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Suggested Approach to Bridge the Gap between Grade 4 and grade 5 throughdeveloping the English Language Reading skills in Madar

International School based on CCS standards

المدار مدرسة في اإلنجليزية اللغة لتطوير مقترحة رؤيةاالمريكي ) المنهاج معايير إلى استنادا (CCSالدولية

By

Salma Farouk Mohamed Harraz

Dissertation submitted in fulfillment of

Master of Education (International Management and Policy)

Faculty of Education

Dissertation Supervisor

Professor

Abduali Abukari

November – 2017

Suggested Approach for Developing English Language Reading and Writing Skills in Madar International School MIS Based on the Common Core ALE Standards (CCS)

DECLARATION

I warrant that the content of this research is the direct result of my own work and that any use made in it of published or unpublished copyright material falls within the limits permitted by international copyright conventions. I understand that a copy of my research will be deposited in the University Library for permanent retention. I hereby agree that the material mentioned above for which I am author and copyright holder may be copied and distributed by The British University in Dubai for the purposes of research, private study or education and that The British University in Dubai may recover from purchasers the costs incurred in such copying and distribution, where appropriate. I

understand that The British University in Dubai may make a digital copy available in the institutional repository. I understand that I may apply to the University to retain the right to withhold or to restrict access to my thesis for a period which shall not normally exceed four

calendar years from the congregation at which the degree is conferred, the length of the period to be specified in the application, together with the precise reasons for making that application.

Salma Harraz

II


COPYRIGHT AND INFORMATION TO USERS

The author whose copyright is declared on the title page of the work has granted to the British University in Dubai the right to lend his/her research work to users of its library and to make partial or single copies for educational and research use. The author has also granted permission to the University to keep or make a digital copy for similar use and for the purpose of preservation of the work digitally. Multiple copying of this work for scholarly purposes may be granted by either the author, the Registrar or the Dean only. Copying for financial gain shall only be allowed with the author’s express permission. Any use of this work in whole or in part shall respect the moral rights of the author to be acknowledged and to reflect in good faith and without detriment the meaning of the content, and the original authorship.

شكر وإهداءIII


الحمد لله والصالة والسالم على من ال نبي بعده، أما بعد: فال يسعني إال أن أتوجه إلى المولى ج99ل وعال بالحم99د والش99كر الخ99الص الجزي99ل، على ما أنعم وأجزل، وامتن به وتفضل، فله الحمد في األولى واآلخ99رة، على م99ا أع99ان وسهل، وأسبل من النعم ويسر، وما لطف ب99ه وق99در، ل99ه الحم99د على أن أع99انني على

إتمام هذا البحث الذي أسأل العلي القدير أن يجعله عمال خالصا لوجهه الكريم. ثم الش99كر لوال99دي الك99ريمين، فكم حرص99ا على تعليمي من99ذ نعوم99ة أظف99اري، وتشجيعي بشتى الوسائل، حتى غرسا حب العلم في فؤادي، ولم يبخال علّي بدعواتهما

المستمرة. ثم الشكر والعرفان لفضيلة الدكتورالذي تفضل باإلش99راف على ه99ذا البحث، على ما أحاطني به من كريم اهتمامه، وخالصة فكره وعلمه، وثمين وقته، فك99ان لي موجه99ا ومصوبا، ومشجعا، فله الشكر الوفير، واالحترام والتقدير، وأس99أل الل99ه تع99الى أن يمن

عليه بالصحة والعافية، وأن يجزيه عني خير الجزاء.كما أتوجه بالشكر والعرفان لكل من ساهم في اتمام هذا العمل المتواضع.

وفي الختام أسأل الل99ه تع9الى أن يغف9ر لي تقص99يري، ويتج99اوز عن خط99ئي، فه9ذا الجهد المتواضع – ال شك- ال يخلو من الخطأ والنقص والتقصير، فإن أص99بت فمن الل99ه تعالى، وإن أخطأت فمن نفسي والشيطان، كما أسأله تع9الى أن ينفع9ني بم99ا علم9ني،

وأن يوفقني لما يحب ويرضى.

IV


Abstract

This study comes under the title “Suggested Approach for Developing the English Language in

Madar International School MIS (Bridging the Gap between Primary and Middle School) Based on

the Common Core ALE Standards (CCS).”

As the titled indicates, this study aims mainly to analyze the content of the English language

curriculum followed by Madar international school (MIS) to determine the main reason behind the

students’ low achievements in both internal and external standardized tests. It also suggests an

approach that can bridge the gap between primary school and middle school.

Madar international school (MIS) is a private sector school established in September 2002 in

the green city of Al Ain , UAE.“MADAR School is a college preparatory school that follows the

American curriculum.The school system adopts a coherent selection of British and American

published textbooks that are carefully chosen to help the school achieve the advanced academic

standards it aims for. The curriculum leads towards SAT, TOEFL and USA College Board

Advanced Placement Examinations.”(Madarschool.ae, 2008)

The researcher analyzed the content of English Language Curriculum atMadar International

School (MIS) based on the Ohio Common Core Standards (OCCS), and the results of the analysis

showed that the content of the curriculum was compatible with Ohio Common Core

standards(Education O. D.)and the American Common Core Standards in general.

The educational process involves three main parties; the curriculum, the learner, and the

educator or the teacher. Since Madar International School follows a specific system when it comes

to the selection of learners as enrolled students must pass the entrance exam which is also based on

the common core standards and varies between written exams and oral interviews. Thus the

enrolled learners do have the minimum requirements to study at MIS. Moreover, since the analysis

of the curriculum content revealed that the MIS curriculum is indeed compatible with the

international common core standards, then the problem behind the students’ low performance

mostly lies in the teaching process.

Based on the analysis results the researcher suggested an approach to bridge the gap between

Primary and middle school. The researcher also suggested an approach to developing the

V


teachers’skills in teaching reading and writing and a delivery plan to enhance the students’

achievement in both MIS and international exams.

