The 2009-2010 Language Arts

StandardsGrades 6-8

The Number System

Standards may use the following abbreviations for Latin terms:

□e.g. means for example, possibly those listed may be included on assessment

□i.e. means specifically and ONLY those listed will be assessed

The Number System

TerminologyGLE - Grade Level Expectations

(Grades K-8)CLE - Course Level Expectation

(Grades 9-12)Checks for UnderstandingSPI State Performance Indicators

The Number System

06 01. .1 .1

Grade Level

Subject Area Standar

dObjectiv

e

The Number System

01.

Subject Area

01. = Language Arts06. = Math05. = Science

The Number System

.1

Standard

Standards Language Arts 01..1 = Language.2 = Communication .3 = Writing.4 = Research.5 = Logic .6 = Informational Text .7 = Media .8 = Literature

Standard 1 - Language

□This strand covers grammar, mechanics, vocabulary, and sentence structure. In the primary grades the Language Arts emphasis is on reading including employing a variety of strategies to decode words and expand vocabulary. The emphasis is one expanding language through vocabulary growth. 

Standard 2- Communication

□This strand builds speaking and listening skills in both formal and informal situations. Beginning at middle grades, skills of group and team participation are included. It is important that students are more active learners with all of the noise and movement of talking and collaborating. There should be cooperative, collaborate activities developing the classroom as an interdependent community. All students should communicate and problem solve on a daily basis.

Standard 3- Writing

□This strand includes instruction in generating, drafting, organizing, and proofreading writing in a variety of modes and for a variety of audiences. Students should have more responsibility for their work: goal setting, record keeping, monitoring, sharing, exhibiting, and evaluating. They also need more choices of writing topics. The rigor in this strand will require the students to have legible handwriting with correct letter formation.

Standard 4- Research

□This strand instructs in conducting research, attributing sources appropriately, and evaluating the reliability of resources. Students must have more inductive hands-on learning experiences and more in-depth studies of a smaller number of topics to provide them internalization of the inquiry method. Students should be provided opportunities to pick partners and research projects and have a variety of places to gain knowledge using community resources as well as the library.

Standard 5- Logic□This strand trains students to think

reasonably, follow logical trains of thoughts, avoid faulty reasoning, and weigh evidence. Students need to spend less time in rote memorization of facts and details, and more time using higher-order thinking skills. The goal is to develop their ability to think logically and to use those skills daily. They must apply comprehension using strategies that activate prior knowledge and provide after-reading applications.

Standard 6- Informational Text

□One of the GLEs for this standard in primary grades is that students will recognize that a variety of graphics support informational texts.  Kindergarten’s GLE  just states that they should recognize that illustrations support informational texts. This strand emphasizes the methods necessary to comprehend the organizational structures and graphics employed in informational text. Students should be engaged in reading real text: whole books, primary sources, and nonfiction materials.

Standard 7- Media

□One of the GLEs for the primary grades is that the students will recognize the ability of media to inform, persuade, and entertain. They should experience and respond to a variety of media focusing on the ways in which the functions and techniques of a variety of media contribute to the message they attempt to convey. Teachers will experience more diverse roles such as coaching, demonstrating, and modeling.

Standard 8- Literature□This strand acquaints students with a wide

range of literary types and diverse content, including both the conventions of the literary genres and the themes / concepts reflecting the human condition. Teacher should be read aloud good literature to students and give them more choice in their own reading materials. Leveled texts are also critically important. We should measure success of reading by the student’s reading habits, attitudes and comprehension.

The Number System

.1

Objective

The specific objective listed in the curriculum

Bloom’s Taxonomy

There is a new format of Bloom's Taxonomy:

Old Bloom’sKnowledge Comprehension Application Analysis SynthesisEvaluation

New Bloom’sRememberingUnderstandingApplyingAnalyzingEvaluatingCreating

2008 Bloom’s Taxonomy□Remembering: Can the student

recall or remember the information? □Assessment:  define, duplicate, list,

memorize, recall, repeat, reproduce state

2008 Bloom’s Taxonomy□Understanding: Can

the student explain ideas or concepts?

□Assessment:  classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase

2008 Bloom’s Taxonomy□Applying: Can the

student use the information in a new way?

