Reading Curriculum

4

Kindergarten Reading Curriculum

The kindergarten reading program is composed of several components. The core of the program consists of the basal series, while the others enhance the phonological aspects. STORYtown. Phonemic Awareness. Michael Heggerty, Ed.D., 2005.

Harcourt School Publishers, 2009.

Phoneme Activities. These activities are teacher created and help to provide instruction with phoneme production and recognition in the initial position. These activities are provided in a multi-sensory approach.

The following skills are covered in the curriculum. 1. Concepts About Print includes skills such as understanding that print provides

information and can be read, knowledge of left-to-right and top-to-bottom directionality, distinguishing letters from words, recognizing names, matching upper and lower case letters, recognizing sentences in print are made of words, identifying book parts, and matching oral words to printed words.

[State Standard: 1.A.1a] 2. Phonemic Awareness includes skills such as understanding that spoken words and

Syllables are made up of sequence of sounds, count and track sounds in a syllable, syllables in words, and words in sentences, knowing the sounds of letters, match, identify, distinguish, and segment sounds in initial, final, and medial positions in single-syllable spoken words, blend sounds to make words and syllables, track and represent changes in syllables and words as target sounds are added, substituted, omitted, shifted, and/or repeated, distinguish long and short-vowel sounds in spoken words, and identifying and producing rhyming words.

[State Standards: 1.A.1a] 3. Decoding includes understanding and applying the alphabetic principle, consonants

in single, blend and diagraph form in initial, final and medial positions, vowels in short, long, diagraphs, r-controlled, variant, and schwa forms, matching consonant and short-vowel sounds to appropriate letters, understand that as letters in words change, so do the sounds, blend vowel-consonant sounds orally to make words or syllables, blend sounds from letters and letter patterns into recognizable words, work with phonograms, word families, and onset-rimes and using visual clues such as sound/symbol relationships, letter patterns, and spelling patterns.

[State Standards: 1.A.1a, 4.B.1a] 4. Vocabulary, Concept Development and Word Recognition includes skills such

as academic language, classify and categorize, and recognizing one-syllable, high-frequency words, common, irregular sight words, and lesson vocabulary.

[State Standards: 1.A.1a and 1.A.1b.] 5. Comprehension and Analysis of Text includes such skills as asking and answering

questions, using background knowledge (prior knowledge and experiences), using details,

5

drawing conclusions, higher order thinking, analyze, critique and evaluate, synthesize, and visualize text and information, main idea: stated and unstated, use main idea and supporting details, make inferences, make predictions and predict outcomes, use graphic organizers, preview, establishing purpose for reading, retell stories and ideas, sequence, summarize, use text structure for narrative text.

[State Standards: 1.B.1a, 1.B.1b, 1.B.1c, 1.C.1a, 1.C.1b, 1.C.1c, 1.C.1d, 1.C.1f, 4.A.1a, 4.A.1.b] 6. Literary Elements and Analysis includes such skills as recognizing important events in

plot development, identifying characters, identifying and describing setting, know a variety of literary genres and their basic characteristics, distinguish between fantasy and realistic text, understand the distinguishing features of literary and nonfiction texts: everyday print materials, poetry, drama, fantasies, fables, myths, legends, and fairy tales, recognize rhythm, rhyme, pattern, and repetition in literature, and understand dialogue.

[State Standards: 1.B.1b, 1.C.1c, 1.C.1d, 1.C.1e, 2.A.1a, 2.A.1b, 2.A.1c, 2.B.1a, 2.B.1c] 7. Research and Information/Study Skills includes skills such as understanding the

purpose of title page, table of contents, and chapter titles, use picture dictionaries, charts, maps, diagrams, calendars, graphs, and photos for information, follow and give directions, and apply plans (KWL).

[State Standards: 1.C.1a, 1.C.1f, 4.A.1c, 4.A.1d] 8. Cultural Awareness includes skills as connecting information and events in texts

to life and life to text experiences and comparing language, oral traditions, and literature that reflect customs, regions, and cultures.

[State Standards: 1.C.1c, 2.B.1a, 2.B.1c] 9. Response to Text includes such skills as relating characters and events to own life,

read to perform a task or learn a new task, recollect and talk about books read, and describe the roles of authors and illustrators.

[State Standards: 1.C.1a, 2.B.1a, 4.A.1a, 4.A.1b, 4.A.1c, 4.A.1d, 4.B.1b] 10. Viewing Media includes the skill of interpreting information from visuals

(illustrations, diagrams, charts, and maps). [State Standards: 1.C.1e, 1.C.1f, 4.A.1d]

6

First Grade Reading Curriculum

The first grade reading curriculum is presented through the five levels of the Harcourt STORYtown

basal reading program. The following materials form the core of this program:

STORYtownTeacher Resource Kit

– Harcourt, 2009

Discover Intensive PhonicsPhonemic Awareness: Michael Heggerty, Ed.D.

: Charlotte F. Lockhart

Lessons from the phonics program are used to reinforce the skills presented in the basal readers. The following skills are covered in the Harcourt Basal Series: 1. Concepts about Print includes skills such as knowing the alphabet, and using directionality,

print concepts and word awareness.

[State Standards: 1.A.1a, 1.A.1b]

2. Phonemic Awareness includes skills such as distinguishing phonemes, blending sounds, syllabicating, and rhyming.

[State Standards: 1.A.1a,1.A.1b] 3. Decoding includes skills such as using phonics, structural analysis, and word identification.

[State Standard: 1.A.1a] 4. Vocabulary, Concept Development and Word Recognition includes skills such as

recognizing high-frequency words and selection vocabulary, using context clues, and engaging in glossary/dictionary work.

[State Standard: 1.A.1b] 5. Comprehension and Analysis of Text includes skills such as identifying the author’s

purpose, recognizing cause and effect, classifying and categorizing, comparing and contrasting, drawing conclusions, predicting outcomes, identifying the main idea and important details, and sequencing the events in a story.

[State Standards: 1.B.1a,1.B.1b, 1.B.1c, 1.C.1a, 1.C.1b, 1.C.1c,1.C.1d, 1.C.1e] [State Standards: 2.A.1a, 2.A.1b, 2.B.1a, 2.B.1c,] [State Standards: 4.A.1b, 4.B.1b]

6. Fluency includes skills such as reading regularly in independent-level and instructional-level

materials, reading aloud with accuracy, expression, and appropriate phrasing, paying attention to punctuation, and exhibiting story comprehension.

[State Standard: 1.B.1d]

7

7. Literary Elements and Analysis include skills such as recognizing the elements of character, setting, plot, and theme; literary forms and genres; literary devices that an author uses; and demonstrating the ability to compare, contrast, and make connections.

[State Standards: 1.B.1a,1.B.1b, 1.C.1a, 1.C.1b, 1.C.1c, 1.C.1d, 1.C.1e, 1.C.1f] [State Standards: 2.A.1a, 2.A.1b, 2.B.1a, 2.B.1c] [State Standard: 4.B.1b] 8. Research & Information/Study Skills include skills such as reading to recall important

ideas, using a variety of reference materials, and summarizing and organizing information in a variety of ways. These skills are supplemented by library skills instruction.

[State Standards: 1.C.1d, 1.C.1f] [State Standard: 4.A.1c]

9. Cultural Awareness includes skills such as making connections in text to life and different

cultures, as well as viewing concepts and issues from diverse perspectives.

[State Standard: 1.C.1c] [State Standards: 2.B.1a, 2.B.1b, 2.B.1c]

10. Response to Text include skills such as listening for a purpose, participating in discussions,

communicating ideas and opinions, and retelling stories. [State Standard: 2.B.1a] [State Standards: 4.A.1a, 4.A.1b, 4.A.1c, 4.B.1b]

11. Viewing/Media includes skills such as enjoying and analyzing illustrations; and interpreting

information from illustrations, maps, and charts. [State Standards: 1.C.1e, 1.C.1f]

8

Second Grade Reading Curriculum

The second grade reading curriculum is presented through the Harcourt STORYtown basal reading program. The following materials form the core of this program: STORYtown – Harcourt, 2009 Teacher Resource Kit Supplemental Trade Books (list of possible trade books attached) Lessons from the phonics program are used to reinforce the skills presented in the basal readers. The following skills are covered in the Harcourt Basal Series: 1) Concepts about Print include skills such as knowing the alphabet, and using directionality,

print concepts and word awareness. [State Standards: 1.A.1a, 1.A.1b] 2. Phonemic Awareness includes skills such as distinguishing phonemes, blending sounds,

syllabicating, and rhyming. [State Standards: 1.A.1a, 1.A.1b] 3. Decoding includes skills such as using phonics, structural analysis, and word identification

techniques. [State Standard: 1.A.1a] 4. Vocabulary, Concept Development and Word Recognition includes skills such as

recognizing high-frequency words and selection vocabulary, using context clues, and engaging in glossary/dictionary work.