Keywords:

Content Analysis- Common Core standards, Ohio Common Core Standards - MAP Test

VI


ملخص " : المدار مدرسة في االنجليزية باللغة القراءة مهارات لتطوير مقترحة رؤية هو الدراسة هذه عنوان

االمريكية ) المعايير إلى استنادا (". CCSالدولية

( الدولية المدار مدرسة في االنجليزية اللغة منهج محتوى تحليل هو الدراسة هذه من (MISوالهدف

في وبالتحديد االنجليزية اللغة مادة في للطالب المنخفض األداء وراء الكامنة األسباب لتحديد دبي، في

. الدولية واالختبارات التحصيلية االختبارات فيها بما والكتابة، القراءة مهارات

( الدولية المدار عام( MISمدرسة انشاءها تم خاصة مدرسة باللغة 2002هي دوليا تعليما تقدم ،

العمل ) سوق الحتياجات تلبية ، االمريكية الدبلوم وحتى الحضانة من المراحل لكل (.CTEاإلنجليزية،

معايير إلى استنادا ، الدولية المدار مدرسة في االنجليزية منهجاللغة محتوى بتحليل الباحث قام

( االنجليزية باللغة القراءة بمهارات الخاصة محتوى( CCSاالمريكية أن التحليل نتائج وأظهرت ،

. المذكورة الدولية المعايير مع تتوافق بالمدار الدراسية المناهج

. : المدار مدرسة تتبع والمعلم المتعلم الدراسية، المناهج هي أبعاد ثالثة من تتكون التعليمية العملية

على المبنى القبول اختبار يتجاوز أن الطالب على يتحتم بحيث الطالب، قبول في شديدا نظاما

لدى تجد لذا ، الية االنضمام في المتقدم الطالب يرغب الذي الدراسي للعام االمريكية المعايير أساس

العلمية اإلمكانات من األدنى الحد المقبولين في الطلبة .MIS للدراسة

منهج أن الدراسية المناهج محتوى تحليل نتائج أبانت وبالتالي MISولقد الدولية، المعايير مع متوافق

التدريس عملية في األرجح على تكمن الطالب درجات انخفاض وراء المشكلة فإن

- االختبارات - في الطالب إنجاز لتعزيز نهج اقتراح إلى الباحث توصل أيضا النتائج تحليل إلى واستنادا

الصف مناهج بين الحالية الفجوة علي القضاء كيفية الباحث اقترح كما الدولية، واالختبارات التحصيلية

الخامس والصفين الرابع

. : االبتدائية بالمرحلة االنجليزية اللغة منهج الدولية، والمعايير المحتوى، تحليل المفتاحية الكلمات

VII


Table of ContentsChapter I: Introduction.............................................................................................................1

1.1 Introduction....................................................................................................................2

1..2 The problem...................................................................................................................3

1.3 The Importance...............................................................................................................5

1.4 Study Tools.....................................................................................................................6

1.5 Study Sample..................................................................................................................6

1.6 Methodology & Statistics Treatment..............................................................................6

1.7 Procedures......................................................................................................................6

1.8 Terminology...................................................................................................................7

Chapter II: Literature Review...................................................................................................9

2.1 Introduction..................................................................................................................10

2.2 The Historical View of Educational Standards:............................................................11

2.3 The Importance of Standards in the Educational system:..............................................13

2.4 Related Studies:............................................................................................................15

List of Related Studies....................................................................................................16

Chapter III: Methodology.......................................................................................................21

3.1 Introduction..................................................................................................................22

3.2 Research Design............................................................................................................22

Chapter IV: Results and Discussion........................................................................................24

4.1 Content analysis based on CCS standards.....................................................................25

4.2 Calculating the percentage of agreement and the Reliability:.......................................43

4.3 Suggested Approach to Bridge the Gap........................................................................54

4.4Summary and Further Reomendations .........................................................................89

VIII


Table of Figures&Tables

Figure / Table Page

Table (1.1): MAP Test Analysis 04

Table (1.2): MAP RIT Scoring Scale 05

Table (4.1): Reading Literature Standards Percentage of Agreement 43

Table (4.2): Reading Informational Standards Percentage of Agreement 46

Figure (4.3): Writing Standards Percentage of Agreement 49

Table (4.4): Overall English Curriculum Standards Percentage of Agreement 52

Figure (4.1): Students Standard Checklist Sample 71

Figure (4.2): Hess’ Cognitive Rigor Matrix 79

Abbreviations

MIS Madar International School

NWEA North West Evaluation Association

UAE United Arab Emirates

USA United States of America

CCS Common Core Standards

MAP Measure of Academic Progress

IELTS International English Language Testing System

TOEFL Test of English as a Foreign Language

IX


SAT Scholastic Aptitude Test

X


Chapter I: Introduction

Content Page

1.1 Introduction ……………………………..…………………….…….………….2

1.2 The Problem ………………..………..……………………….….…….………..3

1.3 The Importance……………………………………………...…………………..5

1.4 Study Tools………………………………..………………….………..………..6

1.5 Study Sample……………………………………………….………….………..6

1.6 Methodology & Statistics Treatment……………………….…………..……….6

1.7 Procedures………………………………………………….…….…….………..6

1.8 Terminology………………………………………………..……………..….…..7

1


1.1 Introduction

It is a well-known fact that textbooks have tremendous impact on the students’ achievements, a

thing that made both researchers and educators pay more attention to it, and made curriculum

developers try to enhance the new generations of textbooks now and then.

It is also a well-known fact that texts books nowadays are not the sole resource learners count

on during the learning process. Nevertheless, since textbooks replicate the curriculum content, they

remain the most important source of learning and student’s evaluation. Textbooks are also user-

friendly, and of low-cost compared with other technological alternatives, they provide the minimum

required curriculum content and have control over the following elements of learning; objectives,

knowledge content, evaluation and activities. Another point in favor of textbooks is that it is easy to

develop graphics pictures and add them to the textbooks, which will make it more fun interesting

and exciting to learners in general and young ones in particular.