□Assessment:  choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write

2008 Bloom’s Taxonomy□Analyzing: Can the student

distinguish between the different parts?

□Assessment: appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test

2008 Bloom’s Taxonomy

□Evaluating: can the student justify a stand or decision?

□Assessment: appraise, argue, defend, judge, select, support, value, evaluate

2008 Bloom’s Taxonomy

□Creating: Can the student create new product or point of view?

□Assessment: assemble, construct, create, design, develop, formulate, write

2008 Bloom’s Taxonomy□ Note the verbs used in the GLE/CLE and their

checks for understanding with the new Bloom’s terminology. These are correlated with levels III-VI of Bloom’s. 

□ The SPI's use verbs at levels I and II. That is because is difficult to use the upper levels in a multiple-choice format on a standardized test.

□ Do not limit your instruction to SPI's, because that would focus only on the lower levels of thinking skills. You must always have in mind the GLE/CLE and Checks for Understanding as you construct lessons to ensure high-level thinking. 

What’s New?

□Coding the Changes□Grade 6-8 Activities□Dynamic Curriculum□What’s On the CD?

Coding the Changes

Grade 6-8 Activities□Sentence Puzzle□Say What?□Sentence Dictation□Reader’s Theater (I Have A Dream)□Civil War Reliability Sort□Propaganda Techniques□ABC’s of Immigrants’ Reflections□The Immigrants’ Experience

Sentence PuzzleGrade Level ExpectationsGLE 0801.1.1 Demonstrate control of Standard English through the use

of grammar, usage, and mechanics.GLE 0801.1.3 Understand and use correctly a variety of sentence

structures. State Performance Indicators SPI 0801.1.1 Identify the correct use of nouns (i.e., common/proper,

singular/plural, possessives, direct/indirect objects, predicate nouns).SPI 0801.1.2 Identify the correct use of verbs (i.e., action/linking,

regular/irregular, agreement, perfect tenses, verb phrases) within context.

SPI 0801.1.3 Identify the correct use of adjectives (i.e., common/proper, comparative/superlative, adjective clauses) and adverbs (i.e., comparative/superlative) within context.

SPI 0701.1.5 Identify the correct use of prepositional phrases (place correctly according to the words they modify within the sentence) within context.

Sentence Puzzle

Complete the following tasks:

□  List the words which must be capitalized.□ What punctuation does this sentence need?□ Identify/List the prepositional phrases in the

sentence.□ Which part of this sentence contains a dependent

clause?□ What kind of dependent clause is it?□ What is the subject in the independent clause? □ What is the verb in the independent clause? □ What kind of verb is it?□ What is the word story functioning as in the

sentence?

Additional Reading

 The Watson’s Go to Birmingham 1963, Christopher Paul Curtis

   

Say What?

GLE 0601.1.1 Demonstrate control of Standard English through the use of grammar, usage, and mechanics (punctuation, capitalization, and spelling).

GLE 0601.1.3 Understand and use correctly a variety of sentence structures. 0601.1.3 Use capitalization correctly (e.g., proper adjectives, within quotations).   0601.1.4 Demonstrate the correct use of commas (e.g., after introductory words,

to set off appositives and interrupters, before a coordinating conjunction joining independent clauses to form compound sentences), colons (e.g., in business letters, preceding a list of items), semicolons (e.g., to combine sentences), quotation marks (e.g., with explanatory material within the quote, proper use with end marks), and apostrophes (to form singular and plural possessives).  

 State Performance IndicatorsSPI 0601.1.6 Choose the correct use of quotation marks, commas (i.e., in directquotations, with explanatory material within the quote, proper use with end marks) and

colons (i.e., in business letters, preceding a list of items).SPI 0701.1.6 Identify the correct use of commas (i.e., compound sentences, coordinating

conjunctions, introductory words, appositives, interrupters) within context.

Write dialogue to accompany your picture on the Post-It Note/chart

paper with markers. Your team must:□  Write one sentence using quotations marks

with the speaker at the beginning of the sentence.

□  Write one sentence using quotations marks with the speaker at the end of the sentence.

□  Write one sentence using quotations marks with the speaker at the middle of the sentence.

□  One quotation must end with a question mark.□  One sentence must include a hyphen, title,

appositive, colon or semicolon.

