LANGUAGE ARTS PLANNED COURSE OUTLINE

Literary Genres( Buss and Karnowski) Assessments: o Teacher observation/conference o Oral discussions o Teacher created assessment o Student journal o Standardized Test Prep o 4Sight o Harcourt Holistic Assessments. Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Strategies/Content Resources/Assessments Previewing Identifying and/or describing text structures such as time order, cause/effect, etc Use graphic features that contribute information to aide with comprehension. For example: captions, graphs, photos, etc.<br><br> " Use graphic features to identify text structure " Predict the author 9s message based on the graphic features and text structure. Resources: Fiction and nonfiction HB Resources: Cause and Effect 3 Theme 6, Story 1,3 Compare and Contrast 3 Themes 4 , Story 3, 4 Main idea and Detail 3 Theme 3, Story 1, 4 Sequence 3 Theme 2 , Story 2, 4, 5 Captions, Headings, Graphical representations 3 Theme 2, Story 3, 4 Theme 3, Story 1, 2,3, 4 Literacy Plus: Reading Workshop 1, 2, 3, 4 Reader 9s Handbook: previewing lesson is available for each genre Assessments: Teacher created materials Teacher observation/conference Student journal Standardized Test Prep. Decoding & Meaning Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word from text with an affix.<br><br> (R6.A.1.2.1) Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences or through the use of examples within text. (R6.A.1.2.2) " Analyze word structure: affixes and base words " Use sound/symbol relationships (phonics) to decode. " Use context clues to confirm meaning " Reread to clarify word recognition and meaning " Affixes will be limited to prefixes: pre-, dis-, mis-, non-, inter-, extra-, post-, super-, sub-, Suffixes: -less, -ble, -ly, -or, -ness, -ment, -er, -ship, -tion, -en.<br><br> " Categorize words according to meaning " Proper use of dictionary Resources HB Themes 1-6, Decoding Strategies pages within each story Vocabulary and Concepts Word Study Harcourt Intervention Kit Literacy Plus: Reading Workshop 10, 11; Vocabulary Workshop 1, 2, 3, 4 Reader 9s Handbook: prefixes, 685 3 687; roots, 621-622, 689 3 693; suffixes, 687 3 68 Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Strategies/Content Resources/Assessments Intervention 3 Linguistics Guide, Language Circle Assessments Running Record HB assessments (story assessments, holistic assessments, etc.) rubric aligned to report card (writing domain scoring rubric, problem solving rubric, reading response rubric, etc.) Teacher created materials Reading log Monitoring Understanding Recall genre characteristics. Revise and adjust predictions. Generate essential questions as aides to comprehension.<br><br> Clarify understanding through rereading and discussion. " Model through Think Aloud " Use graphic organizers to identify story elements " Use specific strategies to identify information from the text - confirm/revise predictions, reread, self questioning, create mental images, skim and scan, summarize, main idea and details, discussion. " Monitor and adjust reading rate.<br><br> " Reread as primary method to clarify. Resources Reciprocal Teaching/SOAR 3 see Teacher Notebook Comprehension monitoring 3HB Themes 1 3 6 Harcourt Intervention Kit Literacy Plus 3 all Reading Workshops Guided Readers and Writers( Fountas and Pinnell):Questions to Support Comprehension charts: pgs 192-197 Guided Readers and Writers( Fountas and Pinnell):Strategies for Sustaining Reading: pg311-316 Guided Readers and Writers( Fountas and Pinnell): Graphic Organizers: pg 441-452 Super 6 Comprehension Strategies (Oczkus) Teaching Written Response to Text (Boyles) Assessments Teacher observation/conference HB assessments (story assessments, holistic assessments, etc.) Rubric aligned to report card (writing domain scoring rubric, problem solving rubric, reading response rubric, etc.) Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Content/Strategies Resources/Assessments Vocabulary Development Identify and/or apply meaning of multiple-meaning words used in text. (R6.A.1.1.1) Identify and/or apply a synonym or antonym of a word used in text.<br><br> (R6.1.1.2) Identify and apply meaning of content-specific words used in text. (R.A.2.1.2) Identify and correctly use idioms. " Classify words according to meaning, such as synonyms, antonyms, denotation and connotation.<br><br> " Identify literary devices used, such as simile, metaphor, idioms, and personification. Resources Teacher Read Alouds Teacher Notebook HB vocabulary and vocabulary power pages in Themes 1-6; Reader 9s Handbook, Improving Vocabulary, 607-639 Denotation/connotation found in HB: Theme 6, 643A, B, 691B, 709B; Reader 9s Handbook, 279, 425-426, 433-434 www.BrainPop.com (AGISKids, 2003) for synonym and antonym animated videos Guided Readers and Writers( Fountas and Pinnell):Teaching for monitoring and correcting strategies: pgs 352-356 Literacy Plus (Zaner Bloser):Workshop 1-43 Assessments Teacher created assessment Rubric aligned to report card (writing domain scoring rubric, problem solving rubric, reading response rubric, etc.) HB assessments (story assessments, holistic assessments, etc.) Student journal Teacher observation/conference Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Content/Strategies Resources/Assessments Subject Area Vocabulary Identify and apply meaning of multiple-meaning words in text. (R.6.A.2.1.1) Identify and apply meaning of content-specific words used in text.<br><br> (R.A.2.1.2) Identify and /or apply a synonym or antonym of a word used in text. (R6.A.1.1.2) Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word from text with an affix. (R6.A.1.2.1) Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences or through the use of examples within text.<br><br> (R6.A.1.2.2) " Determine how the meaning impacts understanding of the text. " Recognize how meaning changes based upon content and context. (See also Benchmark D and E Note: Affixes will be limited to prefixes: pre-, dis-, mis-, non-, inter-, extra-, post-, super-, sub-, Suffixes: - less, -ble, -ly, -or, -ness, -ment, -er, - ship, -tion, -en.