Consequently, it is essential that educators continuously review the content of textbooks.Such

contentious reviews show us how powerful and effective or ineffective the most important tools in

learning and teaching used by both teachers and students are. Specifically after the changing view

of educators towards textbooks, it is strongly recommended that the teacher, the student, and each

interested stakeholder must have a point of view or a saying in such development and improvement.

(Abdullah, 1991)".

As per the contemporary educational approaches, having an educational system characterized

byinnovating outputs along with total quality processes is an essential thing. From here emerges the

need to review the educational methods and tools used for evaluation and development on regular

bases. Such continuous review help achieve solid comprehensive evaluation. All this takes place for

the sake of aligning the educational process with human community development.

It is necessary to develop the Student's cognitive structure of the learners is something that has

to be developedfor us to reach overall quality in our educational process as a successful educational

system looks at all the learner's personality aspects without neglecting any. This is to ensure balance

and to have personalities that can deal with the contemporary life challenges and obstacles and

overcome them.

Madar International School (MIS) did obtain accreditation from the international non – profit

accreditation organization AdvancED, thus, the curriculum followed by MIS is accredited and 2


verified. Still, MIS faces many challenges in identifying the problem of low achievements in reading

comprehension and writing and bridging the gap between grades 4 and 5 in order to improve

students’ reading comprehension and Writing abilities. For example, how can all students achieve

high-quality English Language education? How can homeroom teachers and subject teachers of

English find out what they need to practice and focus on before the academic year commences? Do

assessments match the instructional goals?

"A school is successful in meeting the AdvancED standards when it implements a curriculum

that is based on clear and measurable student learning expectations which provide students with

opportunities to obtain essential skills and knowledge. Teachers, in such a school, utilize the use of

verified instructional practices that engage students actively in the ongoing process of learning.

They provide students with opportunities to apply their gained skills and knowledge to real-world

situations. They, as teachers, also provide their students with constructive feedback to improve their

performance". (AdvancED, 2007)

Although Madar International School (MIS) uses an international curriculum (Ohio Curriculum)

with approved content, students' achievement in the reading and writing strands of the English

Language is very low, especially in the two grades that form the end of homeroom teaching and the

start of subject teaching. In other words, Grades four and five. Thus, we discovered the need to

research how to deliver the content to students to bridge the gap between the current grades four

and five as well as prevent in from occurring in the academic years to come.

The current Study aims to analyze the Madar International School (MIS) English curriculum,

which is based mainly on the Ohio common core standards (CCS) to determine the strengths and

weakness to make the necessary changes to improve the quality of Madar International School

(MIS) educational system.

1.2 The problem

Madar International School (MIS) is a K to12school that caters for more than 2600 students.

The school is divided into four departments, which are as follows:

KG Department; this department caters for KG1 and KG2 students. Teachers in this cycle are

homeroom teachers who teach all subjects except for Arabic and Islamic studies.

3


Primary school department; this department caters for Grades 1 -4 students.Teachers there re

homeroom teachers who teach all subjects except Arabic and Islamic Studies.

Middle School Cycle; this department caters for Grades 5 -8 students. Teachers there are subject

teachers who teach required single subjects.

High school department; this department caters for Grades 9 -12 students. Teachers there are

subject teachers who teach required and elective single subjects.

During the academic year, 2015 -2016, we spotted low achievement in the English Reading

exams. A very low achievement in international reading standardized test MAP. The big gap in the

MAP Test Average between MIS students is very high as none of the grade four students were able

to meet the average, which are 211. Thus, there is a great need to analyze the content of the MIS

English curriculum.

Grade 4 MAP Test Analysis

Table (1.1) MAP Test Analysis – winter 2016

Students’ Level Literature InformationalHigh 0 0

Average 6 5Low 202 203Total 208 208

The above table shows the MAP test result for 208 students from Grade 4 at Madar International School.

As for Literature, the analysis shows that 0% of the students are above the grade level, while around 3 % of the grade level and 97% of the students are below the grade level.

It means there is a serious problem with reading literature for grade 4 students.

As for Informational, the analysis shows that 0% of the students are above the grade level, while around 2.4 % within the grade level and 97.6% of the students are below the grade level.

It means there is a serious problem with reading Informational for grade 4 students.

The above results and analysis were based on the winter MAP Reading RIT Score Chart created by

NWEA(Northwest Evaluation Association).

4


Table (1.2) MAP RIT Scoring Scale – winter 2016(Schools, 2016)

To be more precise, the problem of this study can be identified through the below main

questions;

- Does the MIS English reading and writing curriculum meet the international standards of

Ohio (Ohio CC standards)?

- Based on content analysis results included in this study, what is the suggested approach to

bridge the gap in teaching reading and writing specificallybetween grades four and five?

- Can we bridge the gap in the reading strand?

1.3 The Importance

- Provide information to what extent the current English curriculum meets the international

Ohio common core reading and writing standards in primary school.

- Provide suggestions to help curriculum developers to identify the aspects that we must

reconsiderto improve the English curriculum.

- Provide suggestions to bridge the gap between grades four and grade 5 regarding the reading

skills.

5


1.4 Study Tools

The study conducted based on the List of the Ohio common core standards of English (reading

and writing strands), and MAP Test RIT.

1.5 Study Sample

The study relied mainly on Madar International School English curriculum from grade 4 till grade

5 for the academic year 2015 -2016, 2016 -2017

1.6 Methodology & Statistics Treatment

In this study, the researcher used a descriptive, analytical approach to answer theabove-mentioned

study questions. This took place through identifying a list of international Reading and writing

standards used in the analysis, then analyze the MIS curriculum from grade 4until grade 5 based

on the above-mentionedlist.

1.7 Procedures

- Reviewing the literature related to curriculum analysis and international Reading and writing

standards of English.

- Identifying a list of international standards of English.

- Analyzing the MIS English Reading and Writing curriculum from grade 4 till 5

- Discussing the results of the data analysis

- Identifying the reasons behind the students' low achievement in English Reading and writing

Strands in both the school assessments and the standardized ones(MAP)

- Offering suggestions to solve the spotted and analyzed problems.