[State Standard: 1.A.1b] 5. Comprehension and Analysis of Text includes skills such as identifying the author’s

purpose, recognizing cause and effect, classifying and categorizing, comparing and contrasting, drawing conclusions, predicting outcomes, identifying the main idea and important details, and sequencing the events in a story.

[State Standards: 1.B.1a, 1.B.1b, 1.B.1c, 1.C.1a, 1.C.1b, 1.C.1c, 1.C.1d, 1.C.1e] [State Standards: 2.A.1a, 2.A.1b, 2.B.1a, 2.B.1c] [State Standards: 4.A.1b, 4.B.1b] 6. Fluency includes skills such as reading regularly in independent-level and instructional

level materials, reading aloud with accuracy, expression, and appropriate phrasing, paying attention to punctuation, and exhibiting story comprehension.

[State Standard: 1.B.1d]

9

7. Literary Elements and Analysis includes skills such as recognizing the elements of character, setting, plot, and theme; literary devices that an author uses; and demonstrating the ability to compare, contrast, and make connections.

[State Standards: 1.B.1a, 1.B.1b, 1.B.1c, 1.C.1a, 1.C.1b, 1.C.1c, 1.C.1d, 1.C.1e, 1.C.1f] [State Standards: 2.A.1a, 2.A.1b, 2.A.1c, 2.B.1a, 2.B.1b, 2.B.1c] [State Standards: 4.A.1b, 4.A.1d, 4.B.1b] 8. Research and Information/Study Skills include skills such as reading to recall important

ideas, using a variety of reference materials, and summarizing and organizing information in a variety of ways. These skills are supplemented by library skills instruction.

[State Standards: 1.C.1a, 1.C.1d, 1.C.1f] [State Standards: 4.A.1c, 4.A.1d] 9. Cultural Awareness includes skills such as making connections in text to life and to

different cultures, as well as viewing concepts and issues from diverse perspectives. [State Standards: 1.C.1b, 1.C.1c] [State Standards: 2.B.1a, 2.B.1b, 2.B.1c] 10. Response to Text includes skills such as listening for a purpose, participation in discussions,

communicating ideas and opinions, retelling or dramatizing stories, and presenting reports and speeches.

[State Standard: 2.B.1a] [State Standards: 4.A.1a, 4.A.1b, 4.A.1c, 4.B.1a, 4.B.1b] 11. Viewing/Media includes skills such as enjoying and analyzing illustrations; viewing a

variety of techniques in media; interpreting information from illustrations, maps, charts, etc.; and using technology to communicate information.

[State Standards: 1.C.1e, 1.C.1f] [State Standard: 4.A.1d] Second Grade Novels

The novels selected from year to year vary depending on students’ abilities and interests. A Bargain for Frances Sylvester and the Magic Pebble A Promise is a Promise The Case of the Nervous Newsboy Alexander and the Terrible, Horrible, No Good, My Teacher Turns into a Tyrannosaurus

Very Bad Day The Emperor’s New Clothes Blackberries in the Dark The Pain and the Great One The One in the Middle is the Green Kangaroo Caps for Sale Dashing Through the Snow, Story of the Iditarod Freckle Juice Harry and the Terrible Whatzit Ira Sleeps Over Miss Nelson is Missing Miss Rumphius The Paper Bag Princess The True Story of Balto

Variety of Cam Jansen series titles and Nate the Great Series Titles There’s a Nightmare in My Closet

10

Third Grade Reading Curriculum

The third grade reading curriculum is a program that uses a variety of strategies to improve reading comprehension and fluency. The reading program consists of STORYtown

, a research-based, developmental reading and language arts program and a collection of literature based novels.

STORYtown features an organized, direct approach to teaching reading. This program emphasizes explicit, systematic instruction in the areas of vocabulary, fluency, comprehension, and writing. This program provides ample practice and application of these skills, using a variety of meaningful tools and activities suited to different types of learners and classroom settings to reinforce instruction and learning. An assessment program is included to ensure mastery and/or diagnosis of reading difficulties throughout the year. Quality literature and direct instruction will help develop fluent, lifelong readers. *Phonics, Grammar, Spelling, and Writing are additional components of the STORYtown

reading series.

Novels include supplementary materials and instructional activities to develop the following: comprehension skills, word attack skills, study skills, writing skills, dictionary skills, and spelling and vocabulary skills. Using children’s literature as the foundation for the curriculum provides meaningful instruction that acts as a springboard for discussion and stimulates critical thinking. The following materials form the core of this program:

STORYtown developmental reading and language arts program by Harcourt School Publishers STORYtown Harcourt Leveled Readers for differentiation and individualized instruction

Teacher Resource Materials

Teacher-Developed Units for Novels Portals to Reading Series – Perfection Learning, 1997 Teacher Created Materials, Inc., 1997 Novel Ties/Learning Links Inc.

, 1997

1) The term vocabulary refers to the words that students need to know to communicate. It includes words that are part of their oral vocabulary and their reading vocabulary. Vocabulary development refers to the knowledge of words, their definitions, and context.

Word Analysis and Vocabulary Skills

a) Students can apply word analysis and vocabulary skills to comprehend unfamiliar words

so they can understand selections.

i) Students can read and comprehend unfamiliar words using root words, synonyms, antonyms, word origins, and derivations [State Standards: 1.A.2a, 1.A.2a/1.4.04]

ii) Students can clarify word meaning using context clues, reading ahead, and using a variety of resources including glossaries, dictionaries, and thesauruses. [State Standard: 1.A.2b]

2)

Comprehension is the understanding of meaning in text. It is the goal of all reading and all reading instruction. Comprehending text is an active, intentional process between the

Comprehension – Skills & Strategies

11

reader and the text. The following comprehensions skills and activities are incorporated throughout

STORYtown

a) Students can apply reading strategies to improve understanding and fluency. i) Students can establish purposes for reading, survey materials, ask questions, make

predictions, connect, clarify, and extend ideas. [State Standards: 1.B.2a, 1.B.2a/2.404, 1.B.2a/1.4.17].

ii) Students can identify structure of nonfiction texts to improve comprehension, which

includes description, compare/contrast, cause and effect, and sequence of events. [State Standards: 1B.2b, 1.B2b/2.4.13, 1.B.2b/q.4.16, 1.B.2b/1.4.21, 1.C.2c]

iii) Students can continuously check and clarify for understanding by monitoring

comprehension, rereading, seeking additional information, summarizing, adjusting reading rate according to difficulty of material, and by self-correcting. [State Standards: 1.B.2c, 1.B2c/1.1.17, 1.B2c/1.4.20, 1.B.2c/1.4.22, 1.B.2c/1.c.2d, 1.B.2c/2.4.13, 1.C.2a, 1.C.2d]

iv) Students can read age-appropriate material aloud with fluency and accuracy. The

student should be able to apply reading strategies to improve understanding and fluency. Fluency is the ability to read text smoothly, accurately, and with expression. Fluent readers can read aloud with a pace and phrasing that is much like speaking. [State Standards: 1.B.2d]

b) The student can comprehend a broad range of reading materials.

i) Students can use information to form and refine questions and predictions.

[State Standards 1.C.2a]

ii) Students can make and support inferences and form interpretations about main themes and topics. [State Standards: 1.C.2b/2.4.11, 1.C.2b/1.413, 1.C.2b/1.414, 1.C.2b/1.4.18, 1.C.2b]

iii) Students can compare and contrast the content and organization of selections read. [State Standard: 1.C.2c]

iv) Students can summarize, make generalizations, and draw conclusions from the content and relate it to the purpose of the material. [State Standards: 1.C.2d/1.4.20]

v) Students can explain how authors and illustrators use text and art to express ideas

using techniques such as point of view, figurative language, colors and hue. [State Standards: 1.C.2e/2.401, 1.C.2e/2.404, 1.C.2e/2.4.11, 1.C.2e/2.4.13, 1.C.2e/1.4.23, 1.C.2e/1.4.26]

vi) Students can connect information presented in graphic organizers, tables, maps, and charts to printed or electronic text. [State Standards: 1.C.2.2f/1.411]

12

c) Students can understand how literary elements and techniques are used to convey meaning. i) Students can identify literary elements and literary techniques in a variety of literary

works. These include: Story structure, character’s traits and motivations, theme, setting, plot, main ideas and details, tone, figurative language, and conflict and resolution. [State Standards: 2.A.2a, 2.A.2a/1.4.16, 2.A.2a/2.4.08, 2.A.2a/2.4.09, 2.A.2b, 2.A.2b/1.4.17, 2.A.2b/1.4.21, 2.A.2b/1.4.23, 2.A.2b/2.4.01, 2.A.2b/2.4.04, 2.A.2b/1.B.2a, 2.A.2b/1.B.2C]

ii) Students can identify features of literary forms/genres. [State Standard: 2.A.2c]

d) Students can read and interpret a variety of literary works

i) Students can respond to literary material by making inferences, drawing conclusions,

and comparing it to their own experience, prior knowledge, and other texts. [State Standards: 2.B.2a, 2.B.2a/1.4.16, 2.B.2a/1.4.22]

ii) Students can identify and explain themes that have been explored in literature from different societies and eras. [State Standard: 2.B.2b]

iii) Students can relate literary works and their characters, settings and plots to current and historical events, people and perspectives. [State Standards: 2.B.2c, 2.b.2c/2.401]

3) Oral Language – Listening

a) Students will listen effectively in formal and informal situations.

i) Students can demonstrate understanding of the listening process (e.g., sender, receiver, message, by summarizing and paraphrasing spoken messages orally and in writing in formal and informal situations. [State Standard: 4.A.2a]

ii) Students can ask and respond to questions related to oral presentations and messages

in small and large group settings and restate and carry out a variety of oral instructions. [State standard: 4.a.2b, 4.A. 2c]

4) Phonemic Awareness

- This includes skills such as identifying phonemes, blending sounds, syllabicating, and rhyming. Phonemic awareness in the ability to hear, focus on, and work with the individual sounds-or phonemes-in spoken language. Decoding includes skills such as using phonics, structural analysis, and word identification.