<br><br> Resources Content Areas include: Social Studies, Math and Science National Geographic Informational books Informational books Reader 9s Handbook, 607 - 634 Assessments Teacher created materials Student discussion, presentations, and projects Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Content/Strategies Resources/Assessments Text Differences Identify and/or explain stated or implied main ideas and relevant supporting details from the text. (R6.A.1.4.1) Summarize the key details and events of a fictional text as a whole. (R.6.A.1.5.1) Make inferences and/or draw conclusions based on information from text.<br><br> (R.6.A.1.3.1) Cite evidence from text to support generalizations .(R.6.A.1.3.2) Identify, interpret, compare/contrast, describe, and/or analyze connections between text .(R6.B.1.2.1) Identify intended purpose of text .(R6.A.1.6.1) Identify and/or describe examples of text that supports its intended purpose. (R.6.A.1.6.2) NOTE: Informational, persuasive, and biographical text Explain the difference between fiction and nonfiction. Vary reading rate for type of text and purpose for reading.<br><br> Use appropriate reading strategies for different types of text. Identify, interpret, compare/contrast, describe, and/or analyze components of fiction and literary nonfiction including character, setting, plot and theme. (R6.B.1.1.1) " Differentiate essential and nonessential details in a text.<br><br> " Differentiate important versus interesting in a text. " Make, and support with evidence, assertions about texts. " Compare and contrast texts using themes, settings, characters and ideas.<br><br> " Make extensions to related ideas, topics or information. " Describe the context of a document. " Analyze the positions, arguments and evidence in public documents.<br><br> Resources See Harcourt index under comprehension 3 main idea and relevant supporting details, compare/contrast, draw conclusions, informational text Internet resources (such as Library of Congress) RACE strategy- see Teacher Notebook Reader 9s Handbook: Main Idea: 179, 284-285 Implied Main Idea: 52-53 Summarize: 658-659 Inferences: 40, 52, 653 Draw Conclusion: 41, 653 Literacy Plus: Reading: Workshop 42-46 Assessments Oral discussions Teacher created assessment Rubric aligned to report card (writing domain scoring rubric, problem solving rubric, reading response rubric, etc.) HB assessments (story assessments, holistic assessments, etc.) Student journal Teacher observation/conference Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Content/Strategies Resources/Assessments Fluency & Comprehension Read text with appropriate expression, rate and understanding. (Fluency is defined as the ability to read text at one 9s independent or instructional reading level with appropriate expression, rate and understanding.) Adjust rate of reading according to purpose of reading and text structure. Developing Lifetime Learner reading habit o Self select texts o Maintain a reading log that identifies books completed from independent reading " Teacher modeling through reading various genres.<br><br> " Read familiar passages aloud with accuracy. " Self-correct mistakes. " Reread texts for practice and different purposes.<br><br> " Use appropriate rhythm, flow, meter and pronunciation. " Demonstrate comprehension through written or oral responding. " Read a variety of genres and types of texts.<br><br> " Echo Reading Resources: Various trade books: " Fiction " Nonfiction " Magazine " Newspapers Readers 9 Theater/Plays Read Naturally (computer resources) HB Theme Resources (Echo Reading) Guided Readers and Writers( Fountas and Pinnell): Journal Content Response: 170-171 Literacy Plus: Reading: Workshops 7- 11 Poetry Assessment Running Record Teacher observation/conference Teacher created assessment QRI Fluency Graph Standard 1.2 Reading Criticallyi n all Content Areas Overview Read and understand essential content of informational texts and documents in all academic areas. Use and understand a variety of media and evaluate the quality of material produced. Standard 1.2 is to be address by using nonfiction reading strategies as identified below.<br><br> Specific strategies for Standard 1.2 are detailed in LA Teacher 9s Notebook. Nonfiction Texts: Anthology-nonfiction selections listed in LA Teacher 9s Notebook Tradebooks Newspapers Periodicals Biography/Autobiography Content area textbooks Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Content/Strategies Resources/Assessments Read & Understand Academic Texts and Documents Identify and/or explain stated or implied main ideas and relevant supporting details from the text. (R6.A.1.4.1) Summarize the key details and events of a fictional text as a whole.<br><br> (R.6.A.1.5.1) Make inferences and/or draw conclusions based on information from text. (R.6.A.1.3.1) Cite evidence from text to support generalizations .(R.6.A.1.3.2) Identify intended purpose of text. (R6.A.1.6.1) Identify and/or describe examples of text that supports its intended purpose.<br><br> (R.6.A.1.6.2) NOTE: Informational, persuasive, and biographical text Identify and/or interpret statements of fact and opinion in nonfictional text. (R6.B.3.1.1) Describe how the author uses exaggeration (bias) in non fictional text. (R6.B.3.2.1) Identify and/or interpret text organization, including sequence, question/answer, comparison/contrast, cause/effect, or problem/solution.<br><br> (R6.B.3.3.1) Use headings to locate information in a passage, or identify content that would best fit in a specific section of text. (R6.B.3.3.2) Students will utilize the following skills to read and understand: Draw conclusions, Distinguish between fact and opinion, Summarize, Identify author 9s purpose, Use text structure such as sequence* , compare/ contrast, main idea/detail, cause/effect, problem/ solution, and graphics/ charts. " Distinguish between essential and nonessential** information across texts, and going beyond texts to a variety of media: identify bias and propaganda where present.