- Suggesting recommendations for further studies

6


1.8 Terminology

Definition of Key Terms

As stated in De Vos, Strydom, Fouche and Delport, it is a common believe that what the researcher means and aims to in his research or project, can be fully understood by the reader only when the researcher reveals the expressions and the words used in a specific situation in the research.(De Vos, 2005)

Therefore, the researcher is offering below the definitions of the key concepts that underpinned this study in an attempt to help the reader digest the content of the study.

CCS Standards:

The Common Core State Standards emerged from one simple idea. It is that creating one set of

challenging academic expectations for all students would improve these students’ academic

achievements as well as college readiness.(Gewertz, 2015). They are a set of academic

expectations which state what students should know and when they should know it. These

standards are divided based on the strands of the English Language; reading literature, reading

informational, listening and speaking, writing and language along with foundations standards for

early ages.

Reading

As per Sheng , reading is defined as the process of communication between both the reader and the writer, a process that involves letters, words, clauses and phases recognition. (Sheng, 2000)

Reading Efficiency

As per Hayland (1995, p. 107), reading efficiency is referred to as aprocess of approachingevery

reading task given with a clear purpose and flexibility to alter the readingstrategy to that purpose.(

Hayland.K, 1995)

Reading Skills Acquisition

As per Ekwall and Shanker, reading skills acquisitionis defined as the process of acquiring the basic

skills that are compulsory for learning reading; it is then the capability of acquiring meaning from

print.(Ekwall, 1993)

7


Context Clues

As per Ekwall and Shanker, context clues are clues to the meaning of an unknown word or the

pronunciation of an unknown word or both the meaning and pronunciation of an unknown word.

Such clues are derived from the words that follow that unknown word.(Ekwall, 1993)

MAP RIT

RIT Score is an abbreviation for (Rasch Unit) Score. It is an estimation of a student’s instructional

level. The RIT Score measures student school progress or growth based on a certain scale created

by the north west evaluation Association (NWEA)(Association)

Decoding

As per Ekwall and Shanker, decoding is the procedure oftaking words in print and altering them

to spoken ones .(Ekwall, 1993)

Phonics

As per Soanes and Stevenson, phonics is the method of coaching students how to read linking

sounds with alphabeticalsymbols.(Soanes, 1997)

Phonological Awareness

Snow, Burns and Griffin, label phonological awareness as a general capability to attend to

language sounds distinct from their meanings. Awareness of the speech phonological structure of

speech for most children usually develops gradually during the years of pre-school.(Snow, 1998)

Schemata

Schemata, according to Piaget,(Craig, 1989)is a term used for mental structures which process three

things;information, perceptions and experiences.According to him as well, individuals’schemas do

not remain the same over the time but change as individuals grow.

8


Chapter II: Literature Review

Content Page

2.1 Introduction ……………………………………………………..……..……….10

2.2 The Historical View of Educational Standards ……………….….….....……….11

2.3 Importance of Standards in the Educational System:………….….…......……...13

2.4 Related Studies:……………………………………………..……....………......15

9


2.1Introduction

Being a rapidly growing system just like its own country, the educational system here in UAE is

facing numerous challenges. Such challenges led to the increasing need to develop this educational

system constantly,to enable eachmember in the UAE society to acquire both the required

knowledge and skills that can help him develop and eventually enable him to play a leading role in

his society.

These above mentioned numerous challenges include;

Developing the principle of accountability in the educational system

Relating the system of reward and punishment to learners’ educational academic performance

Developing both the methods of teaching and the teaching and learning sources

Shifting the educational process focus from education to learning and from the educator to the

learner

Moving from measuring inputs to focusing on results

Reflecting innovative educational concepts like education for life, education for the sake of

education itself (future of Education) and sustainable human development

Hence, standard-based reform policies and programs did become a driving force for many of the

educational organizations aiming to increase the level of student performance in UAE.

Due to all of the above-mentioned challenges, and in order to achieve them, standards spread

strongly all over specifically in the UAE educational society during the past ten years to the extent

that educators sometimes would refer to this decade, asa standardized-decade.

But, what exactly is meant by standards? After examining a number of standards' definitions,

we can describe standards as “what learners should know and be able to do in specific educational

domains

10


In this part of the study, we will shade the light over educational standards movement, nature,

importance, and the foundations it was based upon.

2.2 The Historical View of Educational Standards:

The United States of America is considered to be the number one country that paid the most

attention to the standards approach in the educational system , which has been used as a trend to

reform the American educational system including teacher preparation and performance

enhancement programs.

Although the approach of educational standards is believed to have had started in the 1980s, it

does haveancient historical roots which go back to late in the 19th century and early in the 20th

century. It all started with the Committee of Ten’s report that published in the USA in 1894. This

report was the first ever to call for founding suitable academic disciplines to match the levels of

students.

After that, and specifically in 1918,a group of liberal educators founded The "National

Education Association" or “nea”, which is currently the largest professional employee organization

in the United States of America(Assosiation). This association issued their own report on “The

Cardinal Principles". This report called for improving education through; reorganizing secondary

education and adopting innovative topics on the present life that attracts and interests the learners

then.

Nevertheless, voluminous educationalresearchers do believe that it was only after the

publication of the 1983 report "A Nation at Risk”(Education T. N., April 1983) that the movement

of modern educational standards commenced. They solidly believe that this report was the reason

behind the significant change that occurred later on and greatly affected the educational reform

path. This report shaded the light over the concerns that the nation had over both the quality of the

American educational system and the extent of accreditation. It was even clearly stated by some

educationalist that the educational institutions in the United States of America then were too weak

to face the danger that was facing the nation, because of their own weakness as institutes.(Marzano,

1998)

In fact, “A Nation at Risk” did come up with somesignificant recommendations tohelp reform

the educational system in America. These recommendations included the following:

11


- the necessity to improve schools, colleges and universities

- the need to have higher and measurable standards

- the need for these colleges and universities raise the bar in terms of the requirements to join

these institutes.

- the need to have more adequate teacher preparation through providing them with educational

standards based preparation that enables teachers to effectively teach the nation’s students.

