ELA10.5.12 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and display information in a flexible and dynamic way.

W.9-10.6

ELA10.5.13 Demonstrate a command of the conventions of standard English capitalization, punctuation, and spelling. Use a semicolon to link two or more closely related independent clauses. Use a colon to introduce a list or quotation. Spell correctly.

L.9-10.2.a L.9-10.2.b L.9-10.2.c

ELA10.5.14 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single setting or a day or two) for a range of discipline–specific tasks, purposes, and audiences.

W.9-10.10

Outcome ELA 10.6

Students will create a multimedia presentation based on independent research.

Standard Reference

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ELA10.6.1 Present information, findings, and supporting evidence with regard to audience and purpose; make strategic use of digital media and adapt speech to a task.

SL.9-10.4

ELA10.6.2 Present information, findings and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SL.9-10.4

ELA10.6.3 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence to add interest.

SL.9-10.5

ELA10.6.4 Use parallel structure. L.9-10.1a ELA10.6.5 Use various types of phrases (noun, verb, adjectival, adverbial,

participial, prepositional, absolute) and clauses (independent, dependent: noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

L.9-10.1.b



Outcome ELA 10.7

Students will write informative/explanatory texts that examine and convey complex ideas clearly and accurately through effective analysis of written, spoken, or multimedia content.

Standard Reference

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ELA10.7.1 Introduce a topic; organize complex ideas; use appropriate formatting, graphics, and multimedia when useful to audience comprehension.

W.9-10.2.a

ELA10.7.2 Develop the topic utilizing relevant, sufficient facts, definitions, concrete details, quotations, and other appropriate examples.

W.9-10.2.b

ELA10.7.3 Use appropriate transitions to link the major sections of the text, clarifying relationships among complex ideas and concepts.

W.9-10.2.c

ELA10.7.4 Select precise language and domain-specific vocabulary to enhance understanding of the topics.

W.9-10.2.d

ELA10.7.5 Establish and maintain a formal style of writing and objective tone. W.9-10.2.e ELA10.7.6 Create a conclusion that follows and supports the information and

explanation presented. W.9-10.2.f

ELA10.7.7 Demonstrate command of the conventions of standard English capitalization, punctuation, spelling, grammar, and usage when writing.

L.9-10.1 L.9-10.2


W.9-10.4

ELA10.7.9 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focused upon addressing what is most significant for a specific purpose and audience.

W.9-10.5

ELA10.7.10 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link and display information flexibly and dynamically.

W.9-10.6

ELA10.7.11 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

L.9-10.6

ELA10.7.12 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single setting or a day or two) for a range of discipline–specific tasks, purposes, and audiences.

W.9-10.10

Outcome ELA 10.8

Students will analyze authors’ choices including the impact upon the text, word choice, figurative language, and symbolism in selected poetry.

Standard Reference

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ELA10.8.1 Dissect (annotate) poems to identify: figurative language, alliteration, allusion, irony, metaphor, parallel structure, personification, simile, and symbolism.

L.9-10.5



SL.9-10.1.a SL.9-10.1.b SL.9-10.1.c SL.9-10.1.d



or issue to stimulate a thoughtful and well-reasoned exchange of ideas.

• Work with peers to set rules. • Propel conversation by posing and responding to questions



ELA10.8.3 Examine author’s word choice for unfamiliar vocabulary; use context to find meaning and identify the impact of word choice upon the text.

L.9-10.6 RL.9-10.4

ELA10.8.4

Analyze authors’ choices, including the structure and order of events, tone (mystery, tension, and surprise) and its impact upon the text. Apply knowledge of language to understand how it functions in different contexts; comprehend more fully when reading or listening.

RL.9-10.5 L.9-10.3

ELA10.8.5 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical).

L.9-10.4.b

ELA10.8.6 Analyze nuances in the meaning of words with similar denotations.

L.9-10.5b


RI.9-10.10 RL.9-10.10



11th Grade

Purpose Statement:

Students will read, analyze, and interpret grade-appropriate texts, with a focus on American literature, including both literary and informational texts. They will write for a variety of reasons, with a focus on persuasive and argumentative essays, including on-demand writing and writing that allows for revision. Students will also write literary analysis essays. Students will build and refine their use of grammatical conventions such as semicolons, commas, and subject-verb agreement. Students will apply oral presentation skills in persuasive speeches.



curriculum.

Outcome ELA11.1

Students will create a handwritten, timed, argument/synthesis essay on a contemporary and unfamiliar issue (e.g., censorship, intelligent machines, and informational accessibility).

Standard Reference

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ELA11.1.1 Produce clear and coherent handwritten essay in which the development, organization, and style are appropriate to task, purpose, and audience.

W.11-12.4

ELA11.1.2 Write routinely over a shorter time frame (a single-sitting writing of 40 minutes).

W.11-12.10

ELA11.1.3 Demonstrate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling without resources when writing.

L.11-12.1 L.11-12.2

Outcome ELA11.2

Students will analyze the impact of a playwright’s language and structural choices in an American play. Students will compare and contrast multiple interpretations of key scenes, examining the choices and the effects of these interpretations.

Standard Reference

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ELA11.2.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.1

ELA11.2.2 Analyze multiple interpretations of a drama, evaluating how each version interprets the source text (one play by an American dramatist).

RL.11-12.7

ELA11.2.3 Evaluate the author’s choices regarding how to develop and relate elements of a drama.

RL.11-12.3

ELA11.2.4 Formulate the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings.

RL.11-12.4

ELA11.2.5 Distinguish what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

RL.11-12.6

ELA11.2.6 Cite strong textual evidence to support analysis of what a text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.11-12.1



Outcome ELA11.3

In short writing pieces, students will identify and critique themes, purposes, and rhetorical devices in a variety of seventeenth- and eighteenth-century foundational (literary non-fiction) American literature texts.

Standard Reference

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ELA11.3.1 Demonstrate knowledge of seventeenth-, eighteenth-, and nineteenth- century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

RI.11-12.9

ELA11.3.2 Read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

RI.11-12.10

ELA11.3.3 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RI.11-12.1

ELA11.3.4 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

RI.11-12.8

ELA11.3.5 Identify two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

RI.11-12.2

ELA11.3.6 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

RI.11-12.3

ELA11.3.7 Determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings; analyze how the author uses and refines the meaning of a key term or terms over the course of the text (e.g., how Madison defines faction in Federalist No. 10).

RI.11-12.4

ELA11.3.8 Analyze the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

RI.11-12.5

ELA11.3.9 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

RI.11-12.6

ELA11.3.10 Applying grades 11-12 reading standards, draw evidence from informational texts to support analysis, reflection, and research.

W.11-12.9 W.11-12.9.b

ELA11.3.11 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.11-12.2

ELA11.3.12 Demonstrate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling when writing.

L.11-12.1 L.11-12.2



Outcome ELA11.4

Students will create a persuasive presentation using a style that is appropriate to the purpose, audience, and task, while critiquing the presentations of classmates.

Standard Reference

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ELA11.4.1 Synthesize multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make an argument using findings, reasoning, and evidence.

SL.11-12.2

ELA11.4.2 Strategically use digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

SL.11-12.2 SL.11-12.5

ELA11.4.3 When listening to presentations, critique the point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

SL.11-12.3

ELA11.4.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose and audience and a range of formal and informal tasks.