Students can apply word analysis and vocabulary skills to comprehend unfamiliar words so they can understand selections.

13

Students can read and comprehend unfamiliar words using root words, synonyms, antonyms, word origins, and derivations [State Standards: 1.A.2a, 1.A.2a/1.4.04]

Third Grade Novels

The novels listed below are available for each teacher to use as part of the reading curriculum. In determining which novels to select, the teacher considers the reading ability and interests of the students, as well as the appropriateness of the material in developing cross-curricular units of instruction. One novel per quarter should be completed.

The novels selected from year to year vary depending on students’ abilities and interests. Average ReadersThe Nightingale Mr. Popper's Penguins

Finding the Titanic Scruffy The Midnight Fox Tornado Muggie Maggie Ramona Forever Ramona Quimby, Age 8 Frindle Molly's Pilgrim The Magic School bus at the Waterworks The Magic School bus Inside the Human Body The Magic School bus Lost in the Solar System Zucchini The Legend of the Poinsettia Gadget War The Hundred Dresses If You Travelled West in a Covered Wagon Pippi Longstocking Sarah, Plain and Tall If You Lived in Colonial Times If You Lived with the Sioux Indians Skinnybones The Long Way to a New Land The Long Way Westward A Storm in the Night Sky Pioneer High Readers Low ReadersRalph S. Mouse The Littles

James and the Giant Peach The Courage of Sarah Noble What's the Big Idea, Ben Franklin? Arctic Son Arthur for the Very First Time Lazy Lions, Lucky Lambs Seven Kisses in a Row Beast in Ms. Rooney's Room Soup Follow the Drinking Gourd Little House on the Prairie

14

These skills/activities are incorporated throughout each novel:

1. Using Graphic Organizers Pre-Reading Activities

2. Setting Purpose 3. Predicting 4. Identifying Literary Forms 5. Establishing Point of View 6. Connecting Literature to History 7. Learning About Author and Illustrator

[State Standard: 1.B.2a, 1.B.2c, 1.B.2d, 1.C.2a, 1.C.2b, 1.C.2d, 1.C.2e, 1.C.2f] [State Standard: 2.A.2a, 2.A.2c, 2.B.2b, 2.B.2c]

15

Fourth Grade Reading Curriculum

The fourth grade reading curriculum is a literature-based program that uses a variety of strategies to improve reading comprehension and fluency. The reading program consists of STORYtown

, a research-based, developmental reading and language arts program and literature based novels.

STORYtown features an organized, direct approach to teaching reading. This program emphasizes explicit, systematic instruction in the areas of vocabulary, fluency, comprehension, and writing. This program provides ample practice and application of these skills, using a variety of meaningful tools and activities suited to different types of learners and classroom settings to reinforce instruction and learning. An assessment program is included to ensure mastery and/or diagnosis of reading difficulties throughout the year. Quality literature and direct instruction will help develop fluent, lifelong readers. *Grammar, Spelling, and Writing are additional components of the STORYtown

reading series.

Novels include supplementary materials and instructional activities to develop the following: comprehension skills, word attack skills, study skills, writing skills, dictionary skills, and spelling and vocabulary skills. Using children’s literature as the foundation for the curriculum provides meaningful instruction that acts as a springboard for discussion and stimulates critical thinking. The following materials form the core of this program:

STORYtown developmental reading and language arts program by Harcourt School Publishers STORYtown Harcourt Leveled Readers for differentiation and individualized instruction

Teacher Resource Materials

Teacher-Developed Units for Novels Portals to Reading Series – Perfection Learning, 1997 Teacher Created Materials, Inc., 1997 Novel Ties/Learning Links Inc.

, 1997

1) Word Analysis and Vocabulary Skills

- The term vocabulary refers to the words that students need to know to communicate. It includes words that are part of their oral vocabulary and their reading vocabulary. Vocabulary development refers to the knowledge of words, their definitions, and context.

a) Students can apply word analysis and vocabulary skills to comprehend unfamiliar words so they can understand selections.

i) Students can read and comprehend unfamiliar words using root words, synonyms,

antonyms, word origins, and derivations [State Standards: 1.A.2a, 1.A.2a/1.4.04]

ii) Students can clarify word meaning using context clues, reading ahead, and using a

variety of resources including glossaries, dictionaries, and thesauruses. [State Standard: 1.A.2b]

2) Comprehension – Skills & Strategies Comprehension is the understanding of meaning in text. It is the goal of all reading and all reading instruction. Comprehending text is an active,

16

intentional process between the reader and the text. The following comprehensions skills and activities are incorporated throughout

STORYtown

a) Students can apply reading strategies to improve understanding and fluency.

i) Students can establish purposes for reading, survey materials, ask questions, make predictions, connect, clarify, and extend ideas. [State Standards: 1.B.2a, 1.B.2a/2.404, 1.B.2a/1.4.17].

ii) Students can identify structure of nonfiction texts to improve comprehension, which

includes description, compare/contrast, cause and effect, and sequence of events. [State Standards: 1B.2b, 1.B2b/2.4.13, 1.B.2b/q.4.16, 1.B.2b/1.4.21, 1.C.2c]

iii) Students can continuously check and clarify for understanding by monitoring

comprehension, rereading, seeking additional information, summarizing, adjusting reading rate according to difficulty of material, and by self-correcting. [State Standards: 1.B.2c, 1.B2c/1.1.17, 1.B2c/1.4.20, 1.B.2c/1.4.22, 1.B.2c/1.c.2d, 1.B.2c/2.4.13, 1.C.2a, 1.C.2d]

iv) Students can read age-appropriate material aloud with fluency and accuracy. The

student should be able to apply reading strategies to improve understanding and fluency. Fluency is the ability to read text smoothly, accurately, and with expression. Fluent readers can read aloud with a pace and phrasing that is much like speaking. [State Standards: 1.B.2d]

b) The student can comprehend a broad range of reading materials.

i) Students can use information to form and refine questions and predictions. [State Standards 1.C.2a]

ii) Students can make and support inferences and form interpretations about main themes and topics. [State Standards: 1.C.2b/2.4.11, 1.C.2b/1.413, 1.C.2b/1.414, 1.C.2b/1.4.18, 1.C.2b]

iii) Students can compare and contrast the content and organization of selections read. [State Standard: 1.C.2c}

iv) Students can summarize, make generalizations, and draw conclusions from the content and relate it to the purpose of the material. [State Standards: 1.C.2d/1.4.20]

v) Students can explain how authors and illustrators use text and art to express ideas using techniques such as point of view, figurative language, colors and hue. [State Standards: 1.C.2e/2.401, 1.C.2e/2.404, 1.C.2e/2.4.11, 1.C.2e/2.4.13, 1.C.2e/1.4.23, 1.C.2e/1.4.26]

vi) Students can connect information presented in graphic organizers, tables, maps, and charts to printed or electronic text. [State Standards: 1.C.2.2f/1.411]

17

c) Students can understand how literary elements and techniques are used to convey meaning.