<br><br> N.B. * When discussing sequence of events, use the verbiage time order to refer to text structure. ** When instructing Main Idea & Detail use the verbiage essential and non-essential to differentiate important vs.<br><br> interesting details. Resources: Trade books Informational text Guided Readers and Writers( Fountas and Pinnell): Strategies for Expanding meaning: pgs 316-321 Fact and opinion HB: Theme 6, Story 2, 4 Reader 9s Handbook, 281 Literacy Plus, Reading Workshop, 71 Propaganda Reader 9s Handbook: 263, 287-288 Literacy Plus: Reading Workshop 67, 69, Writing Workshop 45,46 Inference/Draw Conclusion See HB index: Make judgments Text Structure 3 HB Compare and contrast 3 Theme 4: Story 3, 4 Cause and effect 3 Theme 6:Story 1, 3 Main idea and detail 3 Theme 3: Story 1, 4 Main Idea Reader 9s Handbook:179, 284- 285,50-54,60-61 Text information 3 HB Headings 3 296, 346, 430, 476, 675 Captions - 230,344,421, 633 Graphs 3 241, 304I, 320, 322, 636, 682, 684 Charts 3 64I, 84I, 160I,206I, 236I, 260I, 414I, Author 9s purpose and perspective 3 HB Theme 5 and Theme 6 Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Content/Strategies Resources/Assessments Interpret graphics and charts and/or make connections between text and content of graphics and charts (R6.B.3.3.3) Assessments: Oral discussions Teacher created assessment Rubric aligned to report card Resources: Magazines HB 84A, 100, 184A, 200 et al Time for Kids, Scholastic News (for example) Newspapers HB 82, 235H, 303B, 461H Avon Grove Sun, Daily Local (for example) Periodicals Library Resources Internet Resources TV Movies United Streaming.com Assessment: Teacher Created Assessment Teacher Observation and conference Student Journal Use & Evaluate Media Compare and analyze how different media offer a unique perspective on the information presented. Analyze the techniques of particular media messages and their effect on a targeted audience.<br><br> Use, design and develop a media project that expands understanding (e.g. authors and works from a particular historical period.) " Recognize the intended audience for the information " Differentiate fact from opinion utilizing resources that go beyond traditional text to electronic media. " Distinguish between essential and nonessential information across texts, and going beyond texts to a variety of media: identify bias and propaganda where present.<br><br> Resources: Magazines HB 84A,100, 184A,200 et al Time for Kids, Scholastic News (for example) Newspapers HB 82, 235H, 303B,461H Avon Grove Sun, Daily Local (for example) Periodicals Library Resources Internet Resources TV Movies United Streaming.com Assessment: Teacher Created Assessment Teacher Observation and conference and Student Journal Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Content/Strategies Resources/Assessments Produce Work in a Literary Genre Produce a written or visual product relating to a specific literary genre Possible projects could include a story, game, brochure, poster, song, play, etc. Resources: HB: All themes Assessment: Holistic scoring guide: PSSA Report Card aligned rubric Standard 1.3 Reading, Analyzing and Interpreting Literature Overview Read and understand works of literature. Standard 1.3 is to be addressed by the use of before, during, and after reading strategies.<br><br> Specific strategies are identified within each literary element and literary device. Suggested stories, descriptions of strategies, and graphic organizers to support the teaching of each literary element/device are provided in the LA Teacher 9s Notebook. Fiction Texts : " Anthology " Novels Literary nonfiction texts : " Autobiography/biography " Personal narratives/anecdotes PSSA Coach books PSSA Released Items (See PDE Website) PSSA Glossary LA Teacher 9s Notebook Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Content/Strategies Resources/Assessments Read Literature Identify intended purpose of text.<br><br> (R6.A.1.6.1) Identify and/or describe examples within the text that supports its intended purpose. (R.6.A.1.6.2) NOTE: Narrative and poetic text Identify, interpret, compare, describe, and/or analyze connections between text and genres. (R6.B.1.2.1) " Analyze text for different levels of understanding (including poetry) " Identify the author 9s purpose (to inform, entertain, or persuade) " Use multiple examples of texts and genres.<br><br> Students will read and understand literature through the following activities: Self-selected reading, Literature circles, Genre studies, Author studies, Theme/topic studies, Students read and respond to literature on a daily basis. Responses can include: Journals, Discussions, Essays, Open-ended prompts, Multiple-choice questions, Dramatizations, and Projects. Resources: Trade books 3 fiction and nonfiction HB Anthology Teacher Handbook: -description of various strategies Guided Readers and Writers( Fountas and Pinnell):Questions to Support Comprehension charts: pgs 192-197 Reader 9s Handbook (Great Source): Purpose: See index Assessment: Oral discussions Teacher created assessment Rubric aligned to report card (writing domain scoring rubric, reading response rubric, etc.) HB assessments (story assessments, holistic assessments, etc.) Student journal Teacher observation/conference Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Content/Strategies Resources/Assessments Literary Elements Identify, interpret, compare, describe, and/or analyze components of fiction and literary nonfiction.<br><br> (R6.B.1.1.1) Character (May also be called narrator, speaker, subject of a biography): Identify, interpret, compare, describe, and/or analyze character actions, motives, dialogue, emotions/feelings, traits, and relationships among characters within fictional or literary nonfiction text. Identify, interpret, compare, describe, and/or analyze the relationship between characters and other components of text. Setting : Identify, interpret, compare, describe, and/or analyze the setting of fiction or literary nonfiction.