SL.11-12.4

Outcome ELA11.5

Students will write a literary analysis essay, focusing on one aspect of craft and structure, in response to eighteenth and nineteenth-century American fiction. Students will apply correct language conventions.

Standard Reference

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ELA11.5.1 Demonstrate knowledge of eighteenth and nineteenth-century works of American literature (e.g., Mark Twain, Nathaniel Hawthorne, Edgar Allan Poe, and Kate Chopin).

RL.11-12.9

ELA11.5.2 Critique the author’s choices regarding how to develop and relate elements of a story (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

RL.11-12.3

ELA11.5.3 Explain how an author’s choices, concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story), contribute to its overall structure and meaning.

RL.11-12.5

ELA11.5.4 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech. Consult general and specialized reference materials, both print and digital, to find the pronunciation, clarify precise meaning and part of speech, etymology, or its standard usage, and to verify the preliminary determination of the meaning of a word or phrase, choosing flexibly from a range of strategies.

L.11-12.4 L.11-12.4.b L.11-12.4.c L.11-12.4.d

ELA11.5.5 Examine and explain a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (satire, irony and/or understatement).

RL.11-12.6

ELA11.5.6 Synthesize evidence from a literary text to support analysis, reflection, and research. Apply grade 11-12 Reading standards to literature.

W.11-12.9 W.11-12.9.a

ELA11.5.7 Construct an argument to support claims in an analysis of substantive texts, using valid reasoning and relevant and sufficient

W.11-12.1



evidence. ELA11.5.8 Construct clear and coherent writing with structured organization

(introduction, body, and conclusion). Develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach.

W.11-12.4 W.11-12.5

Outcome ELA.11.6

Students will research, evaluate, and use credible sources to produce a properly cited argumentative paper, using standard English conventions, on a topic.

Standard Reference

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ELA11.6.1 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strength and limitations of each source in terms of the task, purpose, and audience; selectively integrate information into the text to maintain the flow of ideas, avoiding plagiarism (e.g., MLA format) and overreliance on any one source.

RI.11-12.7 W.11-12.8


W.11-12.10

ELA11.6.3 Write arguments to support claims in an analysis of substantive topics or texts: • Introduce precise, knowledgeable claim(s), establish the

significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

• Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

• Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between the claim(s) and reasons, between the reasons and evidence, and between the claim(s) and counterclaims.

• Establish and maintain a formal style and objective tone, while attending to the norms and conventions of the discipline in which they are writing.

• Provide a concluding statement or section that follows from and supports the information or explanation presented.

W.11-12.1.a W.11-12.1.b W.11-12.1.c W.11-12.1.d W.11-12.1.e

ELA11.6.4 Acquire and accurately use general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening.

L.11-12.6

ELA11.6.5 Produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.

W.11-12.4

ELA11.6.6 Develop and strengthen writing as needed by planning, revising, and editing.

W.11-12.5

ELA11.6.7 Demonstrate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling when

L.11-12.1 L.11-12.2



writing.

Outcome ELA11.7

Students will dissect twentieth-century American literature in order to analyze the development of multiple themes. Students will analyze the impact of the author’s choices and how these choices contribute to its overall structure and meaning.

Standard Reference

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ELA11.7.1 Demonstrate knowledge of twentieth-century works of American literature (e.g., Angelou, Fitzgerald, Hemingway, and Steinbeck).

RL.11-12.9

ELA11.7.2 Determine two or more themes of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

RL.11-12.2

ELA11.7.3 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (satire, sarcasm, irony and/or understatement).

RL.11-12.6

ELA11.7.4 Analyze multiple representations of a story and evaluate how each version interprets the source text.

RL.11-12.7

ELA11.7.5 Distinguish how two or more texts from the same time period treat similar themes or topics.

RL.11-12.9

ELA.11.7.6 By the end of grade 11, read and comprehend literature, including stories, dramas, and/or poems in the grades 11-CCR text complexity band and proficiently, with scaffolding as needed at the high end of the range.

RL.11-12.10



12th Grade

Purpose Statement:

Students will read, analyze, and interpret grade appropriate literary and informational texts with literary merit, including one Shakespearean play. Students will write strategically, focused upon audience and purpose. Students will understand how grammar functions in different contexts and make effective choices for style and meaning. Students will use speaking and listening skills in discussions while working on presentations.



curriculum.

Outcome ELA12.1

Students will create and revise a piece of narrative writing using narrative/memoir techniques and correct standard English conventions.

Standard Reference

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ELA12.1.1 Develop a real or imagined narrative using effective techniques, well-chosen details, and well-structured events sequences.

W.11-12.3

ELA12.1.2 Use narrative techniques (dialogue, pacing, description, reflection, and multiple plot lines) to develop experiences, events, and/or characters.

W.11-12.3.b

ELA12.1.3 Create a narrative that: • Engages and orients the reader by setting out a problem,

situation, or observation and its significance, establishing one or more multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

• Provides a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of a narrative.

W.11-12.3.a W.11-12.3.e

ELA12.1.4 Use a variety of techniques to sequence events so they build on one another in order to create a coherent whole, building toward a particular tone and outcome.

W.11-12.3.c

ELA12.1.5 Use precise words, phrases, telling details and sensory language to develop experiences, events, setting, and or characters.

W.11-12.3.d

ELA12.1.6 Strengthen writing for a specific purpose & audience. W.11-12.5 ELA12.1.7 Demonstrate an understanding of figurative language, word

relationships and nuances in word meaning. L.11-12.5


L.11-12.1 L.11-12.2



Outcome ELA12.2

Students will identify and explain the purpose of figurative language and the craft and structure of selected pieces of literature (short stories, novels, and/or plays).

Standard Reference

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ELA12.2.1 Identify and explain the impact of figurative language, specifically on meaning and tone.

RL.11-12.4

ELA12.2.2 Use context as a clue to the meaning of a word or phrase. L.11-12.4a ELA12.2.3 Explain and analyze how an author’s choices concerning how to

structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to the overall structure and meaning as well as its aesthetic impact.

RL.11-12.5

ELA12.2.4 Identify figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations.

L.11-12.5 L.11-12.5.a L.11-12.5.b

ELA12.2.5 Attend discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful well-reasoned exchange of ideas.

SL.11-12.1.a

ELA12.2.6 Work with peers to promote civil, democratic discussions and decision-making, set clear goal and deadlines, and establish individual roles as needed.

SL.11-12.1.b

ELA12.2.7 Propel conversations by posing and responding to questions that probe reasoning utilizing evidence; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

SL.11-12.1.c

ELA12.2.8 Respond thoughtfully to diverse perspectives, synthesize comments, claims, and evidence made on all sides of an issue, resolve contradictions when possible, and determine what additional information or research is required to deepen the investigation or complete the task.

SL.11-12.1.d

Outcome ELA12.3

Students will analyze and identify qualities of a Shakespearean play, determining and defending the timelessness of certain human issues. Students will critique multiple interpretations of a Shakespearean play, making claims about those interpretations and using evidence to support the claims.

Standard Reference

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ELA12.3.1 Analyze the impact of the author’s choices regarding how to develop and relate elements of a drama.

RL.11-12.3

ELA12.3.2 Determine or clarify the meaning of words and phrases as they are used in the text; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

RL.11-12.4

ELA12.3.3 Critique multiple interpretations of a drama, evaluating how each version interprets the source text.

RL.11-12.7

ELA12.3.4 Cite strong textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.11-12.1

ELA12.3.5 Draw evidence from literary texts to support analysis, reflection, and research.