i) Students can identify literary elements and literary techniques in a variety of literary works. These include: Story structure, character’s traits and motivations, theme, setting, plot, main ideas and details, tone, figurative language, and conflict and resolution. [State Standards: 2.A.2a, 2.A.2a/1.4.16, 2.A.2a/2.4.08, 2.A.2a/2.4.09, 2.A.2b, 2.A.2b/1.4.17, 2.A.2b/1.4.21, 2.A.2b/1.4.23, 2.A.2b/2.4.01, 2.A.2b/2.4.04, 2.A.2b/1.B.2a, 2.A.2b/1.B.2C]

ii) Students can identify features of literary forms/genres. [State Standard: 2.A.2c]

d) Students can read and interpret a variety of literary works

i) 1. Students can respond to literary material by making inferences, drawing conclusions, and comparing it to their own experience, prior knowledge, and other texts. [State Standards: 2.B.2a, 2.B.2a/1.4.16, 2.B.2a/1.4.22]

ii) 2. Students can identify and explain themes that have been explored in literature from different societies and eras. [State Standard: 2.B.2b]

iii) 3. Students can relate literary works and their characters, settings and plots to current and historical events, people and perspectives. [State Standards: 2.B.2c, 2.b.2c/2.401]

3) Oral Language – Listening

Students will listen effectively in formal and informal situations.

a) Students can demonstrate understanding of the listening process (e.g., sender, receiver, message, by summarizing and paraphrasing spoken messages orally and in writing in formal and informal situations. [State Standard: 4.A.2a]

b) Students can ask and respond to questions related to oral presentations and messages in small and large group settings and restate and carry out a variety of oral instructions. [State standard: 4.a.2b, 4.A. 2c]

18

Fourth Grade Novels

The novels listed below are available for each teacher to use as part of the reading curriculum. In determining which novels to select, the teacher considers the reading ability and interests of the students, as well as the appropriateness of the material in developing cross-curricular units of instruction. One novel per quarter should be completed. *Tales of a Fourth Grade Nothing *There’s a Boy in the Girl’s Bathroom *Trumpet of the Swan *The War with Grandpa *Shiloh *Stinker from Space *Snow Treasure *Charlotte’s Web *Number The Stars Be a Perfect Person in Just 3 Days Bunnicula The Chocolate Touch The 18th Emergency The Enormous Egg The Great Brain Hello My Name Is Scrambled Eggs How to Eat Fried Worms Maggie Marmelstein for President The Mouse and the Motorcycle Otherwise Known as Sheila the Great

Stone Fox

* Novels used most frequently with Teacher-Developed Units

I. Tales of a Fourth Grade Nothing

by Judy Blume

Synopsis of novel: This book follows Peter Hatcher, his little brother Fudgie, baby sister Tootsie, their neighbor Sheila Tubman, various pets, and other minor characters through New York City on treks to suburbs and camps. Peter must deal with Fudgie’s disgusting cuteness, his constant meddling with Peter’s stuff, and other grave offenses, one of which is almost too much to bear. Themes

– Family and Friendship

II. There’s a Boy in the Girl’s Bathroom

by Louis Sachar

Synopsis of novel: Fifth grader Bradley Chalkers is bright, imaginative, antisocial and friendless. Unlike the kids at school, who hate him, Bradley’s collection of chipped and broken little pottery animals allow him to be brave, smart and vulnerable; he uses them to resolve the rejection of peers and adults. Jeff, a new boy at school, offers friendship but then withdraws his offer, because Bradley is hard to like. Enter Carla Davis, new school counselor, who is caring and funny and who gradually helps restore Bradley’s self-confidence. Themes: Family, Friendship, Relationships and Learning differences

19

III. Trumpet of the Swan

by E.B. White

Synopsis of novel: Louis is a Trumpeter Swan who came into the world lacking a voice. When his father explained to him that he was different from other cygnets, Louis felt scared. Sam Beaver, a boy who loves all wild things, helps Louis throughout the book. Louis’s determination to become a trumpeter and pay off his father’s debt takes him far from the wilderness he loves – but he succeeds and wins the swan that he desires. Themes:

Love, Disabilities, Determination, Family and Friendship

IV. The War With Grandpa

by Robert Kimmel Smith

Synopsis of novel: Peter is thrilled that Grandpa is coming to live with his family; that is, until Grandpa moves right into Peter’s room, forcing him upstairs. Peter loves his Grandpa but wants his room back and feels he has no choice except to declare war. Peter and his friends go to war against Grandpa but eventually learn that love for one’s family is stronger than fighting. Themes:

Family, Friendship, Peace, War, and Love

V. Shiloh

by Phyllis Reynolds Naylor

Synopsis of novel: When 11-year-old Marty Preston chances upon a mistreated beagle pup in his hometown of Friendly, West Virginia, he is not prepared for the ethical questions he has to face. Should he return the dog to its owner, only to have the dog mistreated? Should he tell his parents? Should he steal food to help the poor creature? Marty’s efforts to cope with these questions provide the backdrop for this story. Theme

s: Family, Human Nature and Friendship

VI. Stinker From Space

by Pamela E. Service

Synopsis of novel: In the middle of an outer space battle, space warrior Tsynq Yr is forced to land on earth and switch into the body of a skunk - but earth seems to be no place for him! Thank goodness a young girl named Karen befriends him. With the help of her computer-whiz friend Jonathan, Karen and Tsynq Yr hatch a hair-raising scheme that involves all the local skunks and propels the “space stinker” back into orbit. Themes

: Family, Friendship and Cooperation

VII. Snow Treasure

by Marie McSwigan

Synopsis of novel

Themes: War, Family, Friendship, Cooperation, Good vs. Evil and Teamwork

: This story is set in Norway in 1942. As the Nazis move closer to this country, it is decided that something must be done to keep Norwegian gold from the enemy. Children are the only ones who go about their daily lives without arousing suspicion. The children form a club with the help of Uncle Victor and hide the gold bricks in snowmen they build right under the noses of the German invaders.

VIII. Charlotte’s Web

by E.B. White

Synopsis of novel: An affectionate but sometimes bashful pig named Wilbur befriends a spider named Charlotte, who lives in the rafters above his pen. Wilbur is devastated when

20

he learns of the destiny that befalls all those of porcine persuasion. Determined to save her friend, Charlotte spins a web that reads “Some Pig,” thus convincing the farmer and surrounding community that Wilbur is no ordinary animal and should be saved. Themes: Friendship and Teamwork

IX. Number The Stars

by Lois Lowry

Synopsis of novel: The evacuation of Jews from Nazi-held Denmark is one of the great-untold stories of World War II. Ten-year-old Annemarie Johannesen hides her best friend Ellen Rosen from the Nazis, and with the aid of her family, smuggles Ellen and her family out of the country. Themes: Courage, Family, Friendship, War and Heroism


1. Using Graphic Organizers Pre-Reading Activities

2. Setting Purpose 3. Predicting 4. Identifying Literary Forms 5. Establishing Point of View 6. Connecting Literature to History 7. Learning About Author and Illustrator [State Standard: 1.B.2a, 1.B.2c, 1.B.2d, 1.C.2a, 1.C.2b, 1.C.2d, 1.C.2e, 1.C.2f] [State Standard: 2.A.2a, 2.A.2c, 2.B.2b, 2.B.2c]

1. Asking and Responding to Questions Comprehension Skills

2. Checking for Understanding Through Discussion, Quizzes, and Tests 3. Discovering Meaning Through Content 4. Using Cloze Reading 5. Determining Fact or Opinion 6. Remembering Details 7. Determining Cause and Effect 8. Understanding Main Idea 9. Understanding Inference 10. Using Graphic Organizers 11. Recognizing Literary Techniques (For Example, Point of View, Foreshadowing,

Onomatopoeia, Similes, Metaphors, etc.) 12. R eating Maps, Charts, and Tables [State Standard: 1.A.2a, 1.A.2b, 1.B.2a, 1.B.2b, 1.B.2c, 1.C.2a, 1.C.2b, 1.C.2c, 1.C.2d, 1.C.2e, 1.C.2f] [State Standard: 2.A.2a, 2.A.2b, 2.A.2c, 2.B.2a, 2.B.2b, 2.B.2c]

21

1. Developing and Understanding Vocabulary Through Word Meaning and Spelling Vocabulary

2. Defining Selected Vocabulary Using a Dictionary or Other Reference Material 3. Discovering Meaning Through Context Clues 4. Choosing Correct Meanings [State Standard: 1.A.2a, 1.A.2b]

1. Creating Pictures Post-Reading Activities

2. Constructing Book Reports 3. Engaging in Journal Writing 4. Explaining and Developing Feelings 5. Identifying and Developing Story Elements (Character, Setting, Problem, and Solution) 6. Drawing Conclusions 7. Using Graphic Organizers 8. Discussing Story Elements 9. Comparing and Contrasting Novels to Movies 10. Making Technology Presentations 11. Creating ABC Books 12. Constructing Trioramas 13. Creating Plays 14. Writing Songs [State Standard: 1.B.2a, 1.B.2b, 1.B.2c, 1.C.2a, 1.C.2b, 1.C.2c, 1.C.2d, 1.C.2e, 1.C.2f] [State Standard: 2.A.2a, 2.A.2b, 2.A.2c, 2.B.2a, 2.B.2b, 2.B.2c]