<br><br> Identify, interpret, compare, describe, and/or analyze the relationship between setting and other components of text. Plot (may also be called action): Identify, interpret, compare, describe, and/or analyze elements of the plot (conflict, rising action, climax and/or resolution). Identify, interpret, compare, describe, and/or analyze the relationship between elements of the plot and other components of text " Create character profiles that identify and describe character traits.<br><br> " Evaluate character 9s actions " Use words within text to identify point of view (pronouns) " Use plot diagrams to illustrate the structure of the story. " Connect the story elements to self, other texts and the world. " Introduce the concept of differentiating between main idea, topic and theme.<br><br> Resources: HB: all themes, various selections (see index) Guided Readers and Writers( Fountas and Pinnell): 395-400 (Terms Defined) Consult teacher created network resources (Book Room: Teacher Created Materials) Daybooks Reader 9s Handbook Trade Books Graphic Organizers Guided Readers and Writers( Fountas and Pinnell): Graphic Organizers: pg 441-452 See Teacher Notebook: o Story Maps o Literature Circles o Venn Diagrams o Journaling-Talking to the Text o Reciprocal Teaching Strategies Literature Resource Suggestions Literacy Plus: Reading: Workshops 20- 28 Assessments: Oral discussions Teacher created assessment Rubric aligned to report card (writing domain scoring rubric, reading response rubric, etc.) HB assessments (story assessments, holistic assessments, etc.) Student journal Teacher observation/conference Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Content/Strategies Resources/Assessments Theme: Identify, interpret, compare, describe, and/or analyze the theme of fiction or literary nonfiction. Identify, interpret, compare, describe, and/or analyze the relationship between the theme and other components of text. Language: Identify, interpret, compare, describe, or analyze the language of the text to determine the period and place.<br><br> Identify and describe the point of view of the narrator as first person or third person point of view. (R6.B.2.2.1) Interpret and describe the effectiveness of the point of view used by the author. (R6.B.2.2.2) Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Content/Strategies Resources/Assessments Literary Devices Identify, interpret, and/or describe examples of personification in text.<br><br> (R6.B.2.1.1) Identify, interpret, and/or describe examples of similes in text. (R6.B.2.1.2) Identify, interpret, and/or describe examples of alliteration in text when its use is presumed intentional. (R6.B.2.1.3) Identify, interpret, and/or describe examples of metaphors in text.<br><br> (R6.B.2.1.4) Identify, interpret, and/or describe examples of hyperbole in text. Identify, interpret, and/or describe examples of imagery, which is the language that creates pictures. Identify, interpret, and/or describe examples of foreshadowing which are clues to future events.<br><br> Identify, interpret, and/or describe examples of flashbacks which are earlier events inserted in the story. Identify and describe the point of view of the narrator as first person or third person point of view. (R6.B.2.2.1) Interpret and describe the effectiveness of the point of view used by the author.<br><br> (R6.B.2.2.2) " Use poetry to teach simple patterns of rhyme, rhythm and meter. " Illustrate the literal meaning to compare with the figurative meaning. " Use graphic organizers to identify common traits and characteristics of language " Use graphic organizers of story structure to identify use of flashback and foreshadowing.<br><br> " Use the language of the senses to create an image based upon text. (sight, hearing, taste, touch, smell) " Use words within text to identify point of view (pronouns) Understand and apply the terms and concepts of the following literary devices: " Personification " Simile " Metaphor " Alliteration " Hyperbole " Imagery " Foreshadowing " Flashback " Onomatopoeia Resources: Trade Books Poetry Writer 9s Express Reader 9s Handbook (Great Source):Figurative Language: 426- 427 Personification: 426,459 Alliteration: 447 Metaphor: 426, 434, 455 Onomatopoeia: 458 Simile: 426, 464 HB Anthology See Author 9s Craft in index See Teacher Notebook: Literature Resource Suggestions Literacy Plus: Reading: Workshops 31- 32, 35 Assessment: Oral discussions Teacher created assessment Rubric aligned to report card (writing domain scoring rubric, reading response rubric, etc.) HB assessments (story assessments, holistic assessments, etc.) Student journal Teacher observation/conference Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Content/Strategies Resources/Assessments Poetry Structures Identify, interpret, and/or describe examples of alliteration in text when its use is presumed intentional. (R6.B.2.1.3) Identify intended purpose of text.<br><br> (R6.A.1.6.1) Identify, interpret, and/or describe examples of imagery, which is the language that creates pictures. Identify, interpret, and/or describe examples of personification in text when its use is presumed intentional (R6.B.2.1.1) Identify, interpret, and/or describe examples of simile in text when its use is presumed intentional. (R6.B.2.1.2) Identify, interpret, and/or describe examples of metaphor in text when its use is presumed intentional.<br><br> (R6.B.2.1.4) " Use a wide variety of poetic forms to show how meaning is conveyed " Compare the format of a poem with the format of a paragraph/story. " Identify the author 9s purpose for using a poetic form. " Develop an awareness of concise language and the importance of word choice.