- The need to evaluate colleges and universities that offer teacher preparation programs through

matching graduates to those standards. (Education T. N., April 1983)

Accordingly, the need to have effective educational system that can helpimprove the life of

Americans led to the need to have a comprehensive assessment of the goals and policies of the

educational systems, a one that can assess the performance of these systems. This also led to the

need to work on the establishing of educational standards to evaluate and develop the educational

system itself.

“A Nation at Risk” was preceded by the first educational conference led by the US President then,

"George .W. Bush" in 1989. State governors also attended this conference. The aim here was to

discuss the concerns the nation had towards the education of its students and to set educational

goals, which will allowthe United States of America to the lead internationally.

Right after the above-mentioned educational conference led by the US President then, the

conference declared an official statement. This statement stated some principles that ought to guide

education in the United States. These principles included the following:

- All American children are to start learning when they are ready.

- A percentage of 90% and above of the total number of students who completed primary school

have to graduate from high school.

- Students in America should be the highest achievers in both mathematics and science compared

to other international students.

- There should be any illiterate citizen in America, and citizens should not only be literate but

also they have to obtain required skills by themselves that enables them to compete globally

and practice both duties and rights of citizenship.

- There should be a regular and steady performance assessment for students in grades four, eight

and twelve to ensure these students’ competency in basic sciences; English language Arts,

12


Science, Mathematics, Historyand Geography, as well as their social maturity as effective

citizens in a productive society.

- Every single school in America is to provide an environment that allows authentic learning that

helps free the states from both drugs and violence.(Education T. N., April 1983)

2.3 The Importance of Standards in the Educational system:

- One major importance of standards is its ability to judge the quality of knowledge in a particular

field. This happens through:

identifying the quality of what learners know

identifying the quality of what learners can do

measuring the quality of the educational program applied in each particular field

measuring the quality of the system used to support teachers

measuring the quality of the assessment system

providing an evaluating benchmark

- Another major importance of the standards is its being the base of accountability. Thus, it is

essential for any educational reform program. This makes schools build its development plans

based on performance. The existence of standards here gives schools credibility in the eyes of

the community and emphasizes the confidence of this community in the educational process.

- Helping build an evaluation system with high degree of stability, is another importance of

standards along with how they help develop students’ performance then judge these students’’

progress towards achieving the selected standards.

- Learners learn best in standard based environment because of the following:

teachers can choose suitable educational activities that enable learners to achieve the

selected standards

learners are aware of what is required, and can use learning tools and activities to

achieve the selected learning standards

parents can help their children while doing their assignments , as the close relationship

between home assignments and standards can be easily spotted.

13


As the school administration provides all requirements needed to achieve standards,

clear standards and definitions of all roles and duties of each partyinvolved in the

educational process are there.(NCTM & of Mathematics, 2000)

What makes standards important to learners?

In the presence of standards, the learners' knowledge and skills through the different stages of

learningcan be clearly seen and traced, a thing that helps them improve their performance and

motivates them to work toward achieving those standards.

What makes standards important to educators?

Standards provide educators with the opportunity to

- develop their teaching methods and strategies

- decide on the specific knowledge and skills that their learners are in need of

- provide educators with a wide of selection of different learning resources, instead of

depending only on textbooks

- help educators select and design educational activities that are based on their learners’ needs.

The United Arab Emirates aims to reform the education system as a whole, in cooperation with

numerous expat experts in the field of educational research, educational policies.

Based on the vision of Abu Dhabi Educational Council, which is ,tobe recognized in the field of

education as a world class educational system which provides supportto all learners so as to reach

their full potentials in order for them to be able to compete in the global market".(ADEC). The

council launched a number of educational reform programs like the public private partnership (PPP)

to enhance the educational process based on the international standards and linking them to the

culture, themes and topics studied in UAE.This program was launched back in 2008 and continued

until 2012 and then launching another reform program called “Bridging the gap” in 2013.

Since Madar International School (MIS) has obtained an international accreditation from USA,

MIS curriculum unit should develop the curriculum based on international standards. Thus, the

curriculum unit did derive its school curriculum from the Ohio common core standards.

The MIS school curriculum documents consist of the following:

14


- Pacing guides; they include all the Ohio standards and aligned them to the chosen learning

objectives that we will cover per week. The pacing guide also includes the resources, the 21 st

century skills and the type of assessment covered on weekly bases. This document is a life

document that teachers and heads of departments review and adjust every term.

- I can statements based on the common core bookmarks that include all skilled needed to cover

each standard.

- Lesson plans that are tailored based on the pacing guides

- Assessment tools; quizzes midterms and finals.

2.4 Related Studies:

What does reading mean to our children? To every child reading is a key to many aspects; it is the key to success inside the school and to development of interest outside the school. It is the key to social and personal adjustment and is the key to leisure time enjoyment.

Reading also helps children become independent form both his parents and his teachers. Farther more it allows him to adjust better among his age mates. This is how curtail reading is to children in the early years.

According to(Snow, 1998) reading difficulties among young primary school learners is indeed an

issue of concern in any society as it is ,reading, an essential skill to success in our modern societies

and to advance in both social and economic aspects.

(Stanovich, 1984) State that unlike what people think, learning how to read and write starts before

school years do as the cognitive, social and biological signs are put into place. Still there is no

obvious agreement on the exact mental age or even a certain developmental level where children

must be in before they rare able to start learning how to read or write.

Many studies all around the world have dealt with the issue of low achievement in the English

language and specially the reading skills.

Below is a list of some chosen related studies that dwelt into the problem of low achievement in the

reading skills, highlighted the reasons behind such low performance, eventually suggested

approached, and gave certain recommendations in order to find suitable applicable remedied to this

issue.

15


List of Related Studies

Study Title Subject of Study Relevant Results

Factors influencing

reading literacy at

the primary school

level(Andrejs

Geska, 2008)

This paper aimed to reveal the reasons behind the

low reading literacy level among primary school

students.