Fifth Grade Reading Curriculum

The fifth grade reading curriculum is a literature based program using a variety of strategies to improve reading understanding and fluency. Supplementary materials and instructional activities will be used to develop reading skills such as: comprehension skills, word attack skills, study skills, writing skills, dictionary skills, and spelling and vocabulary skills. Using children’s literature as the foundation for instruction provides meaningful instruction and acts as a springboard for discussion and stimulates critical thinking. The following materials form the core of this program:

Teacher-Developed Novel Units Portals to Reading Series, Perfection Learning, 1997 Teacher Created Materials, Inc., 1997 Novel Ties, Learning Links Inc., 1997

The novels listed below are available for each teacher to use as part of the Reading Curriculum. Each teacher will determine which novel to use based on reading ability and interest level of the students and cross-curricular subject areas. One novel per quarter is to be completed. Selected Novels: The Cay* The Great Gilly Hopkins* Island of the Blue Dolphins* The Lion, the Witch, and the Wardrobe* Maniac McGee* The Mixed Up Files of Basil E. Frankweiller* Tuck Everlasting* The Sign of the Beaver Where the Red Fern Grows Bridge to Terabithia Christopher Columbus Indian in the Cupboard My Side of the Mountain Sing Down the Moon Caddie Woodlawn * Novels used most frequently with Teacher-Developed Units


1. Pre-reading Activities a. Graphic Organizers b. Setting Purpose c. Predicting d. Identifying Literary Forms e. Point of View f. Connect Literature to History g. Learn About Author and Illustrator

[State Standard: 1.B.2a, 1.B.2c, 1.B.2d, 1.C.2a, 1.C.2b, 1.C.2d, 1.C.2e, 1.C.2f] [State Standards: 2.A.2a, 2.A.2c, 2.B.2b, 2.B.2c]

2. Comprehension Skills a. Ask and Respond to Questions b.Check for Understanding Through Discussion, Quizzes, and Tests c. Discover Meaning Through Content d.Use Cloze Reading e. Determine Fact or Opinion f. Remembering Details g.Determining Cause and Effect h.Understanding Main Idea i. Inference j. Use Graphic Organizers k.Recognizing Literary Techniques (For Example, Point of View,

Foreshadowing, Onomatopoeia, Similes, Metaphors, etc.) l. Create Maps, Charts, and Tables

[State Standard: 1.A.2a, 1.A.2b, 1.B.2a, 1.B.2b, 1.B.2c, 1.C.2a, 1.C.2b, 1.C.2c, 1.C.2d, 1.C.2e, 1.C.2f] [State Standards: 2.A.2a, 2.A.2b, 2.A.2c, 2.B.2a, 2.B.2b, 2.B.2c]

3. Vocabulary a. Develop and Understand Vocabulary Through Word Meaning and Spelling b. Define Selected Vocabulary Using a Dictionary or Other Reference Material c. Discover Meaning Through Context Clues d. Choosing Correct Meanings

[State Standard: 1.A.2a, 1.A.2b]

4. Post-reading Activities a. Creating a Picture b. Book Report c. Journal Writing d. Explain and Develop Feelings

e. Identifying and Developing Story Elements (Character, Setting, Problem, and Solution)

f. Drawing Conclusions g. Use Graphic Organizers h. Group Discussion of Story Elements i. Compare and Contrast to Movie j. Technology Presentations k. ABC Book l. Trioramas m. Create a Play n. Create a Song

[State Standard: 1.B.2a, 1.B.2b, 1.B.2c, 1.C.2a, 1.C.2b, 1.C.2c, 1.C.2d, 1.C.2e, 1.C.2f] [State Standards: 2.A.2a, 2.A.2b, 2.A.2c, 2.B.2a, 2.B.2b, 2.B.2c] A. The Cay by Theodore Taylor Synopsis of novel: The story of Philip, a boy living on Curacao during World War II. As he and his mother are trying to escape the war to go back to Virginia, their ship sinks. Philip survives the boat accident only to be trapped on an island with a black man and a cat. The accident leaves Philip blind and he has to learn to adjust to his blindness and how to survive on this barren island. Themes

1. Survival 2. Prejudice 3. Natural disasters 4. Handicaps 5. War

B. The Great Gilly Hopkins by Katherine Paterson Synopsis of novel: Brash and sassy Gilly Hopkins is ready to be her usual obnoxious self when she arrives at her new foster home. Her usual tricks do not work in home or at school. She is determined not to care and writes to her real mother, which brings a surprising visit from an unknown grandmother. All of this results in an unexpected ending. Themes

1. Foster homes 2. Human relationships 3. Prejudice 4. Coming of age

C. Island of the Blue Dolphins by Scott O’Dell Synopsis of novel: Based on the historical fact of an Indian girl spending 18 years alone on an island off the California coast. In an effort to escape Aleutian seal hunters in the early 1800’s the Indians board a ship to leave this island. When 12-year-old Karana finds her younger brother is not on board, she swims back to the island to search for him. Years pass as she waits for the ship to return. In the mean time, she builds shelter, gathers food, makes clothing etc. Themes

1. Survival 2. Death 3. Ingenuity 4. Family

D. Maniac Magee by Jerry Spinelli Synopsis of novel: In this part tall tale, part realistic novel, orphaned Jeffrey Magee is considered a legendary hero by people of Two Mills. Soon after he comes to town, he is nicknamed ‘Maniac’ because he can run so fast, throw a football better than anyone else, rescue a boy the frightful Finsterwald house and hit a ball off the fastest pitcher in town. But his most impressive act of all involves fighting racism and breaking the segregation of white East End and black West End of town while he searches for a family who will accept him as their own. Themes

1. Orphans 2. Heroes 3. Diversity 4. Segregation 5. Racism 6. Humor

E. From the Mixed Up Files of Mrs. Basil E. Frankweiler by E.L. Konigsburg Synopsis of novel: Feeling unappreciated by her family and bored with her suburban Connecticut life, twelve-year-old Claudia plans to run away from home. With the help of her nine-year-old brother, Jamie, who is known for his ability to save money, the two run away to New York’s Metropolitan Museum of Art. While exploring the museum they come across the beautiful Angel statue and Claudia decided to solve the mystery of the statue’s creator. With the help of Mrs. Basil E. Frankweiler former owner of the statue, Claudia and Jamie solve the mystery of Angel’s creation and Claudia goes home happy and satisfied.

Themes 1. Runaways 2. Survival 3. Sibling relationships 4. Family dynamics

F. Tuck Everlasting by Natalie Babbitt Synopsis of novel: While attempting to run away from her overprotective family, Winnie Foster is kidnapped by the Tuck family and their secret is revealed to her. They share with Winnie the secret of the magic spring and it ability to give eternal life. Winnie is faced with the choice of drinking from the spring or living a natural life. Themes

1. Runaways 2. Eternal life 3. Inner conflict 4. Greed 5. Consequences

G. The Lion, the Witch, and the Wardrobe by C.S. Lewis Synopsis of novel: Peter, Edmund, Susan, and Lucy are sent to the country during World War II to live with a professor. While exploring the professor’s house Lucy wanders through wardrobe door and enters the magical land of Narnia. She and the children learn that Narnia was ruled by the evil White Witch who stole the power from Aslan the lion. A fantastic adventure ensues with the four children many life threatening events and engage in battles where good is triumphant over the evil forces. Themes

1. Fantasy vs. reality 2. Biblical allegory 3. Trust 4. Good vs. evil 5. Family 6. Sibling relationships

Middle School Literature Philosophy

Fox River Grove School District 3 Middle School Literature Curriculum is novel based. In an attempt to provide a variety of reading materials for the students, an array of genres and writing styles have been selected, including poetry and short stories. Among the styles offered are: realistic fiction, adventure, survival, drama, historical fiction, science fiction, fantasy, mythology, and classic drama. Through the teaching of these selections, the students will learn the differences among the various writing styles and genres. Each novel is used to explore certain interests and build variegated skills while enhancing comprehension, strengthening vocabulary, and promoting critical thinking. Previously introduced reading comprehension skills indicated in grades K-5 will be reinforced and expanded upon throughout the middle school curriculum.

Sixth Grade Literature Curriculum

The sixth grade literature curriculum focuses on using novels, short stories and supplementary materials to allow the student to read and understand literature representative of various societies, eras and ideas. The following materials form the core of this program: (May vary from year to year) Novels- Hatchet by Gary Paulsen The Miracle Worker by William Gibson Jacob’s Rescue by Malka Drucker and Michael Halperin Time For Andrew by Mary Downing Hahn Call of the Wild by Jack London Short Stories- “Cinderella” Supplementary- Accelerated Reader Program Mini-plays and poetry from Scope and other periodicals 1. Novels: Through the use of novels students will focus on studying literary devices with emphasis on plot development, characterization, and vocabulary.