<br><br> Students understand and apply the terms and concepts of the following literary devices: Alliteration Figurative language/ Idioms Hyperbole Metaphor Simile Onomatopoeia Personification Students read and respond to a variety of poetic forms: Rhymed, Free verse, Haiku, Cinquain, Couplet, and Ballad Students understand and apply these terms for poetic structures: Stanza, Rhythm, Rhyme, Verse Line. Resources: Opening the Door( Scholastic) Reader 9s Handbook (Great Source): 407-469 Poetry Lessons that Work ( Scholastic) Writer 9s Express( Great Source): 180- 187, 177-179 HB Poetry correlation in Teacher Notebook Daybook( Great Source): pgs.173- 186 Guided Readers and Writers( Fountas and Pinnell): What is Poetry: pg 410-413 Assessment: Oral discussions Teacher created assessment Rubric aligned to report card (writing domain scoring rubric, reading response rubric, etc.) Student journal Teacher observation/conference Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Content/Strategies Resources/Assessments Drama Structures Read plays to understand the structure and characteristics of this genre. " Read and act out plays to understand the difference between action and dialogue.<br><br> " Identify actions and words to draw conclusions about the motivation of the character.\ Students understand and apply the following dramatic terms and concepts: Stage directions, Scenery, Act, scene Playwright, Actor, Cast of characters. Resources: HB Theme 3 3 Skills of Pericles HB Theme 5 3 Anne of Green Gables Guided Readers and Writers( Fountas and Pinnell): Visual and Performing Arts: pg 286-287 Reader 9s Handbook: 471-511 Assessment: Teacher Observation/ Conference Various Types of Texts Identify intended purpose of text. (R6.A.1.6.1) Identify and/or describe examples of text that supports its intended purpose.<br><br> (R.6.A.1.6.2) NOTE: Narrative and poetic text Identify, interpret, compare, describe, and/or analyze components of fiction and literary nonfiction including character, setting, plot and theme. (R6.B.1.1.1) Identify, interpret, compare, describe, and/or analyze connections between texts. (R6.B.1.2.1) Students read and respond to drama and poetry.<br><br> Responses can include: Journals, Discussions, Essays, Open-ended prompts, Multiple-choice questions, Dramatizations, and Projects. Resources: Daybook Reader 9s Handbook : See index HB Themes 3 and 6 Informational Text Social Studies Text Content related tradebooks Assessment: Oral discussions Teacher created assessment Rubric aligned to report card (writing domain scoring rubric, reading response rubric, etc.) HB assessments (story assessments, holistic assessments, etc.) Student journal Teacher observation/conference Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Content/Strategies Resources/Assessments Standard 1.4 Types of Writing Overview Write narrative, information and persuasive pieces. Specific content and strategies are identified within each type of writing.<br><br> Harcourt Series : within the weekly plan for instruction of the skills and strategies, a genre 9 piece of writing and its process is presented. PSSA Doman Scoring Guid in LA Teacher Notebook Writer 9s Craft Writer 9s Express Narrative . ***Students will write five paragraphs.<br><br> Each paragraph will include a topic sentence, detail sentences, and a closing sentence. After extensive reading of poetry, write a variety of poems. Identify, interpret, compare, describe, and/or analyze components of fiction and literary nonfiction.<br><br> (R6.B.1.1.1) (Reading Standard 1.3, Reading Standard 1.3, C) The students will follow the steps of the writing process. Utilize journals to write reflections, responses, content specific information, etc. in order to enhance learning of writing skills and strategies.<br><br> " Apply varying organizational methods. (such as graphic organizers) " Use relevant descriptive passages. " Utilize dialogue.<br><br> " Apply plot structure. " Include literary elements. " Use literary devices.<br><br> " Utilize the writing process: o Pre-writing (brainstorm, outline/story map, research, graphic organizer, etc.) o Draft/self-edit o Conference (self, peer, adult) o Revise/self-edit (checklists, editing symbols, utilize thesaurus, add detail/clarify) o Publish Resources: Writer 9s Craft (McDougal Littel): Writer 9s Workshop 1 3 Personal and Expressive Writing; Writing Workshop 3 3 Narrative and Literary Writing Writer 9s Express (Great Source) The Process of Writing: Descriptive Writing, pg. 100; The Forms of Writing: Personal Writing, pg 133 3 149; Story and Play Writing, pgs. 209 3 238; Poetry, pgs.<br><br> 239 - 253 HB: Theme 1: 39B, 105C, 129C-D HB: Theme 2: 233 HB: Theme 3: 323 HB: Theme 5: 503, 529H HB: Theme 6: 707, 641, 691H, 709C-D (A writing process lesson follows each story in HB.) Assessments: Teacher Observation Holistic scoring guide: PSSA Report Card Aligned Rubrics to evaluate: Journal Writing Responding to Reading pieces Short Story Personal Narrative, Poetry Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Content/Strategies Resources/Assessments Informational Write multi-paragraph informational pieces that include main idea and supporting details, within the introductory, body and conclusion paragraphs. (5 paragraphs) Utilize a variety of sources for content in the multi-paragraph informational piece. The students will follow the steps of the writing process.<br><br> " Include cause and effect. " Develop a problem and solution when appropriate to the topic. " Use relevant graphics (e.g., maps, charts, graphs, tables, illustrations, photographs.) " Use primary and secondary sources.<br><br> " Develop multi-paragraph pieces: o letters o descriptions o reports o instructions o essays o articles o interviews " Utilize the writing process: o Pre-writing (brainstorm, outline/story map, research, graphic organizer, etc.) o Draft/self-edit o Conference (self, peer, adult) o Revise/self-edit (checklists, editing symbols, utilize thesaurus, add detail/clarify) o Publish Resources: Writer 9s Craft (McDougal Littel): Writer 9s Workshop 4 3 Informative Writing: Explaining How Writer 9s Workshop 7 3 Informative Writing: Reports Writer 9s Express (Great Source) The Process of Writing: Writing Expositor Essays, pg 88; The Forms of Writing: Subject Writing, pgs. 151 3 183; Report Writing, pgs. 185 3 208 Literacy Plus (Zaner-Bloser): Writing Workshops 11, 12, 13 HB: Theme 1: 183J, 81 HB: Theme 2: 255 HB: Theme 4: 483F HB: Theme 5: 545 Bibliography HB: Theme 3: 281 F, 325 D HB: Theme 1: 127 (A writing process lesson follows each story in HB.) Newspaper and Magazine Articles Assessments: Teacher Observation Holistic scoring guide: PSSA Report Card Aligned Rubrics to evaluate: Essay Journal Writing Compare and Contrast two topics Research piece Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Content/Strategies Resources/Assessments Persuasive Write a multi-paragraph piece for the purpose of persuasion, including introductory, body (multi- paragraph) and conclusion paragraphs.