W.11-12.9



ELA12.3.6 Demonstrate a command of the conventions of standard English grammar and usage when writing or speaking.

L.11-12.1

ELA12.3.7 Demonstrate and apply the knowledge of language to understand how language functions in different contexts and to make effective choices for meaning and style.

L.11-12.3

Outcome ELA12.4

Students will write a literary analysis essay. Students will identify and trace the development of multiple themes. They will identify and analyze the impact of tone and the use of the author’s language and syntax.

Standard Reference

Com

pone

nts

ELA12.4.1 By the end of grade 12, read and comprehend literature in the grades 11-CCR text complexity band independently and proficiently.

RL.11-12.10

ELA12.4.2 Determine two or more themes of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

RL.11-12.2


RL.11-12.1

ELA12.4.4 Analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

RL.11-12.4

ELA12.4.5 Explain how language functions in different contexts, including varying syntax for effect, to make effective choices for meaning or style, and to comprehend more fully when reading.

L.11-12.3 L.11-12.3.a

ELA12.4.6 Use evidence from literary texts to support analysis, reflection, and research.

W.11-12.9


W.11-12.4

ELA12.4.8 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.11-12.5

ELA12.4.9 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

W.11-12.6


L.11-12.1 L.11-12.2

Outcome ELA12.5

Students will critique the author’s choices regarding the use of satire, sarcasm, irony, or understatement. Students will demonstrate their knowledge of these choices through a piece of writing (e.g., write a piece which models the author’s choices or an extended response that analyzes those choices).

Standard Reference

ELA12.5.1 Analyze a case in which grasping point of view requires distinguishing what is directly stated in text from what is really meant (e.g., satire, sarcasm, irony or understatement).

RL.11-12.6




W.11-12.4


W.11-12.5


• Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

• Resolve issues of complex or contested usage consulting references as needed.

• Observe hyphenation conventions.

L.11-12.1 L.11-12.1.a L.11-12.1.b L.11-12.2 L.11-12.2.a L.11-12.2.b

ELA12.5.5 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.11-12.3

ELA12.5.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

W.11-12.6

Outcome ELA12.6

Students will determine central ideas when reading documents of historical and/or literary significance. Students will explain how authors and/or speakers structure arguments and use rhetoric to effectively communicate. Students will determine and evaluate the effectiveness of an author’s argument through an extended informative response.

Standard Reference

Com

pone

nts

ELA12.6.1 By the end of grade 12, read and comprehend literary nonfiction in the grades 11-CCR text complexity band independently and proficiently.

RI.11-12.10

ELA12.6.2 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to persuasiveness.

RI.11-12.6

ELA12.6.3 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument.

RI.11-12.5


RI.11-12.1

ELA12.6.5 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

• Introduce a topic, organize complex ideas, concepts and information so that each new element builds on that which proceeds it to create a unified whole include formatting, graphics, and multimedia when useful in aiding comprehension.

• Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples

W.11-12.2 W.11-12.2.a W.11-12.2.b W.11-12.2.c W.11-12.2.d W.11-12.2.e W.11-12.2.f



appropriate to the audience’s knowledge of the topic. • Use appropriate and varied transitions and syntax to link the

major sections of the text, create cohesion and clarify the relationships among complex ideas and concepts.

• Use precise language, domain specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

• Establish and maintain formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

• Provide a concluding statement or section that follows from and supports the information or explanation presented.

ELA12.6.6 Write routinely over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

W.11-12.10

Outcome ELA12.7

Students will identify a question or problem. They will research this topic using credible and reliable sources. By planning, revising, and using feedback, students will write and publish a cohesive, correctly cited research paper. Students will present their findings, focusing on audience and purpose.

Standard Reference

Com

pone

nts

ELA12.7.1 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) in order to address a question or solve a problem.

RI.11-12.7

ELA12.7.2 Conduct a sustained research project to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.11-12.7

ELA12.7.3 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience.

W.11-12.8

ELA12.7.4 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

L.11-12.6

ELA12.7.5 Selectively integrate information into the text to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

W.11-12.8


W.11-12.4


W.11-12.5


W.11-12.10

ELA12.7.9 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to

W.11-12.6



ongoing feedback, including new arguments or information. ELA12.7.10 Demonstrate command of the conventions of standard English

grammar, usage, capitalization, punctuation, and spelling when writing.

L.11-12.1 L.11-12.2

ELA12.7.11 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning; the organization, development, substance, and style are appropriate to audience, purpose, and range of formal and informal tasks.

SL.11-12.4

ELA12.7.12 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to add interest as well as to enhance understanding of findings, reasoning, and evidence and to add interest.

SL.11-12.5

ELA12.7.13 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

SL.11-12.6



Long-Range Plan 2015-2016

Reviewed & Revised Annually

Finalized April 8, 2016

SUBJECTS 14/15 15/16 16/17 17/18 18/19 19/20 20/21 21/22 22/23 23/24 24/25 25/26 26/27

ELA C VC A/R VA C VC A/R VA

Health C VC A/R VA C VC A/R VA

PE C VC A/R VA C VC A/R VA

Social Studies C VC A/R VA C VC

Fine & Performing Arts C VC A/R VA C VC A/R VA

Foreign Language C VC A/R VA C VC A/R VA

Career & Vocational Education C VC A/R VA C VC A/R

Science C VC A/R VA C

Math VC, VA VA C VC A/R VA C

KEY

C=DEVELOPMENT OF CURRICULUM DOCUMENTS

VC=IMPLEMENTATION & VALIDATION OF NEW CURRICULUM

A=DEVELOPMENT OF ASSESSMENTS R=RESOURCE SELECTION

VA=IMPLEMENTATION & VALIDATION OF ASSESSMENTS



NCSD Standards-Based Terminology District Guaranteed & Viable Curriculum

Our district’s guaranteed & viable curriculum is identified as the learning curriculum that guarantees an equal opportunity to learn for all students. It also guarantees adequate time for educators to teach the content and for students to learn it. It guarantees that the curriculum being taught is the same curriculum that will be assessed. It is viable when adequate time is ensured to teach all determined essential content. Our district’s curriculum is composed of identified learning outcomes students must know or do in order to perform at the mastery level of the identified standards.

State & District Content Standards

Our state & district content standards are the minimum content expectations that students must meet as defined by the State Board of Education. The content standards provide a common understanding among educators as to what students should learn at particular grades. However, the standards are not the curriculum.

District Vertical Learning Progression

A district vertical learning progression is the purposeful sequencing of a subject area’s route for teaching and learning expectations across multiple developmental stages, ages or vertical grade levels. The progressions illustrate progress toward the mastery of content skills as students move throughout their K-12 learning experience. The exiting stage is defined as college and career readiness for the graduate.



NCSD Standards-Based Terminology Pacing Guide

A pacing guide is a flexible timeline for logical and progressive sequencing of a content area over the course of an academic school year. Pacing guides may include the timeline for state, common, or classroom-level assessment.

Classroom Curriculum Map

A classroom curriculum map guides educators in planning the outcomes of their grade-level curriculum while differentiating to the needs of their students. It is designed to provide an overall picture of the what, the when, and the how content outcomes will be mastered during a school year.

Classroom Unit

A classroom unit targets the learning of outcomes and their components over a cycle/chunk of a few days to a few weeks. It contains all three stages for a learning cycle/chunk: • Desired results/learning • Assessment/evidence • Learning plan

Classroom Lesson Plan

The classroom lesson plan is a detailed instructional lesson that is used to plan and guide the daily learning activities.