A. Hatchet by Gary Paulsen Synopsis of novel: Thirteen-year-old Brian crashes in a private plane while traveling to visit his father in the Canadian Wilderness. He must endure many life-threatening obstacles while living off the land. While alone in the wild, he comes to terms with his parents’ divorce. The video, The Cry in the Wild, will be shown upon completion of this novel.

Themes 1. Survival 2. Divorce 3. Coming of Age 4. Death

(State Standards: 1A.2a, 1.A.2b, 1.B.2a, 1.B.2b, 1.B.2c, 1.B.2d, 1.C.2a, 1.C.2b, 1.C.2c, 1.C.2d] [State Standards: 2.A.2a, 2.A.2b, 2.A.2c,, 2.B.2a, 2.B.2b, 2.B.2c] [State Standards: 3.A.2, 3.B.2b, 3.B.2d] [State Standards: 4.A.2a, 4.A.2b, 4.A.2c, 4.B.2a, 4.B.2b] [State Standards: 5.A.2b, 5.C.2b]

B. The Miracle Worker by William Gibson Synopsis of novel: Written in play form, this book takes the reader through the Keller family’s trials. Helen Keller is deaf, blind and mute. Her parents take her to many specialists to no avail until they find Annie Sullivan. Through strict discipline and tough love, Annie is able to reach Helen and teach her to communicate. The Miracle Worker will be shown upon completion of this book.

Themes 1. Dealing with physical limitations 2. Acceptance 3. Family Dynamics 4. Understanding different time period

[State Standards: 1A.2a, 1.A.2b, 1.B.2a, 1.B.2b, 1.B.2c, 1.B.2d, 1.C.2a, 1.C.2b, 1.C.2c, 1.C.2d,, 2.A.2a, 2.A.2b, 2.A.2c,, 2.B.2a, 2.B.2b, 2.B.2c, 3.A.2, 3.B.2b, 3.B.2d, 4.A.2a, 4.A.2b, 4.A.2c, 4.B.2a, 4.B.2b, 5.A.2b, 5.C.2b] C. Jacob’s Rescue by Malka Drucker and Michael Halperin

Synopsis of novel: During the horrific time of the Holocaust, Jacob is taken in by a heroic Polish family. He is hidden and protected in their apartment as they risk their own lives to save his. Long after the Holocaust is over the lessons of this amazing family are still being passed on. Themes

1. Historical Knowledge 2. Cultural Tolerance 3. Death 4. Family 5. Heroism

[State Standards: 1A.2a, 1.A.2b, 1.B.2a, 1.B.2b, 1.B.2c, 1.B.2d, 1.C.2a, 1.C.2b, 1.C.2c, 1.C.2d] [State Standards: 2.A.2a, 2.A.2b, 2.A.2c,, 2.B.2a, 2.B.2b, 2.B.2c] [State Standards: 3.A.2, 3.B.2b, 3.B.2d] [State Standards: 4.A.2a, 4.A.2b, 4.A.2c, 4.B.2a, 4.B.2b] [State Standards: 5.A.2b, 5.C.2b] D. Time For Andrew by Mary Downing Hahn

Synopsis of novel: Young Andrew is going to stay with his aunt for the summer in her scary, old house. While there, he meets his double, and he takes a trip back in time to find out who this boy is and how he fits into his family.

Themes1. Historical Knowledge 2. Coming of Age 3. Familial Ties

[State Standards: 1A.2a, 1.A.2b, 1.B.2a, 1.B.2b, 1.B.2c, 1.B.2d, 1.C.2a, 1.C.2b, 1.C.2c, 1.C.2d] [State Standards: 2.A.2a, 2.A.2b, 2.A.2c,, 2.B.2a, 2.B.2b, 2.B.2c] [State Standards: 3.A.2, 3.B.2b, 3.B.2d] [State Standards: 4.A.2a, 4.A.2b, 4.A.2c, 4.B.2a, 4.B.2b] [State Standards: 5.A.2b, 5.C.2b] E. Call of the Wild by Jack London Synopsis of novel: A dog named Buck is taken from his family. He must learn how to survive among other wild creatures and the elements of nature. The video, Call of the Wild, will be shown upon completion of this novel. Themes

1. Survival 2. Inner Conflict 3. Historical Knowledge

[State Standards: 1A.2a, 1.A.2b, 1.B.2a, 1.B.2b, 1.B.2c, 1.B.2d, 1.C.2a, 1.C.2b, 1.C.2c, 1.C.2d,, 2.A.2a, 2.A.2b, 2.A.2c,, 2.B.2a, 2.B.2b, 2.B.2c, 3.A.2, 3.B.2b, 3.B.2d, 4.A.2a, 4.A.2b, 4.A.2c, 4.B.2a, 4.B.2b, 5.A.2b, 5.C.2b]

1. Short Stories: Short stories will provide tools to teach larger literary ideas, such as: plot progression, vocabulary, imagery, and conflict.

A. “Cinderella”

Synopsis of unit: Two-week unit studying different Cinderella stories from around the world. Disney’s version of Cinderella will be shown as part of this unit. Themes

1. Abuse 2. Overcoming Adversity 3. Magical Elements 4. Heroism 5. Abandonment Through Divorce or Death

[State Standards: 1.A.2b, 1.B.2a, 1.B.2b, 1.B.2c, 1.B.2d, 1.C.2a, 1.C.2b, 1.C.2c, 1.C.2d] [State Standards: 2.A.2a, 2.A.2b, 2.B.2a, 2.B.2b, 2.B.2c] [State Standards: 3.B.2b]

[State Standards: 4.B.2b] [State Standards: 5.C.2b] 3. Supplementary: In addition to novels and short stories, the students will read various other materials to study literature.

A. Accelerated Reader: Synopsis: This is a program designed to promote a love of reading. Students can choose books from a vast selection and participate in a variety of assessments upon completion. Students may also choose books that are not a part of Accelerated Reader and create tests and/or book reports to complete this requirement at the discretion of the teacher. [State Standards: 1.C.2a, 1.C.2b, 1.C.2c, 1.C.2d]

B. Periodicals: Synopsis: Students will read a variety of biographies, plays, short stories, and poetry. Through these selections, students will learn about different genres, writing styles, and personal histories of authors and other historical figures. [State Standards: 1.A.2a, 1.A.2b, 1.B.2a, 1.B.2b, 1.B..2c, 1.B.2d, 1.C.2a, 1.C.2b, 1.C.2c, 1.C.2d, 1.C.2e] [State Standards: 2.A.2a, 2.A.2b, 2.A.2c, 2.B.2a, 2.B.2b, 2.B.2c] [State Standards: 3.C.2b] Other selected novels that may be chosen for classroom instruction at the 6th grade:

Bud, Not Buddy by Christopher Paul Curtis Tangerine by Edward Bloor The Acorn People by Ron Jones The Wolves of Willoughsby Chase by Joan Aiken Johnny Tremain by Esther Forbes White Fang by Jack London The True Confessions of Charolettte Doyle by Avi

Seventh Grade Literature Curriculum

The seventh grade literature curriculum focuses on using novels, short stories and supplementary materials to allow the student to read and understand literature representative of various societies, eras and ideas. The following materials form the core of this program. [May vary from year to year]

Novels- The Trouble With Lemons by Daniel Hayes The Pigman by Paul Zindel

The Devil’s Arithmetic by Jane Yolen That Was Then, This Is Now by S.E. Hinton Scorpions by Walter Dean Myers Holes by Louis Sacher Shane by Jack Schaefer

Short Stories- “Riki Tiki Tavi” by Rudyard Kipling “The Tell Tale Heart” by Edgar Allen Poe

“The Monsters Are Due On Maple Street” by Rod Serling “To Serve Man” by Damon Knight

“There Will Come Soft Rains” by Ray Bradbury

Supplementary- Poetry Accelerated Reader Program Mini-plays and poetry from Scope and other periodicals

1. Novels: Through the use of novels students will focus on studying literary devices with emphasis on plot development, characterization, and vocabulary.