<br><br> (5 paragraphs) Additional Connection: Related to reading: identify when persuasive writing becomes propaganda. The students will follow the steps of the writing process. " Include a clearly stated positions or opinion.<br><br> " Include convincing, elaborated and properly cited evidence. " Develop reader interest. " Anticipate and counter reader concerns and arguments.<br><br> " Utilize the writing process: o Pre-writing (brainstorm, outline/story map, research, graphic organizer, etc.) o Draft/self-edit o Conference (self, peer, adult) o Revise/self-edit (checklists, editing symbols, utilize thesaurus, add detail/clarify) o Publish Resources: Writer 9s Craft (McDougal Littel): Writer 9s Workshop 5 3 Persuasion Writer 9s Express ( Great Source) The Process of Writing: Writing Persuasive Essays, pg. 94 Daybook: 187-202 HB: Theme3: 279 HB: Theme 5: 505E, 529 C-D, 597C-D HB: Theme 6: 663 A writing process lesson follows each story in HB. Assessments: Teacher Observation Holistic scoring guide: PSSA Report Card Aligned Rubrics to evaluate: Letter Essay Debate Advertisement Propaganda Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Content/Strategies Resources/Assessments Standard 1.5 Quality of Writing Overview Address the five characteristics or domains of effective writing when drafting, revising, and editing written pieces.<br><br> Writing Domains: Focus Content Organization Style Conventions Definitions and descriptions are detailed within each domain. Standard 1.5 is to be addressed by the use of the Writing Process strategies and PA domain scoring guidelines. Writer 9s Craft (McDougal Little Writer 9s Express Literacy Plus HB Language Handbook Focus Narrative Focus: Write with a clear controlling point or theme with evident awareness of the narrative.<br><br> Informational Focus : Write with a clear controlling point made about a single topic with evident awareness of task and audience. Persuasive Focus : Write with a clear controlling point presented as a position and made convincing through a credible and substantiated argument with evident awareness of task and audience. Identifying topic, task and audience.<br><br> Establish a single point of view. Utilize the writing process: Pre-writing (brainstorm, outline/story map, research, graphic organizer, etc.) Draft/self-edit o Conference (self, peer, adult) o Revise/self-edit (checklists, editing symbols, utilize thesaurus, add detail/clarify) Publish Direct Instruction Modeling Writer 9s Workshops Peer/Teacher Conference Graphic Organizer Writing Guide Resources: Writer 9s Craft (McDougal Littel): Mini-Lesson 3 3 Finding Focus Writer 9s Express (Great Source) The Process of Writing: Prewriting and Drafting, pgs. 35 3 54 Literacy Plus (Zaner-Bloser): Writing Workshops 1 3 5 3 Getting Started HB Language Handbook: Writer 9s Craft 3 Focus, pg 6 A writing process lesson follows each story in HB.<br><br> Assessments: Teacher Conferencing Holistic scoring guide: PSSA Report Card Aligned Rubrics Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Content/Strategies Resources/Assessments Content Narrative Content: Write a story line with details that address an idea or examine an experience that employs narrative elements as appropriate. Informational Content: Write with adequate, specific, and/or illustrative content that demonstrates an understanding of the purpose. Persuasive Content: Write with sufficiently elaborated arguments that include a clear position supported with some relevant evidence.<br><br> Gather, determine validity and reliability of and organize information. Employ the most effective format for purpose and audience. Write paragraphs that have details and information specific to the topic and relevant to the focus.<br><br> Utilize the writing process: Pre-writing (brainstorm, outline/story map, research, graphic organizer, etc.) Draft/self-edit o Conference (self, peer, adult) o Revise/self-edit (checklists, editing symbols, utilize thesaurus, add detail/clarify) Publish Direct Instruction Modeling Writer 9s Workshops Peer/Teacher Conference Graphic Organizer Writing Guide Resources: Writer 9s Craft (McDougal Littel): Mini-Lessons 4 3 Developing a Topic; 14 3 Introductions; 15 3 Conclusions Writer 9s Express (Great Source) The Process of Writing: Prewriting and Drafting, pgs. 35 3 54 A writing process lesson follows each story in HB. Assessments: Teacher Conferencing Holistic scoring guide: PSSA Report Card Aligned Rubrics Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Content/Strategies Resources/Assessments Organization Narrative Organization : Write with generally consistent sequencing of events employing a beginning, middle, and an end.<br><br> o Sustain a logical order within sentences and between paragraphs using meaningful transitions. Informational Organization : Write with organizational strategies and structures such as logical order and transitions which develop a controlling idea. o Establish topic and purpose in the introduction (informational and persuasive) o Reiterate the topic and purpose in the conclusion.