This study analyzed the data of one standardized

exam which is the 2001 PIRLS exam (Progress in

International Reading Literacy Study) and the data

from IEA(International Association for the

Evaluation of Educational Achievement)

According to this study, the written answers of grade 4 students

over the questions about what they have read and the projects they

do related to what they read are not the factors that promote reading

literacy.

The study discovered that the socioeconomic situation of the

learners’ families and the educational level of the parents and

reading aloud to young learners have tremendous impact over their

level of reading.

The study also stated that those who have high level of reading

literacy read for their own enjoyment more than for the sake of their

school level.

The study gave two main recommendations one for the parents and

one for the teachers.

The parent recommendation was to pay more attention to their

child’s early development of the reading literacy especially during

the pre-school stage.

16



The teacher recommendation is to pay more attention to promoting

outside school reading and to stimulate their learners’’ reading full

texts of literacy that is level appropriate.

Reading

Comprehension

problems

Encountered by

Foreign Language

Students, Case

Study: Albania,

Croatia(Shehu,

2015)

This paper tries to reveal why students encounter

reading difficulties.

It tries to detect the reasons through student

questioners and surveys given to students of three

different schools in Croatia.

The study claims that the analyzed survey results

are what would direct us to a proper strategy to

solve the problem of low reading level.

According to this case study, reading comprehension is affected by

many factors that are analyzed from students’ perspectives. The

factors vary from new words to the type of text students’ work with

inside their classrooms.

The study discovered that students faced problems with the bottom

up and the top down reading approaches.

The study mainly recommended that encouraging students to read

all the time is the way to improve their reading skills when studying

a foreign language.

Reading Difficulties

in English as a

Foreign

Language(Savic,

2016)

The primary focus of this research paper was to

investigate young learners English language reading

difficulties (EFL)

The research included a group of 502 early primary

learners from 6 different primary schools located in

The research findings indicated two sets of reading difficulties

among primary learners; oral reading difficulties and

comprehension difficulties.

A statistically major difference in reading results in relation to

individual factors and contextual factors highlighted as result of the 17



5 different states in Serbia.

The study used 8 instruments to collect the data of

both types, quantitative and qualitative.

The qualitative data was collected with 2 main

protocols

a- promoted think-aloud.

b-post reading reflection

The quantitative data was collected using different

questionnaires and protocols.

The questionnaires used were as follows: reading

research tool, reading strategies questionnaires,

reading difficulty questionnaire ,contextual factors

questioner ,teacher questioner and individual factors

questionnaire

The protocols used were prompted thinking aloud

protocols.

study.

The results also showed that reading difficulties in early EFL

reading are due to a number of causes classified as individual and

contextual ones. ,for example; lyoung learners’poor linguistic also

young learners’strategic competences of young learners as well as

negative transfer of first language literacy, and most importantly

due to inappropriate teaching approach, and insufficient exposure to

English language texts.

Thus, using appropriate teaching approaches and exposing learners

to more level appropriate test are two things that can definitely raise

the level of reading literacy among young primary school learners.

Investigating This paper is a school case study that was designed One important study finding was that insufficient exposure to the 18



Reading Difficulties

IN English Second

Language of Grade3

Learners in One

Primary School in

the Khomas

Education Region of

Namibia(Hartney,

2011)

to investigate the reasons behind the reading

difficulties that grade 3 English language learners

face and how to solve this issue .

The researcher herself encountered these two main

problems as she was teaching , the first is that most

of the English language learners in the primary

stage in Namibia have a problem in reading and the

other problem was that even those who can read

have problems writing .

The researcher used the case study method and

adopted the two approaches; qualitative and

quantitative while collected the required data.

target language; English in this case study, resulted in it becoming a

barrier to learning writing.

Another reason behind the low reading level was the overcrowded

classrooms with 40 learners, which makes teachers unable to work

with individual learners .

The researcher stated that the lack of reading materials in the school

also has an impact over the low reading level of primary students

along with the finding that lower primary learners did not have

access to the school library.

Another important finding in this study was that the reading

problem occurred simply because some children joined the school

without attending kindergartens. Such learners join primary school

stage with insufficient literary skills or knowledge like general

verbal abilities, knowledge of letters and reading mechanism.

Investigation of causes of low reading literacy levels among lower primary school pupils in Kisii Sub-

The purpose of the study was to find out the reason

behind the primary students’ low achievement.

This study was mainly guided by Holdaway's

theory of literacy development.

The results of the study indicated that the language of instruction

used influenced the levels of students’ reading literacy.

Another result was the availability of teaching materials and how

this had a positive correlation with the levels of the studied

19



County, Kenya(Ayora, 2014)

Because of the nature of the study the researcher

chose to use the descriptive survey method where

independent variables included materials’

availability ,school type and, and

language of instruction in the school while the

dependent variable was students’ literacy

achievement.

students’ reading literacy

The study strongly recommended that in order to improve the level

of the reading literacy and overcome the low level of achievement,

school management should provide classroom-learning environment

with adequate literacy materials.

Another significant recommendation was that in order for teachers

to develop students’ literacy levels they have to provide adequate

activities and methods.

20


Chapter III: Methodology

Content Page

3.1 Introduction ………………………………………………... 22

3.2 Research Design …………………………………………….. 22

3.3 Population ……………………………………………………. 23

21


3.1 IntroductionIn this chapter of the research, the researcher present the procedures followed in the design of list of content

analysis standards based on CCS, and then use this list in the analysis of the content , as well as the

suggested approach to bridge the gap between the home room teaching stage and the subject teaching stage.

The research design, population, research instruments, data collection and data analysis procedures and data

analysis procedures are all included in this chapter.

The investigation was a quantitative approachthat aims to find out the reasons behind the low performance in

the standardized Maptest in one international primary school ,MIS, that follows the American curriculum

(CCS).

3.2 Research DesignAccording to Babbie, research design is mainly a blueprint or a plan that shows how one researcher or individual proposes to do his/her research.(Babbie.E, 1992)

It is the part that determines the methods and procedures of the research. In other words, research design is the overall methodology of the research like case study, qualitative, quantitative or a combination of some or all of them. It relates to the general approach adopted when implementing the study.