A. The Trouble With Lemons by Daniel Hayes Synopsis of Novel: Tyler McAllister thinks of himself as a lemon. In fact, he thinks his mother would have traded him in long ago if it were legal. When he takes a late night swim at the local quarry, he accidentally bumps into the body of the school’s janitor, apparently murdered. This sets off a chain of events that culminate in a complex plot to try to get the bad guys. Using heaping portions of humor and action, this book proves the old saying, “What you too, I thought I was the only one.” Themes 1. Conflict Resolution 2. Acceptance 3. Illness & Death 4. Deductive Reasoning

[State Standards: 1.A.3a, 1.A.3b, 1.B.3a, 1.B.3b, 1.B.3c, 1.B.3d, 1.C.3a, 1.C.3b, 1.C.3c, 1.C.3d, 1.C.3e, 1.C.3f] [State Standards: 2.A.3a, 2.A.3b, 2.A.3d, 2.B.3a, 2.B.3c] [State Standards: 3.B.3a]

B. The Pigman by Paul Zindel Synopsis of Novel: The story of two kids, John and Lorraine, and their dealings with Mr. Pignati, an elderly gentleman who shows them that old does not equal boring. This book deals with the generation gap and how we see and treat the elderly. Often using humor to prove his points, the author utilizes two narrators to show different points of view and opinions. Themes 1. Alcohol Awareness 2. Family Dysfunction 3. Illness & Death 4. Treatment/Appreciation of the Elderly [State Standards: 1.A.3a, 1.A.3b, 1.B.3a, 1.B.3b, 1.B.3c, 1.B.3d, 1.C.3a, 1.C.3b, 1.C.3c, 1.C.3d, 1.C.3e, 1.C.3f] [State Standards: 2.A.3a, 2.A.3b, 2.A.3d, 2.B.3a, 2.B.3c] [State Standards: 3.B.3a]

C. The Devil’s Arithmetic by Jane Yolen When Hannah is mysteriously sent back in time to 1943 Poland, she finds out first hand the horrors of the Holocaust and the heroism of the people who lived through it. This book is an example of historical fiction. It teaches not only reading skills, but also a more personal glimpse of history. Unlike other Holocaust books, this one has a modern teenager as it’s narrator. Being able to compare the two times adds to its effectiveness. The motion picture, The Devil’s Arithmetic, will be shown upon completion of the novel. Themes

1. Historical Knowledge 2. Cultural Tolerance 3. Death 4. Family 5. Heroism

[State Standards: 1.A.3a, 1.A.3b, 1.B.3a, 1.B.3b, 1.B.3c, 1.B.3d, 1.C.3a, 1.C.3b, 1.C.3c, 1.C.3d, 1.C.3e, 1.C.3f] [State Standards: 2.A.3a, 2.A.3b, 2.A.3d, 2.B.3a, 2.B.3c] [State Standards: 3.B.3a]

D. That Was Then, This Is Now by S.E. Hinton

“Bryan and Mark have been as close as brothers for as long as they can remember. Now things are changing. Bryan’s growing up…Mark still just lives for the thrill of the moment.” When Bryan gets a girlfriend and a job, things really change. Can these two friends stay together when it seems the whole world of the 1970’s is pulling them apart? This book is a great coming of age book that, again, emphasizes the importance of good decision making. Themes 1. Drug Awareness 2. Good Decision Making 3. Historical Knowledge 4. Friendship [State Standards: 1.A.3a, 1.A.3b, 1.B.3a, 1.B.3b, 1.B.3c, 1.B.3d, 1.C.3a, 1.C.3b, 1.C.3c, 1.C.3d, 1.C.3e, 1.C.3f] [State Standards: 2.A.3a, 2.A.3b, 2.A.3d, 2.B.3a, 2.B.3c] [State Standards: 3.B.3a]

E. Scorpions by Walter Dean Myers Jamal and Tito are two kids in the inner city trying to keep their noses clean. When Jamal’s brother ends up in jail, his gang, The Scorpions, needs a new leader and Jamal is first on their list. This book deals with decision-making and the realization that those choices can have both positive and negative consequences. . Themes 1. Friendship 2. Gangs 3. Good Decision-making 4. Family [State Standards: 1.A.3a, 1.A.3b, 1.B.3a, 1.B.3b, 1.B.3c, 1.B.3d, 1.C.3a, 1.C.3b, 1.C.3c, 1.C.3d, 1.C.3e, 1.C.3f] [State Standards: 2.A.3a, 2.A.3b, 2.A.3d, 2.B.3a, 2.B.3c] [State Standards: 3.B.3d]

F. Holes by Louis Sacher "If you take a bad boy and make him dig a hole every day in the hot sun, it will turn him into a good boy." This seems to be the motto for Camp Green Lake in Louis Sachar’s Holes. The book tells the story of young Stanley Yelnats who has been wrongfully accused of the most heinous crime of shoe theft! He has been sent to Camp Green Lake

for rehabilitation, but the councilors there seem to have their own plans for Stanley. This Newbery Award winning book constantly keeps the students guessing. Themes 1. Deductive Reasoning 2. Self-confidence 3. Good Decision Making 4. Family [State Standards: 1.A.3a, 1.A.3b, 1.B.3a, 1.B.3b, 1.B.3c, 1.B.3d, 1.C.3a, 1.C.3b, 1.C.3c, 1.C.3d, 1.C.3e, 1.C.3f] [State Standards: 2.A.3a, 2.A.3b, 2.A.3d, 2.B.3a, 2.B.3c] [State Standards: 3.B.3a] [State Standards: 4.B.3a, 4.B.3b] [State Standards: 5.C.3b]

F. Shane by Jack Schaefer This classic western is about a mysterious gunfighter who rides into a small town and into the middle of a battle between homesteaders and cattlemen. Themes

1. Self-confidence 2. Good Decision Making 3. Family

[State Standards: 1.A.3a, 1.A.3b, 1.B.3a, 1.B.3b, 1.B.3c, 1.B.3d, 1.C.3a, 1.C.3b, 1.C.3c, 1.C.3d, 1.C.3e, 1.C.3f] [State Standards: 2.A.3a, 2.A.3b, 2.A.3d, 2.B.3a, 2.B.3c] [State Standards: 3.B.3a] [State Standards: 4.B.3a, 4.B.3b] [State Standards: 5.C.3b] 2. Short Stories: Short stories will provide tools to teach larger literary ideas, such as plot progression, vocabulary, imagery, and conflict.

A. “Riki Tiki Tavi” by Rudyard Kipling Synopsis of story: The classic story by Rudyard Kipling about a brave mongoose who saves his English family and all the animals in the garden from two deadly cobra snakes. The video, Riki Tiki Tavi, will be shown upon completion of the story. Themes 1. Heroism 2. Historical Knowledge 3. Self-confidence

[State Standards: 1.A.3a, 1.A.3b, 1.B.3a, 1.B.3c, 1.B.3d, 1.C.3a, 1.C.3b, 1.C.3c, 1.C.3d, 1.C.3e] [State Standards: 2.A.3a, 2.A.3b, 2.A.3c, 2.A.3d, 2.B.3a, 2.B.3c]

B. “The Tell Tale Heart” by Edgar Allen Poe Synopsis of story: Poe’s classic tale of terror in which the narrator plots the murder of his neighbor. Themes

1. Deception 2. Guilt


C. “The Monsters Are Due On Maple Street” by Rod Serling

Synopsis of story: When there is an inexplicable power outage on Maple St., neighbor turns against neighbor in a search to find out who is responsible. This story is based on the Twilight Zone episode of the same name. The video, The Monsters Are Due On Maple Street , will be shown upon completion of the story. Themes

1. Suspicion 2. Mob mentality


D. “To Serve Man” by Damon Knight

Synopsis of story: An alien race called the Kanamits has arrived on earth promising peace and prosperity. All they want is “to serve man”. But not all is as it seems. This story is based on the Twilight Zone episode of the same name. The video, To Serve Man, will be shown upon completion of the story. Themes

1. Deductive reasoning 2. Science

E. “There Will Come Soft Rains” by Ray Bradbury

Synopsis of story: An automated house of the future continues to run even though its inhabitants have disappeared. But, where are they? Themes

1. Deductive reasoning 2. Technology

[State Standards: 1.A.3a, 1.A.3b, 1.B.3a, 1.B.3c, 1.B.3d, 1.C.3a, 1.C.3b, 1.C.3c, 1.C.3d, 1.C.3e] [State Standards: 2.A.3a, 2.A.3b, 2.A.3c, 2.A.3d, 2.B.3a, 2.B.3c] 3. Supplementary: In addition to novels and short stories, the students will read various other materials to study literature.