NCSD Standards-Based Terminology Key: Bold terms are important concepts in Unit and Lesson Planning.

Underlined terms are important concepts that will be requested for validation. Italicized terms are important to our NCSD standards process.

Component: Aligned to standards and benchmarks, components are specific concepts and skills necessary for students to know and do in order to meet an outcome.

Component Assessment: Checks for understanding. May be oral, written, a product, and/or a performance.

Component Evaluative Criteria: Characteristics, qualities, or measures that are used to evaluate the student academic performance of the component.

Curriculum Coordinating Council: The governing body responsible for evaluating and making recommendations regarding curriculum, instruction, and assessment practices. Council is representative of all district educators and includes board, community and/or parent members.

Date Instruction Begins: The date instruction begins on a particular outcome.

Date of Outcome Assessment: Date a particular outcome is assessed.

Differentiation: Adaptations in content, processes, and/or products instructors make to meet the needs of a diverse group of students, with diverse learning needs, in the same learning environment.

Instructional Strategies: Classroom techniques that have research supporting their utility at enhancing student achievement. What the teacher is doing.

Long-Range Plan: A yearly timeline identifying when each content area will go through the curriculum, instruction, and assessment work. The Long-Range Plan is an 8-10 year projection and is re-evaluated each year by the Curriculum Coordinating Council. Outcome: Aligned to standards and benchmarks, outcomes are the expected result of student learning for a grade level or course.



Outcome Assessment: Requires students to demonstrate proficiency/mastery of the outcome as measured by the outcome evaluative criteria. May be oral, written, a product, and/or a performance. Outcome Evaluative Criteria: Characteristics, qualities, or measures that are used to evaluate the student academic performance of the outcome. Purpose Statement: Describes the focus of the subject at this grade level or in this course; points out what is new or different at this level that the student will accomplish. Resources: Used to support the curriculum such as materials, technology, field experiences, and community professionals. Standard Reference: Standards specify the essential learning in a given content area in which students must demonstrate proficiency. Each component references specific standards and/or benchmarks. Student Engagement Strategies: Techniques that help students be actively involved in their learning. What the students are doing. Subject Area Committee: A representative team of district educators for a specific subject area who analyze and adjust the current curriculum, coordinate the validation process, and facilitate the creation of common assessments. Validation: A process in which teacher feedback is gathered to ensure our curriculum is viable and to make adjustments as necessary.



Appendix




The Standards’ Approach to Text Complexity To help redress the situation described above, the Standards define a three-part model for determining how easy or difficult a particular text is to read as well as grade-by-grade specifications for increasing text complexity in successive years of schooling (Reading standard 10). These are to be used together with grade-specific standards that require increasing sophistication in students’ reading comprehension ability (Reading standards 1–9). The Standards thus approach the intertwined issues of what and how student read.

A Three-Part Model for Measuring Text Complexity As signaled by the graphic at right, the Standards’ model of text complexity consists of three equally important parts.

(1) Qualitative dimensions of text complexity. In the Standards, qualitative dimensions and qualitative factors refer to those aspects of text complexity best measured or only measurable by an attentive human reader, such as levels of meaning or purpose; structure; language conventionality and clarity; and knowledge demands.

(2) Quantitative dimensions of text complexity. The terms quantitative dimensions and quantitative factors refer to those aspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently, especially in long texts, and are thus today typically measured by computer software.

(3) Reader and task considerations. While the prior two elements of the model focus on the inherent complexity of text, variables specific to particular readers (such as motivation, knowledge, and experiences) and to particular tasks (such as purpose and the complexity of the task assigned and the questions posed) must also be considered when determining whether a text is appropriate for a given student. Such assessments are best made by teachers employing their professional judgment, experience, and knowledge of their students and the subject.

Common Core State Standards for English Language Arts Appendix A

https://edu.wyoming.gov/downloads/standards/ela_appendix_a.pdf



Qualitative Measures of Text Complexity Using qualitative measures of text complexity involves making an informed decision about the difficulty of a text in terms of one or more factors discernible to a human reader applying trained judgment to the task.

(1) Levels of Meaning (literary texts) or Purpose (informational texts). Literary texts with a single level of meaning tend to be easier to read than literary texts with multiple levels of meaning (such as satires, in which the author’s literal mes-sage is intentionally at odds with his or her underlying message). Similarily, informational texts with an explicitly stated purpose are generally easier to comprehend than informational texts with an implicit, hidden, or obscure purpose.

(2) Structure. Texts of low complexity tend to have simple, well-marked, and conventional structures, whereas texts of high complexity tend to have complex, implicit, and (particularly in literary texts) unconventional structures. Simple literary texts tend to relate events in chronological order, while complex literary texts make more frequent use of flashbacks, flash-forwards, and other manipulations of time and sequence. Simple informational texts are likely not to deviate from the conventions of common genres and subgenres, while complex informational texts are more likely to conform to the norms and conventions of a specific discipline. Graphics tend to be simple and either unnecessary or merely supplementary to the meaning of texts of low complexity, whereas texts of high complexity tend to have simi-larly complex graphics, graphics whose interpretation is essential to understanding the text, and graphics that provide an independent source of information within a text. (Note that many books for the youngest students rely heavily on graphics to convey meaning and are an exception to the above generalization.)

(3) Language Conventionality and Clarity. Texts that rely on literal, clear, contemporary, and conversational language tend to be easier to read than texts that rely on figurative, ironic, ambiguous, purposefully misleading, archaic or otherwise unfa-miliar language or on general academic and domain-specific vocabulary.

(4) Knowledge Demands. Texts that make few assumptions about the extent of readers’ life experiences and the depth of their cultural/literary and content/discipline knowledge are generally less complex than are texts that make many assumptions in one or more of those areas.





Achieve the Core Text Complexity: Qualitative Measures Rubric

http://achievethecore.org/content/upload/SCASS_Text_Complexity_Qualitative_Measures_Lit_Rubric_2.8.pdf



Achieve the Core Text Complexity: Qualitative Measures Rubric

http://achievethecore.org/content/upload/SCASS_Info_Text_Complexity_Qualitative_Measures_Info_Rubric_2.8.pdf



Quantitative Measures of Text Complexity Numerous formulas exist for measuring the readability of various types of texts. Such formulas typically use word length and sentence length as proxies for semantic and syntactic complexity, respectively (roughly, the complexity of the meaning and sentence structure). The assumption behind these formulas is that longer words and longer sentences are more difficult to read than shorter ones; a text with many long words and/or sentences is thus rated by these formulas as harder to read than a text with many short words and/or sentences would be.





Reader and Task Considerations The use of qualitative and quantitative measures to assess text complexity is balanced in the Standards’ model by the expectation that educators will employ professional judgment to match texts to particular students and tasks. Numerous considerations go into such matching. For example, harder texts may be appropriate for highly knowledgeable or skilled readers, and easier texts may be suitable as an expedient for building struggling readers’ knowledge or reading skill up to the level required by the Standards. Highly motivated readers are often willing to put in the extra effort required to read harder texts that tell a story or contain information in which they are deeply interested. Complex tasks may require the kind of information contained only in similarly complex texts.