Every researcher needs to specify his chosen research type of design that he will be following in his research or study.(Oyedele, 2003)

This particular study adopted a quantitative design approach when collecting and analyzing data.

The researcher used the data of one standardizes English language test (MAP test) that was conducted in the school in 2016.

The data was analyzed and compared to international benchmark in order to determine the level of the Grade 4 students that resembles the population of the research and to shade the light over the weaknesses of this particular population

Finding a great weakness in the MAP results the researcher looked into other learning process’s pillars that can cause the low performance in reading. These pillars are the students, the teachers, the curriculum and the teaching approaches

Since Madar school has a strict entrance exam procedures which ensured that students who join the school are on level. Moreover, since the school follows ADEC requirements when recruiting teachers. The researcher decided to review the curriculum to see if the gap flies there.

22


The researcher aligned the English language standards used by the teachers of the English language in MIS to the common core standards to determine if the curriculum used is the reason behind the low achievement of students in the MAP test or not.

The list of standards included in the MIS curriculum, which is originally based on the Ohio common core standards, was sent to a language specialist for reviewing.

The researcher then calculated the percentage of agreement between the Madar International School (MIS) curriculum (reading literature, reading informational and writing) and the American common core of English reading literature, reading informational and writing Ohio standards (CCS) and the overall percentage of the three domains.

The list of standards was also aligned to the Ohio common core standards by a second coder who is a language specialist, specialized in English reform programs and curriculum in the ministry of education in UAE, to ensure the alignment procedure is valid.

The researcher also calculated the reliability of the analysis by calculating Scott’s pi between the researcher analysis and the other analysis for the same curriculum that was performed by the language specialist (Ms. Caroline Virginia Mohamed –International leadership coordinator and curriculum specialist –Ministry of Education –Dubai)

The Scott’s pi calculation of the analysis was sent to a mathematics specialist to ensure the correct results (Mr. HishamHanfy –Math Lecturer – Education Department -HCT-Dubai)

Finally, the researcher suggested an approach to bridge the gap between the grade 4 students and the grade 5 students in MIS in order to bridge the gap and raise the level of students’ performance in standardizes tests specially MAP test, which targets grade 4 students.

3.3 Population

Population is a terminology that is defined by powers in De Vos et al and cited by Rauha(Hartney, 2011) as a set of entities in which all measurements of interest to the researcher are presented.

According to Rauha(Hartney, 2011) , De Vos Et al (2005) declares that obtaining the required information has a strong tie with the size of the population. As the higher, the population gets, the more information we will able to collect.

This study has a population of 114 primary school students that resemble grade 4 students in MIS(Madar International School)

23


Chapter IV: Results and Discussion

Content Page

4.1 Content analysis based on CCS standards……….……..…..….……… 25

4.2 Calculating the percentage of Agreement………………..……..……… 42

4.3 Suggested procedures……………………..…….………………...…… 54

4.4 Summary &Farther Recommendations…………………………...…… 72

24


4.1 Content analysis based on CCS standardsTo answer the first question in this study "Does the MIS English curriculum align with the common core standards of English Language content

(CCS standards)?" the researcher performed the following procedures to prove the alignment between the two curriculums:

Content analysis based on CCS standards: Common Core Standards (CCS)

Strand : Reading Literature

Common Core Anchor Standards

Ohio Standards &KPIs (Education O. D.,

2017)Madar International School (MIS)

Learning Outcomes(I Can Statements)

Read closely to determine what the text

says explicitly and

to make logical inferences from it; cite

specific textual evidence when writing

or speaking to support conclusions

drawn from the text.

Quote accurately from a text when explaining what the

text says explicitly and when drawing inferences from

the text.

1. Identify details and examples in text2. Use the author’s name or expressions when

quoting from the texts3. Cite specific examples and details to support

inferences4. When inferring from the text, cite what the

author said that lead to that conclusion.

1. I can identify details and examples in text2. I can use the author’s name or expressions

when quoting from the texts3. I can cite specific examples and details to

support inferences

Determine central ideas or themes of a text and analyze

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

1. I can identify universal themes in stories,

25


their development; summarize the key supporting details

and ideas.

universal themes in stories, dramas, or poems

1. Identify the topics in the writing2. Locate details that support the theme3. Understand that characters respond to

challenges in different ways, such as internally or externally

4. Understand that reflection is an inner process5. Summarize the text

dramas, or poems2. I can identify the topics in the writing3. I can locate details that support the theme4. I can summarize the text

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text.

1. Identify the characters, setting and major events of a story

2. Compare and contrast characters, setting and events in a story or drama

3. Provide specific details when describing the interactions between characters

4. Provide specific details when comparing or contrasting settings or events

1. I can identify the characters, setting and major events of a story

2. I can compare and contrast characters, setting and events in a story or drama

3. I can provide specific details when describing the interactions between characters

4. I can provide specific details when comparing or

contrasting settings or events

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

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

1. Use context clues to help determine the meaning of unknown words or phrases in text

2. Use definitions, examples, or restatements to help figure out the meaning of unknown words or phrases in text

3. Understand that words and phrases have often have literal and figurative meanings

4. Know that similes and metaphors are words

1. I can use context clues to help determine the meaning of unknown words or phrases in text

2. I can use definitions, examples, or restatements to figure out the meaning of unknown words or phrases in text

3. I can use glossary, footnotes, or digital sources to determine the meaning of an unknown word or phrase

26


used to compare two objects5. Use glossary, footnotes, or digital sources to

determine the meaning of an unknown word

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., asection, chapter, scene, or stanza) relate to each other and the whole.

Explain how a series of chapters, scenes or stanzas fit

together to provide the overall structure of a particular

story, drama, or poem

1. Understand that stories, poems and dramas

have different organizational elements

2. Follow the message of the story, poem, or

drama across chapters, stanzas, or scenes

3. Understand that dramas have scenes, cast of

characters, setting, and narrator

4. Understand that stories have beginnings,

conflicts/problems and conclusions

5. Know that often poems have stanzas or verses

that provide additional details for the reader

1. I can understand the organizational elements

of stories and poems.