No Cards

?

Sentence Dictation

GLE 0801.1.1 Demonstrate control of Standard English through the use of grammar, usage, and mechanics (punctuation, capitalization, and spelling).

 State Performance Indicators SPI 0801.1.6 Identify the correct use of commas within

contextSPI 0801.1.10 Identify the correct use of

appositives/appositives phrases and infinitive/infinitive phrases within context.

SPI 0801.1.13 Form singular and plural possessives using apostrophes correctly.

Sentence DictationMy father, the

athletic director, coaches girls’

basketball every day during the

winter.

Reader’s Theater (I Have A Dream)

GLE 0801.2.1 Demonstrate critical listening skills essential for comprehension, evaluation, problem solving, and task completion.

GLE 0801.2.5 Understand strategies for expressing ideas clearly and effectively in a variety of oral contexts.

GLE 0801.2.4 Deliver effective oral presentationsGLE 0801.2.7 Participate in work teams and group discussions. State Performance Indicators SPI 0801.2.1 Identify the purpose of a speech.SPI 0801.2.2 Identify the targeted audience of a speech.SPI 0801.2.4 Determine the most effective methods of

engaging an audience during an oral presentation.

I Have A Dream

Discussion: •Methods of engaging audience.•Most persuasive part•Emphasized phrases

Civil War Reliability Sort

GLE 0801.4.1 Define and narrow a problem or research topic.GLE 0801.4.3 Make distinctions about the credibility,

reliability, consistency, strengths, and limitations of resources, including information gathered from Web sites.

SPI 0801.4.2 Identify levels of reliability among resources (e.g.,

eyewitness account, newspaper account, supermarket tabloid account, Internet source).

SPI 0801.4.3 Determine the most appropriate research source for a given research topic.

SPI 0801.4.4 Distinguish between primary (i.e., interviews, letters, diaries, newspapers, autobiographies, personal narratives) and secondary (i.e., reference books, periodicals, Internet, biographies, informational texts) sources.

Civil War Reliability Sort

Propaganda Techniques

GLE 0801.5.4 Analyze written and oral communication for persuasive devices.

GLE 0801.5.5 identify and analyze premises, including false premises.

 SPI 0801.5.4 Identify examples of persuasive

devices (i.e., bandwagon, loaded words, testimonial, name-calling, plain folks, snob appeal).

SPI 0801.5.8 Identify instances of bias and stereotyping in print and non-print.

Examplesdefinitions

ABC’s of Immigrants’ Reflections

GLE 0601.8.1 Read and comprehend a variety of works from various forms of literature.

GLE 0701.8.5 Identify and analyze common literary terms (e.g. personification, conflict, theme)

 SPI 0601.8.1 Distinguish among various literary genres (e.g.,

fiction, literary drama, nonfiction, poetry)SPI 0601.8.8 Identify examples of sound devices (i.e. accent,

alliteration, onomatopoeia, rhyme, and repetition)SPI 0801.8.12 Recognize and identify words within a context

that reveal particular time periods and cultures.

ABC’s of Immigrants’ Reflections

MORE

ABC’s of Immigrants’ Reflections

The Immigrants’ Experience

GLE 0601.8.1 Read and comprehend a variety of works from various forms of literature.

GLE 0801.8.2 Understand the characteristics of various literary genres (e.g. poetry, novel, biography, short story, essay, drama)

SPI 0601.8.1 Distinguish among various literary genres (e.g. fiction, drama, nonfiction, poetry)

SPI 0601.8.2 Identify the setting and conflict of a passage.SPI 0801.8.10 Identify the kind (s) of conflict present in a

literary plot (i.e. person vs. person, person vs. self, person vs. environment. person vs. technology)

Reader’s Theater

□Dreaming of America: An Ellis Island Story

The Story

The Dynamic Curriculum

The Dynamic Curriculum

+Ctrl

F

This symbol identifies a Tennessee Diploma Project 2008 Standards Awareness Resource

Standards SPI Correlation Teams

□Grade 6□Grade 7□Grade 8Team records date & time for self-selected in-service.

Prentice Hall

Textbook CD?

+Ctrl F

What’s Next?

□Pacing Guide Development□Review SPIs to determine which you would include in each 9 week grading period.