• Do readers at this grade level possess the necessary attention to read and comprehend the text? • Will the readers at this grade level be able to remember and make connections among the various details presented in the text? • Do readers at this grade level possess the necessary critical/analytical thinking skills to understand the relationships between

the various parts of the text? • Will the text help to develop the attention, memory, and critical/analytic thinking skills necessary for future reading endeavors?

• Do readers at this grade level possess the necessary inferencing skills to “read between the lines” and make connections among elements that may not be explicit in the text?

• Do readers at this grade level possess the necessary visualization skills to imagine what is occurring or what is being described in the text?

• Do readers at this grade level possess the necessary questioning skills to challenge the ideas being presented in this text and consider those ideas from multiple points of view?

• Do readers at this grade level possess the necessary comprehension strategies to manage this text? • Will the text help to develop the inferencing skills, visualization skills, questioning skills, and comprehension strategies

necessary for future reading endeavors?

Reading Skills

Cognitive Capabilities

Suggested Considerations for Reader and Task




• Will the readers at this grade level understand the purpose—which might shift over the course of the reading experience—for reading the text (i.e., skimming, studying to retain content, close reading, etc.)?

• Will the readers at this grade level be interested in the content of the text? • Might the readers at this grade level develop an interest in this content because of this text? • Do readers at this grade level believe that they will be able to read and understand the text? • Will the readers at this grade level be interested and engaged with the style of writing and the presentation of ideas within the

text? • Will the text maintain the reader’s motivation and engagement throughout the reading experience?

• Do readers at this grade level possess adequate prior knowledge and/or experience regarding the topic of the text to manage the material that is presented?

• Are there any explicit connections that can be made between what content the readers at this grade level will encounter in the text and other learning that may occur in this or another class?

• Do readers at this grade level possess adequate prior knowledge and/or experience regarding the vocabulary used within the text to manage the material that is presented?

• Do readers at this grade level possess adequate knowledge of and/or experience with the genre of the text to manage the material that is presented?

• Do readers at this grade level possess adequate knowledge of and/or experience with the language (i.e. syntax, diction, rhetoric) of the text to manage the material that is presented?

• Are there any potentially concerning elements of content or theme that might contribute to students, teachers, administrators, and/or parents feeling uncomfortable with reading the text?

• Do readers at this grade level possess the maturity to respond appropriately to any potentially concerning elements of content or theme?

• Will the complexity of any tasks associated with the text interfere with the reading experience? • Will the complexity of any questions asked or discussed concerning this text interfere with the reading experience?

CCSSO Reader & Task Considerations

Motivation and Engagement with Task and Text

Prior Knowledge and Experience

Content and/or Theme Concerns

Complexity of Associated Tasks

http://programs.ccsso.org/projects/common%20core%20resources/documents/Reader%20and%20Task%20Considerations.pdf



Text Complexity Placemat

Text Complexity Placemat

http://community.ksde.org/Default.aspx?tabid=5575



Language Progressive Skills, by Grade The following skills, marked with an asterisk (*) in Language standards 1–3, are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.

* Subsumed by L.7.3a † Subsumed by L.9-10.1a ‡ Subsumed by L.11-12.3a Common Core State Standards for English Language Arts Appendix

Standard Grade(s)

3 4 5 6 7 8 9–10 11–12

L.3.1f. Ensure subject-verb and pronoun-antecedent agreement.

L.3.3a. Choose words and phrases for effect.

L.4.1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

L.4.1g. Correctly use frequently confused words (e.g., to/too/two; there/their).

L.4.3a. Choose words and phrases to convey ideas precisely.*

L.4.3b. Choose punctuation for effect.

L.5.1d. Recognize and correct inappropriate shifts in verb tense.

L.5.2a. Use punctuation to separate items in a series.†

L.6.1c. Recognize and correct inappropriate shifts in pronoun number and person.

L.6.1d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

L.6.1e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.

L.6.2a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

L.6.3a. Vary sentence patterns for meaning, reader/listener interest, and style.‡

L.6.3b. Maintain consistency in style and tone.

L.7.1c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

L.7.3a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

L.8.1d. Recognize and correct inappropriate shifts in verb voice and mood.

L.9–10.1a. Use parallel structure.



Prefix-Suffix-Root List by Grade *Recreated with permission from Cheney Public Schools, Cheney WA The following lists are not all-inclusive. They are a minimum that students at each grade level should read and understand how to use and apply by the current school year’s end. Others may be added based on your classroom of students and units of study. Prefix - A word part added to the beginning of a root or base word to create a new meaning. Suffix - A letter or a group of letters added to the end of a root or base word to change its meaning. Root - the form of a word after all affixes are removed. (Generally, prefixes and suffixes change the meanings of roots, but it is usually the suffix that denotes the part of speech.)

1st Grade Prefix Suffix Definition Examples Origin Additional Information -s

-es plural, more than one hats, pigs, books, boxes, wishes, dishes, cliffs,

roofs, beliefs, knives, leaves, halves, selves Anglo-Saxon y after vowel(s)

words end in –s, -sh, -ch, -x, -z, (-es) nouns ending –f or –fe(s) -f or –fe change to –f to –v and add –es consonant followed by –o(-es) vowel followed by –o(-s)

-ing action or process helping, skipping, running, seeing, thinking Anglo-Saxon Present participle or verb

-ed past tense jumped, helped Anglo-Saxon Past tense verb -er person connected with,

comparative degree teacher, writer, baker, bigger, colder, taller Anglo-Saxon

2nd Grade

Prefix Suffix Definition Examples Origin Additional Information un- not, opposite of unlock, unsafe, uncover Anglo-Saxon re- again, back reread, rewrite, return Latin -er

-or* person connected with, comparative degree

teacher, writer, baker, bigger, colder, taller Anglo-Saxon

-est superlative degree biggest, coldest, tallest Anglo-Saxon Usually an adjective -ful full of beautiful, painful Anglo-Saxon Usually an adjective -less without careless, helpless Anglo-Saxon

*Review and amend from previous grade level



3rd Grade

Prefix Suffix Root Definition Examples Origin Additional Information in- not inactive, income Latin im- not impossible, improper, import Latin Used before roots beginning with b, m, p dis- not, opposite of dislike, distrust, disagree Latin pre- before pretest, preplan, premade Latin tele- far, distant telephone, telegraph, television Greek -ies plural, more than one parties, babies, cries Anglo-Saxon y after a consonant -ied past tense cried, tried Anglo-Saxon y after a consonant -ed* past tense stopped, hopped Anglo-Saxon doubling (cvc) -ing* action, process stopping, hopping Anglo-Saxon doubling (cvc) -ly characteristic of badly, friendly, quickly Anglo-Saxon usually an adverb -y characterized by, like cloudy, fishy Anglo-Saxon bio life biology, biography, antibiotic Greek This Greek word continues to contribute new words to the

English language nearly every year. Its meaning, ‘life’, is so universally recognized, that BIOS is readily combined with other root words to coin new scientific terms.

graph write telegraph, photograph, phonograph, autograph

Greek Let someone present a research report on Thomas Edison’s early days as a telegrapher.

phone sound phonograph, symphony, telephone, microphone, phonics

Greek The original sound recording machines had needles which ‘wrote’ (scratched or cut) sounds on a wax surface, so phonograph was a word to describe the process.

sk(c)ope see, look, consider, examine

microscope, telescope, bishop, periscope, stethoscope, kaleidoscope

Greek The Greek alphabet had no letter ‘c’. They had a ‘kappa’ which made the same hard ‘c’ or ‘k’ sound we have in our alphabet.