A. Poetry Synopsis of unit: The students will research the lives and poetry of selected poets. Poets to choose from [may vary]

1. Stephen Crane 2. Emily Dickenson 3. Robert Frost 4. Henry Wadsworth Longfellow 5. Edgar Allen Poe 6. Carl Sandburg 7. William Shakespeare 8. Shel Silverstein 9. Walt Whitman 10. William Butler Yeats

[State Standards: 1.B.3d, 1.C.3c, 1.c.3e] [State Standards: 2.A.3a, 2.A.3c, 2.A.3d, 2.B.3a] B. Accelerated Reading Synopsis of program: This is a program designed to promote a love of reading. Students can choose books from a vast selection and participate in a variety of assessments upon completion. Students may also choose books that are not a part of Accelerated Reader and create tests and/or book reports to complete this requirement at the discretion of the teacher. [State Standards: 1.C.3a, 1.C.3b, 1.C.3c, 1.C.3d]

C. Mini plays and poetry from Scope Magazine and other periodicals. Synopsis: Students will read a variety of biographies, plays, short stories, and poetry. Through these selections, students will learn about different genres, writing styles, and personal histories of authors and other historical figures. [State Standards: 1.A.3a, 1.A.3b, 1.B.3a, 1.B.3b, 1.B.3c, 1.B.3d, 1.C.3a, 1.C.3b, 1.C.3c, 1.C.3d, 1.C.3e] [State Standards: 2.A.3a, 2.A.3b, 2.A.3d, 2.B.3a, 2.B.3c] [State Standards: 3.B.3a] [State Standards: 4.A.3a,] Other selected novels that may be chosen for classroom instruction at the 7th grade:

Wolf Rider by Avi My Brother Sam is Dead by James Lincoln Collier and Christopher Collier

Eighth Grade Literature Curriculum Novels: The eighth grade literature curriculum focuses on using novels, short stories and supplementary materials to allow the students to read and understand literature representative of various societies, eras and ideas. The following materials form the core of this curriculum. [May vary from year to year] Novels- The Giver by Lois Lowry Of Mice and Men by John Steinbeck And Then There Were None… by Agatha Christie Lord of the Flies by William Golding The Outsiders by S.E. Hinton A Christmas Carol by Charles Dickens Short Stories- “The Lottery” by Shirley Jackson “The Legend of Sleepy Hollow” by Washington Irving “The Necklace” by Guy deMaupassant “The Speckled Band” by Sir Arthur Conan Doyle Supplementary- Accelerated Reader Program Mini-plays and poetry from Scope and other periodicals 1. Novels- [May vary from year to year]

A. The Giver by Lois Lowry

Synopsis of novel: Jonas lives in a futuristic, utopian society. Everything is perfect. He is given one of the most important jobs in his community. He soon finds out that things are not as perfect as they seem.

Themes

1. Society and Humanity 2. Conformity vs. Individual Expression 3. Family and Home 4. Friendship 5. Heroism 6. Remembering the Past 7. Love 8. Utopian Society 9. Death

[State Standards: 1.A.3a, 1.A.3b, 1.B.3a, 1.B.3b, 1.B.3c, 1.B.3d, 1.C.3a, 1.C.3b, 1.C.3c, 1.C.3d, 1.C.3e] [State Standards: 2.A.3a, 2.A.3b, 2.A.3c, 2.A.3d, 2.B.3a, 2.B.3b, 2.B.3c]

[State Standards: 3.A.3, 3.B.3a] [State Standards: 4.A.3a]

B. The Outsiders by S.E. Hinton Synopsis of novel: Family of adolescent boys works to stay together after their parents die in a car crash. Set in 1960’s Oklahoma, greasers and socs constantly battle over societal inequalities. The boys find that friends can be as important as family and that change along with each other is the only thing they can count on. The video, The Outsiders, will be shown at the end of the unit.

Themes 1. Family/ Love/ Friendship 2. Socio-economic Inequalities 3. Country vs. City 4. Death 5. Values of Childhood 6. Gangs

[State Standards: 1.A.3a, 1.A.3b, 1.B.3a, 1.B.3b, 1.B.3c, 1.B.3d, 1.C.3a, 1.C.3b, 1.C.3c, 1.C.3d, 1.C.3e] [State Standards: 2.A.3a, 2.A.3b, 2.A.3c, 2.A.3d, 2.B.3a, 2.B.3b, 2.B.3c] [State Standards: 3.A.3, 3.B.3a] [State Standards: 4.A.3a]

C. Of Mice and Men by John Steinbeck Synopsis of novel: This is a tragic story of the complex bond between two migrant laborers. George takes care of Lennie, who cannot take care of himself. They travel and work together and strive for the American Dream. The video, Of Mice and Men, will be shown at the end of the unit.

Themes 1. Loneliness/ Isolation 2. The American Dream 3. Death/ Murder 4. Cruelty 5. Mental Instability


D. Lord of the Flies by William Golding Synopsis of novel: A group of adolescent British boys are stranded on a deserted island without any adults. They must learn to survive as well as try to get rescued. Society eventually breaks down and the boys find themselves in a situation where they realize that they can’t control even themselves. The video, Lord of the Flies, may be shown at the end of this unit. “The Simpsons” version may be shown instead.

Themes 1. Society 2. Leadership 3. Cruelty 4. Survival 5. Death 6. Freedom 7. Isolation

[State Standards: 1.A.3a, 1.A.3b, 1.B.3a, 1.B.3b, 1.B.3c, 1.B.3d, 1.C.3a, 1.C.3b, 1.C.3c, 1.C.3d, 1.C.3e] [State Standards: 2.A.3a, 2.A.3b, 2.A.3c, 2.A.3d, 2.B.3a, 2.B.3b, 2.B.3c] [State Standards: 3.A.3, 3.B.3a] [State Standards: 4.A.3a, 4.B3a] [State Standards: 5.B.3a]

E. And Then There Were None… by Agatha Christie Synopsis of novel: Ten strangers are invited to an island to meet an unknown host. They soon find that they have been invited because they are believed to have committed murder. One by one, they die. One of the following videos will be shown at the end of the unit: And Then There Were None… Ten Little Indians

Themes 1. Judgment 2. Isolation 3. Punishment 4. Right vs. Wrong


F. A Christmas Carol by Charles Dickens

Synopsis of novel: Ebenezer Scrooge is a miserly, uncaring soul. Through his travels with the three Christmas ghosts, Scrooge changes his attitude and changes his life. One of the many versions of this story may be shown at the end of the unit.

Themes 1. Charity 2. Love 3. Family

[State Standards: 1.A.3a, 1.A.3b, 1.B.3a, 1.B.3b, 1.B.3c, 1.B.3d, 1.C.3a, 1.C.3b, 1.C.3c, 1.C.3d, 1.C.3e] [State Standards: 2.A.3a, 2.A.3b, 2.A.3c, 2.A.3d, 2.B.3a, 2.B.3b, 2.B.3c] [State Standards: 3.A.3, 3.B.3a] [State Standards: 4.A.3a] Short stories: Short stories are used to teach a variety of larger literary concepts. Key ideas are plot progression, characterization, imagery, conflict, foreshadowing, character voice and vocabulary. 2. Short stories: [May vary from year to year]

A. “The Lottery” by Shirley Jackson Synopsis: A small town gathers to “celebrate” their annual lottery. Who will be chosen this year?

Themes: 1. Population Control 2. Irony 3. Tradition

B. “The Legend of Sleepy Hollow” by Washington Irving

Synopsis: The Headless Horseman terrorizes a small town. A school teacher searches for love from a heiress. He runs into trouble with the town bully. Is the Headless Horseman real or just a folktale?

Themes:

1. Legends/ Traditions 2. Fact vs. Reality 3. Country Life

C. “The Speckled Band” by Sir Arthur Conan Doyle Synopsis: Detectives Sherlock Holmes and Dr. Watson investigate the strange murder of a young lady in her stepfather’s home.

Themes:

1. Greed 2. Family 3. Deceit

D. “The Necklace” by Guy deMaupassant

Synopsis: A woman borrows an expensive necklace from a friend and then loses it. She works for years to earn the money to pay for it.

Themes:

1. Honesty 2. Irony 3. Truth 4. Trust

E. “The Black Cat” by Edgar Allan Poe F. “The Village Murders” by Agatha Christie G. “The Gift of the Magi” by O. Henry H. “The Ransom of Red Chief” by O. Henry I. “The Celebrated Jumping Frog of Calaveras County” by Mark Twain J. “The Monkey’s Paw” by W.W. Jacobs


1. Supplementary Materials: In addition to novels and short stories the students

will read various other materials to study literature.

A. Accelerated Reader This is a program designed to promote a love of reading. Students can choose books from a vast selection and participate in a variety of assignments upon completion. Students may also chose books that are not a part of AR and create tests and/or book reports to complete this requirement at the discretion of the teacher. [State Standards: 1.C.3a, 1.C.3b, 1.C.3d]

B. Periodicals

Students may read plays, biographies, short stories and poetry. Through these selections students will learn about different genres, writing styles and personal histories of authors and other historical figures.

[State Standards: 1.A.3a, 1.A.3b, 1.B.3a, 1.B.3b, 1.B.3c, 1.B.3d, 1.C.3a, 1.C.3b, 1.C.3c, 1.C.3d, 1.C.3e] [State Standards: 2.A.3a, 2.A.3b, 2.A.3d, 2.B.3a, 2.B.3c] [State Standards: 3.B.3a] [State Standards: 4.A.3a]

Other selected novels that may be chosen for classroom instruction at the eighth grade: Flowers for Algernon by Daniel Keyes Across Five Aprils by Irene Hunt Out of the Dust by Karen Hesse Stargirl by Jerry Spinelli The Adventures of Tom Sawyer by Mark Twain Something Wicked This Way Comes by Ray Bradbury Night Hoops by Carl Deuker Night by Elie Wiesel The Pearl by John Steinbeck The House on Mango Street by Sandra Cisneros

Documents

Reading Curriculum