<br><br> (informational and persuasive) Persuasive Organization : Write with organizational strategies and structures such as logical order and transitions to develop a position with sufficient presentation of content. o Establish topic and purpose in the introduction (informational and persuasive) o Reiterate the topic and purpose in the conclusion. (informational and persuasive) " Utilize the writing process: o Pre-writing (brainstorm, outline/story map, research, graphic organizer, etc.) o Draft/self-edit o Conference (self, peer, adult) o Revise/self-edit (checklists, editing symbols, utilize thesaurus, add detail/clarify) o Publish " Direct Instruction " Modeling " Writer 9s Workshops " Peer/Teacher Conference " Graphic Organizer " Writing Guide Resources: Writer 9s Craft (McDougal Littel): Mini-Lesson 7 3 Organizing Details Writer 9s Express (Great Source) The Process of Writing: Building Paragraphs and Essays, pgs.<br><br> 75 - 112 Literacy Plus (Zaner-Bloser): Writing Workshops 6 3 Getting Started HB Language Handbook: Writer 9s Craft 3 Organization, pg.10 A writing process lesson follows each story in HB. Assessments: Teacher Conferencing Holistic scoring guide: PSSA Report Card Aligned Rubrics Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Content/Strategies Resources/Assessments Style Narrative Style: Write with appropriate control of language, literary devices, and sentence structures that create a consistent point of view and tone. Informational Style : Write with a appropriate control of language, stylistic techniques, and sentence structures that create a consistent tone.<br><br> Persuasive Style: Write with a appropriate control of language, stylistic techniques, and sentence structures that create a consistent tone. " Use different types and lengths of sentences. " Use tone and voice through the use of precise language.<br><br> " Utilize the writing process: o Pre-writing (brainstorm, outline/story map, research, graphic organizer, etc.) o Draft/self-edit o Conference (self, peer, adult) o Revise/self-edit (checklists, editing symbols, utilize thesaurus, add detail/clarify) " Publish " Direct Instruction " Modeling " Writer 9s Workshops " Peer/Teacher Conference " Graphic Organizer " Writing Guide Resources: Writer 9s Craft (McDougal Littel): Style: Mini-Lessons 19 - 23 HB Language Handbook: Writer 9s Craft 3 Voice, pg. 14, Word Choice, pg. 18 A writing process lesson follows each story in HB.<br><br> Assessments: Teacher Conferencing Holistic scoring guide: PSSA Report Card Aligned Rubrics Edit Edit writing after rethinking logic of organization and rechecking central ideas, content, paragraph development, level of detail, style, tone and word choice. " Spell common, frequently used words correctly. " Use capital letters correctly.<br><br> " Punctuate correctly (periods, exclamation points, questions marks, commas, quotation marks, apostrophes, colons, semicolons, parentheses). Use nouns, pronouns, verbs, adjectives, adverbs, conjunctions, prepositions and " Direct Instruction " Modeling " Writer 9s Workshops " Peer/Teacher Conference " Graphic Organizer " Writing Guide Resources: Writer 9s Craft (McDougal Littel): Mini-Lessons 18 3 Proofreading Writer 9s Express (Great Source) The Process of Writing: Revising and Editing, pgs. 55 - 74 Literacy Plus (Zaner-Bloser): Writing Workshops 8, 9 3 Getting Started Workshops 19 3 Functional Mechanics HB Language Handbook: Writer 9s Craft 3 Conventions, pg.<br><br> 34 HB: Theme 1: 83F, 105D, HB: Theme 2: 205F, 235D, Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Content/Strategies Resources/Assessments " interjections properly. " Use complete sentences (simple, compound, complex, declarative, interrogative, exclamatory and imperative). HB: Theme 4: 437F, 461D HB: Theme 5: 547D, 575D HB: Theme 6: 665D, 691D, 709C HB: All Themes: Daily Language Practice Assessments: Teacher Conferencing Holistic scoring guide: PSSA Report Card Aligned Rubrics Publish 3 Present Work Present and/or defend written work for publication when appropriate.<br><br> Resources: Writer 9s Express (Great Source) The Process of Writing: Publishing Your Writing, pgs. 68 - 74 Literacy Plus (Zaner-Bloser): Writing Workshops 10 3 Getting Started HB Language Handbook: Writer 9s Craft 3 Presenting Your Work, pg.36 HB: Theme 1: 83F, 105D, HB: Theme 2: 205F, 235D, HB: Theme 4: 437F, 461D HB: Theme 5: 547D, 575D HB: Theme 6: 665D, 691D, 709C Assessments: Teacher Conferencing Holistic scoring guide: PSSA Report Card Aligned Rubrics Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Content/Strategies Resources/Assessments H. Publish work in various formats for different audiences.<br><br> " Select publication format based upon the initial purpose for the piece. Assessments: Holistic scoring guide: PSSA Report Card Aligned Rubrics to evaluate: Classroom Display Hall Display Individual Book Class Book Multi-media project Class web site Community publication Submit to Children 9s Publication Standard 1.6 Speaking and Listening Overview Address the major areas of listening and speaking: Listening to others Listening to literature Formal Speaking Contributing to discussion Participating in a discussion Formal presentation of a project to a small group and a large group Use of media in listening and speaking Strategies and skill of expressive and receptive language skills can be cross curricular and should be demonstrated and evaluated in all content area. Harcourt Anthology : Speaking and Listening activities available following each story Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Content/Strategies Resources/Assessments Listen to Others Active listening will be evident in a variety of situations.<br><br> After listening to others, students will be able to " Ask probing questions. " Analyze information, ideas and opinions to determine relevancy. " Take notes when needed.<br><br> Strategies may include: " T chart " Modeling " Discussion guides " I statements " Read aloud " Share, Pair, Reading Resources: HB: Speaking and Listening activities available following each story. Assessments: Teacher Observation Report Card Aligned Rubrics to evaluate: Discussion groups Literature Circles Audience situations Viewing media Listen to Literature Actively listens to selections of literature. (Include poetry, novels, short stories, excerpts) " Relate them to previous knowledge.<br><br> " Predict content/events. " Summarize events and identify the significant points. " Identify and define new words and concepts.