4th Grade Prefix Suffix Root Definition Examples Origin Additional Information

non- not nonfat, nonsense Latin over- too much, above overdone, overhead Anglo-Saxon mis- bad or badly, wrong or

wrongly misbehave, misread, misspell Latin

de- reduce down, away from

defeat, deform, decrease Latin

under- too little, below underfed, underground Anglo-Saxon bi- two bicycle, binocular Latin tri- three tricycle, triangle Latin/Greek quad- four quadrilateral, quadrant Latin oct- eight octagon, octopus Latin/Greek -er-

-or* one who, that which baker, boxer, conductor, survivor Latin Usually a noun. Use-or with Latin roots for nouns (inventor,

elevator). Use –er with Anglo-Saxon roots (heater, swimmer).

-ation -ion -ition -tion

act of, state of, result of

attention, invitation, restriction Anglo-Saxon Usually a noun

-al,-ial related to, characterized by

colonial, biennial, dental, betrayal Latin Usually an adjective

-ness condition, state of darkness, fairness Anglo-Saxon Usually a noun -ment act, process enjoyment, replacement Latin -en made of, to make wooden, dampen, tighten Anglo-Saxon rupt break, burst bankrupt, rapture, disruptive Latin Erupt means to explode; irrupt means to rush or burst in. terra land terrain, territory, terrarium Latin A terrier is a small hunting dog trained to dig for burrowing

animals. geo earth, ground, soil geography, geology, geometry Greek The ancient Greeks were interested in the size of the earth

and invented ways to measure it (geometry). photo light photograph, telephoto, photos Greek tract pull, draw (drag) tractor, attract, subtract, traction Latin A contract pulls two sides together. meter,

metron measure speedometer, geometry, metric,

metronome, thermometer, perimeter, diameter, centimeter

Greek The basis for the metric system. Originally, a meter was supposed to be one ten-millionth the distance around the earth.




5th Grade Prefix Suffix Root Definition Examples Origin Additional Information

en- em-

to cause to be, to put into or onto, to go into or onto

encounter, enable, employ, embark, encircle

Latin

sub- under, beneath, below, secondary

subway, subsoil, substitute Latin

fore- before, earlier forearm, foreword Anglo-Saxon semi- half semicircle, semicolon Latin anti- opposite, against antibiotic, antifreeze Greek auto- self autograph, automatic Greek multi- many, much multicolor, multifamily Latin poly- many, much polygon, polysyllable Greek deca- deci-

ten decathlon, decade, decimal decimeter Latin/Greek

kilo- 1,000 kilogram, kilowatt Greek milli- mille-

1,000 millennium, millimeter Latin

centi- 100 centimeter, centipede Latin -ation

-ion -ition -tion*

act of/state of/result of

tension, attention, elevation, union Anglo-Saxon Usually a noun. The real suffix is –ion. Putting s or t in front of –ion is determined by the spelling of the root.

-able -ible

can be done enjoyable, sensible, likable Latin -able ending words have roots that can stand alone (enjoyable). –ible ending words have roots that can not stand alone (sensible).

-ive -ative -tive

inclined/tending toward an action

festive, talkative, active, sensitive Latin Words that end with –de (intrude) change the –de to s then add –ive (intrusive). Words that end with silent e (create) drop the e then add –ive (creative).

-logy -ology ologist

science of, study of, one who studies

biology, chronology, anthropologist Greek

-ence -ance

act or condition of persistence, excellence, assistance, importance

Latin

-an -ian

one have a certain skill, relating to, belonging to

electrician, magician, American, suburban

Latin Usually a noun

jacio, jactum (ject)

to throw inject, objection, project, eject Latin The ‘j’ is pronounced as a ‘y’. Romans didn’t use a ‘j’ at all, they used an ‘l’.

struct to build construct, instructor Latin



video (vid), visum (vis)

to see vision, evidence, provide, providence Latin

Jur Juris judge, oath, law jury, jurisdiction, juror Latin Juris means ‘of Law’ from Roman law log,

logos, logue

word or study prologue, apology, dialogue, eulogy, monologue, logic

Greek The Greek word logos meaning word or study, more than any other, shows the important of a good vocabulary in the process of acquiring knowledge. To the Geeks, study meant talking or discourse on a subject and sometimes writing down one’s conclusions.

pathos (path)

feeling, suffering apathetic, pathology, pathetic, sympathy

Greek Pathos is used both as a prefix (patho-) and a suffix (-pathy).

astron (ast, astr)

star astronaut, astronomy, disaster, asterisk, aster, asteroid

Greek Asteroids aren’t really star shaped but are very small objects that revolved around a star.

mit, mitt, miss

to send emit, transmit, admit, remit, missile, mission, admission, dismissed, commit

Latin Come from the Latin missus meaning to send. The Latin root accounts for the two spellings and double letters in many English words.

aud (audi, aus)

hear, listen audience, auditorium, audiovisual, auditor, audition

Latin

dico, dictum (dict)

to say, tell, speak diction, dictator, dictate, predict, verdict, contradict

Latni Dictionary; a book that lists the words of a spoken language and their meaning.




6th Grade Prefix Suffix Root Definition Examples Origin Additional Information in- il- im- ir-*

not inability, impatient, irregular, illegal Latin il-used before roots beginning with ‘l’ (illegible).

inter- between intercept, interview, interstate Latin trans- across/change/throu

gh transformation, transportation, transfer

Latin

super- above/on top of/beyond

superfine, superhuman, supersonic Latin

micro- small/minute microbiology, microscope Greek uni- one/single unicorn, unicycle, uniform Latin -ent

-ant an action/condition student, contestant, immigrant Latin Often a noun. The suffix –ant often indicates a person noun.

-ent -ant

causing a specific action

obedient, absorbent, abundant, elegant

Latin Often an adjective.

-ity -ty

state of/quality of prosperity, equality Latin Usually a noun

-ic relating to/characterized by

energetic, historic Latin/Greek Usually an adjective

-ize to make/to cause to become

fertilize, criticize, apologize Latin/Greek Usually a verb

-age result of an action/collection

manage, drainage, acreage Latin

-ous -eous -ious

full of/characterized by

adventurous, nervous, mysterious, courteous

Latin

port to carry portable, transport, export, portfolio, porter

Latin

scribe (scrib) scriptum (script)

to write describe, manuscript, scriptures, inscribe, prescription, script

Latin Verbs usually use scribe (prescribe), nouns usually use script (prescription).

spectro spect spec

to see, watch, observe

prospect, respect, specimen, spectrum, spectacular

Latin At the heart of the word aspect is the Latin specere ‘look’.

vac empty vacate, evacuate, vacancy, vacuum, vacuous

Latin

cocare (voc-vok)

to call or summon vocal, vocabulary, vocation, vocational, voice, revoke, invoke

Latin Come from the Latin vox, vocis meaning voice and vocare meaning to call. From voice we get words relating to human



sounds. hydros

(hydr) water hydrogen, hydrant, hydroplane Greek Hydrogen is one of the original elements listed on the

Periodic Table of Elements. chronos

(chron) time chronological, synchronize, chronicle,

chronic, chronometer Greek

thermos (therm)

heat thermometer, thermostat, thermos, thermal

Greek

bene boun bon

good, well benefit, benign, beneficial, Benedict, bonus, bonanza, bonbon, bounty

Latin




7th Grade Prefix Suffix Root Definition Examples Origin Additional Information com- con-

with, together commune, community, conjunction, combine, conspire, confluence

Latin

ex- exo-

out of, from exoskeleton, exterior, external Greek

pro- forward progress, proceed, produce Latin se- apart separate, select Latin retro- back, backwards retroactive, retrograde, retrospective Latin Adverb or adjective -fy to make, to form into fortify, solidify, liquefy Latin Typically turns words to which it is added into a verb -hood state, qualify,

condition of neighborhood, childhood, brotherhood

Old English A condition or state of being the thing or being in the role denoted by the word it is suffixed to, usually a noun.

-ice state or quality of justice, service, accomplice, apprentice, injustice

Latin Usually a noun

-some characterized by a thing, quality, state, or action

awesome, burdensome, winsome, quarrelsome

Old English Usually an adjective

-ward in the direction of forward, toward, westward Old English Adjective or adverb -ish like, having the

characteristics of, inclined or tending to

childish, girlish, impish, bookish, oldish

Old English Used to form adjectives from nouns or other adjectives

-less without tireless, childless, sleepless Old English Usually an adjective ad to, toward adequate, adhere, adjective,

assimilates, accommodate, acknowledge, alliteration, appointment

Latin Was used only as a prefix and preposition in Latin, used only as a prefix in English.

amo amatum

love amateur, amiable, amicable, amorous, enamored, enemy

Latin

aqua water aquarium, aqueduct, aquaculture, aquamarine

Latin Aqueduct is commonly misspelled because we expect it to be spelled with an ‘a’.

arbor arboris

tree arboretum, grape arbor, arborvitae Latin

bonus good bonus, bon bon, bonny, bounty, bonanza, boon

Latin Bonus is one English word adopted without change from the Latin word.

cum with, together cooperate, collaborate, collect, combat, community

Latin When this word became a prefix it tended to keep its older form of ‘com’. Like certain other prefixes (like ad) it will assimilate itself to the word to which it’s attached: co, col, con

dendron tree rhododendron, dendrophile, dendrometer, dendrifom

Greek

dia across, through diabolical, diadem, diagnosis, diagonal, diagram, diameter

Greek Diabolical is related to Spanish ‘diablo’ and French ‘diable’, both meaning devil.



facio factum -fy -fier

make, do factory, manufacture, deface Latin Some Latin words have contributed so many English words that learning them as soon as possible is a tremendous advantage. Facio is one of these. The Latin/English Derivative Dictionary lists 258 English words based on facio.

figo fixum

attach fix, fixture, crucifix, affix, prefix, suffix Latin Affix can be both a noun and a verb depending on which syllable is accented.

helios sun Helios (sun god, aka Apollo or Phaethon), heliotrope, helium

Latin Don’t confuse helios with helix, which means ‘spiral’ and which is found in words like helicopter and double helix.

ignis fire igneous, ignite, ignition Latin Igneous Rocks: in geology, we speak of rocks according to the way they were formed in the distant past. Igneous rocks are formed by fiery temperatures far below the earth’s surface.

inter between international, interject, interaction, intervene, intergalactic, interlude

Latin Webster’s International Dictionary devotes 27 columns to words beginning with inter. It is so well integrated into the English language that we may forget that it was a separate Latin word long ago.

jungo junctum

joint join, joint, conjunction, disjointed, junction, subjugate

Latin Join, one of the most common derivatives from jungo has come into English through French.

kinesis cinema

movement kinetic, kinesiology, cinema, cinematographer

Greek When the British were looking for a new word for the new ‘motion pictures’ they thought cinema would be perfect.

luna moon lunar, lunatic, lunacy, clair de lune, lunambulist, lunation

Latin The moon has historically been thought to bring on a kind of madness, so we have lunacy and lunatic all meaning somehow affected by the moon.

magnus large, big magnify, magnifier, magnitude, magnificent, magnanimous

Latin Someone always beings up the word ‘magnet’ so (preferably with a magnet in hand), you will want to explain that it is NOT from magnus. Rather, the original magnets were known as ‘Magnesian stones’.

philia -phile

love philosopher, Philadelphia, philanthropist, Francophile

Greek Philadelphia, Pennsylvania is known as the City of Brotherly Love.

phobos fear phobia, claustrophobia, hydrophobia, phobophobia

Greek It’s interesting that the astronomer who discovered the two satellites of the planet Mars (god of war) named them Phobos and Deimos-the Greek words for fear and terror.

pono postum (pos, post)

put, place pose, post, postage, position, deposit, depose, impose, component

Latin Post first meant a stake driven into the ground. Then it meant something firmly fixed in place. It came to mean a military station where soldiers held a position. Then, it was also a station along a road where travelers could rest, then a place where riders carrying messages in stages along the road could stop and change horses or hand letters to a fresh rider.

pyro fire pyrotechnics, pyre, pyromania, pyrometer, empyrean

Greek The ancients thought the highest layer of the sky was the home of fire and, therefore, of light. So they called the heavens the empyrean.

scio scitum

know science, scientific, conscience, prescience, omniscience

Latin It’s useful to point out that we kept the ‘sc’ spelling in science (and all other derivative words) even though we don’t



(sci) pronounce the ‘c’ in English, because it helps us to see and recognize immediately the Latin word scio from which they all come.

sol sun solar, solar system, solarium, solaster, parasol, solstice

Latin Copernicus and Galileo led the world to realize that we live in a solar system in which the sun is at the center and the planets and their satellites all revolve around the sun.

sonus sound sound, sonic, sonnet, sonovox, sonar, sonata, consonant

Latin A sonnet is an Italian poetic form of 14 lines and was, at one time, as popular as ‘raps’ are today.

stella star stellar, constellation, interstellar, stellascope, Stella

Latin Wondering about the stars and trying to learn more about them is something we share with people of all ages in history. The constellations were given Latin names of people everywhere would know which stars or star groups were being discussed. Latin helps draw people together in their search for knowledge.

syn sym

with, toether sympathy, symphony, synthesis, synthetic, photosynthesis, synonym, synagogue, synchronize

Greek Since syn is the actual word and sym is the assimilated form, it’s a good idea to talk about the process of assimilation of prefixes. The ‘n’ or ‘m’ is used, depending on what sounds best with the letters following.

tempus temporis

time temporal, temporary, extemporaneous, contemporary, tempo

Latin This Latin word is descended from an old Indo-European root word, temp, which meant ‘stretch or extend’.

thesis put, place thesis, theme, parenthesis, synthetic, synthesizer

Thesis is a good word to use to begin a discussion of the kind of writing which will need to be done all through school. The ability to state a theme or position and then to present persuasive arguments, examples, and authorities as evidence of the theme’s truth or validity is a skill which can hardly be introduced too soon.

trans across transport, transaction, transcript, transfer, transform

Latin In English, this root is always used as a prefix.

tropos turning tropics, tropical, phototropic, heliotrope

Greek

verbum word verb, proverb, verbal, verbiage, verbose, verbatim, verbalize

Latin We don’t often stop to realize that the verb is the chief word in a sentence. In fact, in its imperative form, if can be the complete sentence all on its own. “Go!”

verto versum

turn reverse, advertise, universe, university, controversial, conversation, diversity

Latin We use the Latin word versus (turned toward) in English in speaking of opponents in a contest. We abbreviate it vs. (Huskies vs. Ducks). The Latin versus (also meaning “turning of the plough; a furrow”) gave us the derivative verse, meaning “a line of poetry”.