<br><br> " Analyze the selection. Strategies may include: " Read alouds " Listening center " Graphic organizers (Ex. story frame, summary writing, retelling, vocabulary organizer) Resources: Read Aloud (use selections from all content areas) Listening Centers HB: Speaking and Listening activities available following each story.<br><br> Assessments: Teacher Observation Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Content/Strategies Resources/Assessments Formal Speaking Speak using skills appropriate to formal speech situations. " Use complete sentences. " Pronounce words correctly.<br><br> " Adjust volume to purpose and audience. " Adjust pace speech to convey meaning. " Adjust stress (emphasis) and inflection to enhance meaning.<br><br> Strategies may include: " Mastery technique " Modeling " Self-evaluation Resources: HB: Speaking and Listening activities available following each story. Assessments: Teacher Observation Rubrics to evaluate: Speeches/ presentations in all content areas Contribute to Discussions Contribute to discussions through questioning, sharing of opinion, and appropriate listening. " Ask relevant, probing questions.<br><br> " Respond with relevant ideas or reasons in support of opinions expressed. " Listen to and acknowledge the contributions of others. " Adjust tone and involvement to encourage equitable participation.<br><br> " Clarify, illustrate or expand on a response when asked. " Present support for opinions Paraphrase and summarize, when prompted. Strategies may include: " Stop and jot to use as reference during discussion " Graphic organizer ex 5 Ws: who, what when, where, why for question writing Resources: Guided Readers and Writers( Fountas and Pinnell): Talking: pg280 -284 Assessments: Teacher Observation Rubrics to evaluate: Literature discussion groups ie Literature circles Large and small group discussions Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Content/Strategies Resources/Assessments Participate in Discussions Participate in small and large group discussions and presentations.<br><br> " Initiate everyday conversation. " Select a topic and present an oral reading. " Conduct interviews as part of the research process.<br><br> " Organize and participate in informal debates. Resources: Assessments: Rubrics to evaluate: Literature discussion groups ie Literature circles Large and small group discussions Use Media Use media for learning purposes " Describe how the media provides information that is sometimes accurate, sometimes biased based o a point of view or by the opinion or beliefs of the presenter. " Analyze the role of advertising in the media.<br><br> " Create a multimedia (e.g., film, music, computer-graphic) presentation for display or transmission. Resources: United Streaming videos www.Brianpop.com Search engines Assessments: Report Card Aligned Rubrics to evaluate: Power point presentations Digital Movies Tape recorded presentations Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Content/Strategies Resources/Assessments Standard 1.7 Characteristics and Functions of the English Language A . Describe the origins and meanings of common, learned and foreign words used frequently in the English language (e.g., carte blanche, faux pas).<br><br> B . Analyze the role and place of standard American English in speech, writing and literature. Standard 1.8 Research Overview Research, organize, write, and publish a multi-paragraph paper on a selected topic.<br><br> Strategies and content specified in each area bellow. Academic team teachers will determine for their team in what content area/s the paper will be researched and written. Library and other media sources Content area curriculum materials Locate Information Locate information using appropriate sources and strategies.<br><br> " Determine valid resources for researching the topic, including primary and secondary sources. " Evaluate the importance and quality of the sources. " Select essential sources (e.g., dictionaries, encyclopedias, other reference materials, interviews, observations, computer databases).<br><br> " Use table of contents, indices, key words, cross-references, and appendices " Use traditional and electronic search tools. " Use primary sources such as interviews, surveys, case studies, observations Utilize the writing process Resources: Writer 9s Express (Great Source) Writing a Classroom Report pgs 192 3 203 Writer 9s Craft (McDougal Littel): Report of Information 3 pgs 168 - 179 Literacy Plus (Zaner-Bloser): Reading Workshop 68 3 Credible Sources HB: Theme 1:20E, 40E HB: Theme 3: 303E HB: Theme 6: 625D Text resources Library Internet Experts Assessments: Teacher Conferencing Holistic scoring guide: PSSA Board Approved May 24, 2007 Pennsylvania Standard Student Learning Objectives Instructional Content/Strategies Resources/Assessments Organize and Present Research Organize, summarize and present the main ideas from the research. " Identify the steps necessary to carry out a research project.<br><br> " Take relevant notes from sources. " Develop a thesis statement based on research. " Give precise, formal credit for others 9 ideas, images or information using a standard method of documentation.<br><br> " Use formatting techniques to create an understandable presentation for a designated audience " Create a supporting structure " Utilize the writing process: o Draft/self-edit o Conference (self, peer, adult) o Revise/self-edit (checklists, editing symbols, utilize thesaurus, add detail/clarify) Resources: Writer 9s Express (Great Source) Writing a Classroom Report pgs 192 3 203 Writer 9s Craft (McDougal Littel): Report of Information 3 pgs 168 - 179 Note taking/ Organization HB: Theme 3: 281F, 303D, 325J Outlining HB: Theme 5: 354J HB: Theme 6: 665B Research Report HB: Theme 2: 281E-F HB: Theme 3: 303E-F, 325C-D, 349C-D HB: Theme 4: 371C, D, J, 374E, 414E, 438E Assessments: Teacher Observation Holistic scoring guide: PSSA Report Card Aligned Rubrics

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