Vulcanus god of fire volcano, volcanic, vulcanize, vulcanite, volcanology

Latin Vulcanize means to treat with heat and sulphur to make rubber hard and durable so it can be used for car, truck, and airplane tires.



8th Grade Prefix Suffix Root Definition Examples Origin Additional Information hom- homo-

same homonym, homophone, homogenous, homeostasis

Greek This Greek prefix forms many scientific and other terms, often in opposition to hetero-. Don’t confuse this Greek homo- element with the Latin homo- which means “mankind”.

hype- over, too much hypertension, hyperactive, hyperbole Greek A prefix appearing in loanwords from Greek, where it meant “over,” usually implying excess or exaggeration.

mid- middle midsummer, midnight, midsection, midday

Old English

neo- new, recent, revived Neolithic, neonatal, Neo-Nazi Greek Used in the formation of compound words -ide chemical pesticide, sulfide, oxide German Suffix forming nouns; A suffix used to form the names of

various chemical compounds, especially the second part of the name of a compound that has two members (such as sodium chloride ) or the name of a general type of compound (such as polysaccharide ).

-ways in what manner always, sideways, alleyways, airways Old English Suffix forming adverbs. auto self autograph, automatic, autonomy Greek At the time the automobile was invented, people understood

perfectly that the word ‘automobile’ was intended to mean ‘horseless carriage’.

annus year annual, anniversary, centennial, annuls

Latin Ancient Roman historians at first wrote annal in which they recorded important events, records of magistrates, events

biblos book bibliography, Bible Greek Biblos was the word used by the Greeks for the papyrus scrolls or books which they imported from the Phoenician city of Byblos.

bracchium arm bracelet, embrace, brace Latin There are several other kinds of braces to discuss: a set of suspenders for trousers; a support for a wall or anything that needs to be held up; a two-arm handle for rotating a drill bit.

caput capitis

head capital, captain, decapitate, cabbage Latin Cabbages growing look like heads. As one’s head governs one’s body, a captain governs his troops.

centum hundred century, centimeter, percent, centipede

Latin Century, to us, usually means 100 years, but it can mean a set of one hundred anything: a collection of 100 poems, a group of 100 soldiers, etc.

corpus body corps, corporation, corpse, corpulence

Latin In anatomy it refers to the human trunk as distinguished from the head, arms, legs, etc. When we refer to a ‘governing body’ like Congress or the ‘corpus of literature’ on a subject, we generally mean the ‘whole works.’

decem ten decimeter, December Latin Romulus, Rome’s founder, invented a ten-month calendar ending with December.

demos the people, the citizens

democracy, demography, epidemic Greek The word demos meant a great deal to the Greeks. More than any people in the history of the world before them, they though that the people were important.

dens tooth dent, dentist, dental, indent Latin Open some books, examine the left margin of the printed



dentis lines, and find the indentations where someone ‘took a bite.’ digitus finger, toe, inch digit, prestidigitation Latin Since fingers were used for counting, it’s no surprise that the

Arabic numerals came to be called digits. dormio sleep dormitory, dormant, dormer window,

dormouse Latin Dormouse – he’s not a mouse who comes in your door; he

hibernates during cold months. duo two duet, duel, duplicate Latin There are so many words with this root that your more avid

readers had better plunder the unabridged dictionary. frater

fratis brother fraternal, fraternity, fraternize Latin In medieval times, orders of monks were called fraternitas or

brotherhoods. liber

libri book library, librarian, libretto Latin Liber in Latin also means ‘free’ and we find it in such English

derivatives as liberty, liberal, liberation, none of which have anything to do with books. You might argue that books, which make possible the free exchange of ideas, help the cause of liberty and freedom.

lithos stone lithograph, monolith, Neolithic Greek A monolith is a large, single stone used as a monument or obelisk. A megalith is a really huge stone such as the ones used in the building of Stonehenge.

manus hand manufacture, manifest, manuscript Latin Manual refers to one’s hand(s) doing something – to operate manual controls on a machine rather than using automatic ones.

mater matris

mother matriarch, maternal, matrimony Latin There have been societies in the world in which the women rule the families and societies. These are matriarchies.

mille thousand mile, millimeter, millennium Latin A Roman mile was made up of 1,000 paces. nomen

nominis name nominate, denominator,

nomenclature Latin In the sciences, the system of names by which things are

classified in called nomenclature. novem nine November, novennial Latin November is the ninth month if you start counting from

March, as the early Romans did. octo eight October, octopus, octagon,

octogenarian Latin Octopus – This word is really a Greek derivative. The Greek

word for ‘eight’ is okto. pater

patris father patriarch, patron, patriotism Latin The founding fathers of a society are thought of as the

patriarchs of the whole society. pes

pedis foot pedestrian, pedicure, pedometer Latin A word about words like pediatrician which do NOT come

from pes, pedis, but rather from the Greek paidos = child and iatros = physician.

petros stone, rock petrified, petroleum, petroglyph Greek We speak of being petrified when we are frightened into rigidity – made stone-like by fear.

polis city metropolis, political, policy Greek Since ancient Greek cities (polis) were really city-staes, the idea of polis to us can man government, not just of a city, but of a state (like Washington) or nation (like the U.S.A). This, along with demos, is a particularly valuable root word to acquire.

populous people people, public, republic, popular Latin All the Romance languages (French, Spanish, Italian,



Portuguese, Romanian – which were originally Latin or “Roman’s Languages) have derivations from populous which are easy to recognize.

prae (pre)

before, in front of predict, preamble, precaution, precursor, prefer

Latin A number of Latin words which use the ‘ae’ spelling, drop the ‘a’ when they come into English. Aequalitas becomes equality; aether becomes ether; prae becomes pre.

pro for, before, forward, in place of

profess, professional, problem, proboscis, prologue, proclaim, proceed, pronoun

Latin It’s important to learn all of the meanings for pro so one can figure out the meanings of the many English derivatives.

quattuor four quadrilateral, quadruped, quadricycle Latin People have always loved learning to count in other languages. Latin is particularly valuable since all of its number words have many derivations in other languages.

quinque five quintet, quinquennial, quintuplet Latin This is a combining word meaning “having five or consisting of five.”

septem seven September, septennial, Septuagint Latin When Rome’s second King, Numa Pompiliu, added two months to the beginning of the Roman calendar, September became the ninth month instead of the seventh month.

sex six sexdigital, sexennial, sextet, sextuple Latin This root word (meaning six) always sets people to wondering (and sometimes asking) where the English word sex (not meaning six) came from. The answer is that there are two Latin words, sexus and secus (both meaning sex).

tres (tri) three trio, tricycle, triangle, triceratops Latin The prefix tri, meaning three, comes from both the Greek and Latin. The Latin, tres, is spelled treis in Greek. Tri can be combined with either Greek or Latin root words.

unus one unit, union, united, unicorn, unison Latin Unique is a French word from unus meaning one-of-a-kind. urbs

urbis city urban, suburb, urbanites Latin Smaller towns near our cities are suburban communities and

we commute on interurban rapid transit. vivo

victum live vivid, revive, survive, victim Latin We now speak of anyone who has suffered a misfortune or an

accident as a “victim”. However, the word originally referred to the live animal or human being who was sacrificed to appease a god.

Documents

K-12 English Language Arts Curriculum · K-12 English Language Arts Curriculum . grow, excel . contributors . The Natrona County School District empowers every learner to grow, excel