2. I can follow the message of the story, poem,

or drama across chapters, stanzas, or scenes

3. I can understand that drama scenes, cast of

characters and setting

4. I can identify the beginnings,

conflicts/problems and conclusions of stories.

Assess how point of view or purpose shapes the content and style of a text.

Describe how a narrator’s or speaker’s point of view

influences how events are described.

1. Identify the person telling the story

2. Know that the way a person tells a story is

influenced by their role and the outcomes of

1. I can identify the person who is telling the

story

2. I can understand how the narrator’s point of

view influences the description of events

27


the story

3. Understand how the narrator’s point of view

influences the description of events

Integrate and evaluate content presented in diverse mediaand formats, including visually and quantitatively, as wellas in words.

Analyze how visual and multimedia elements

contribute to the meaning, tone, or beauty of a text.

1. Know that when creating a multimedia presentation. some of the elements to consider are: text, animation, photos, video, sound

2. Identify how visual and multimedia elements help increase the understanding of text.

3. Explain how images, sounds and movements contribute to the tone of the text.

4. Explain how photos, animation, and sounds

are used to create beauty in a multimedia

presentation of a print text

1. I can effectively use elements like text, animation, photos, video and sound when creating a multimedia presentation

2. I can explain how images, sounds and movements contribute to the tone of the text.

3. I can explain how photos, animation, and

sounds are used to create beauty in a

multimedia presentation of a print text

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Compare and contrast stories in the same genre on

their approaches to similar themes/topics

1. Be familiar with the characteristics of most genres: fables, folk tales, mysteries, poems, adventure stories

2. Identify the approaches authors take by

analyzing two or more texts of similar themes

1. I can identify the characteristics of most genres: fables, folk tales, mysteries, poems, adventure stories

2. I can identify the approaches authors take by analyzing two or more texts of similar themes

28


29


Strand : Reading Informational

Common Core

Anchor Standards Ohio Standards(Education O. D., 2017)

Madar International School (MIS)

Learning Outcomes

Read closely to determine what the

text says explicitly and

to make logical inferences from it;

cite specific textual

evidence when writing or speaking to

support conclusions

drawn from the text.

Quote accurately from a text when explaining what the

text says explicitly and when drawing inferences from

the text.

1. Understand the points the author is trying to make

2. Decide what the author is saying that would helpexplain your belief

3. Use phrases like: according to the author, inthe book the author says, on page 6the author wrote, when explaining what the text says

4. When inferring from the text, cite what the authorsaid that lead you to that conclusion

5. Cite specific examples and details to support

inferences.

1. I can understand the points the author is trying to make

2. 2. I can explain my believes using what the auther says as evidence or examples.

3. Use phrases such as: according to the author, in the book the author says, on page six the author wrote, when explaining what the text says

4. When inferring from the text, cite what the author

said that lead you to that conclusion

5. Cite specific examples and details to supportinferences.

Determine central ideas or themes of

a text and analyzetheir development;

summarize the key supporting details

and ideas.

Determine two or more main ideas and how

they are supported by key details; summarize

the text.

1. Identify the main ideas of the text2. Determine which details are key to the text3. Analyze how the author supported the main

1. I can identify the main ideas of the text2. I can determine which details are key to the text3. I can summarize text4. I can use key details and the main idea to

summarize the text.

30


ideaswith those details4. Know how to summarize text5. Use key details and the main idea to

summarize

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Explain the relationships or interactions between two

or more individuals, events, ideas, or concepts in a

historical, scientific, or technical text based on specific

information

1. Recognize the difference between an event, an idea, individual, or concept

2. Understand information read in historical,scientific, or technical text

3. Compare and contrast the effect of the interactionsof people, ideas, events, or concepts on history,science, or technology

4. Cite specific information from the text that support observations about relationships or interactions

1. I can differentiate between an event, an idea,

individual, or concept

2. I can understand information read in historical,scientific, or technical text

3. I can compare and contrast the effect of the interactionsof people, ideas, events, or concepts on history,science, or technology

4. I can cite specific information from the text that supportsobservations about relationships or interactions

Interpret words and phrases as they are used in a text,including determining technical, connotative, and figurativemeanings, and analyze how specific word choices shape

meaning or tone.

Determine the meaning of general academic and

domainspecific words and phrases in a text relevant to

a grade 5 topics or subject area.

1. Know how to use a dictionary or digital reference material to determine the meaning of words

2. Know how to use Greek and Latin affixes and rootsas clues to determine the meaning of a word/phrase

3. Use context to help determine the meaning of

1. I can use a dictionary or digital reference

material to determine the meaning of words

2. I can use Greek and Latin affixes and rootsas clues to determine the meaning of a word/phrase

3. I can use context to help determine the meaning of

figurative language

4. I can use the relationship of words to help determine the

31


figurative language

4. Use the relationship of words to help determine theword meaning

5. Recognize when a phrase is being used as an

idiomatic expression

6.6 .Understand the words may have multiple

meanings

word meaning

5. I can recognize when a phrase is being used as an

idiomatic expression

Analyze the structure of texts, including how specificsentences, paragraphs, and larger portions of the text (e.g., asection, chapter, scene, or stanza) relate to each other andthe whole.

Compare and contrast the overall structure (e.g.,

chronology, comparison, cause/effect, problem

/solution) of events, ideas, concepts, or information in

two or more texts.

1. Know that organizational structures are used

toconvey information, chronology,

comparison, cause/effect and problem/solution

2. Know that some authors organize events,

ideas,concepts or information in chronological

(time) order

3. Compare and contrast how two different

authorswrote about the events, ideas, concepts

orinformation in two or more texts

1. I can identify the function of organizational

structures ( to convey information, chronology,

comparison, cause/effect and problem/solution)

2. I can recognize the chronological (time) order the

authors use to organize events, ideas, concepts or

information

3. I can compare and contrast how two different authors

wrote about the events, ideas, concepts orinformation in

two or more texts

32


Assess how point of view or purpose shapes the content andstyle of the text.

Analyze multiple accounts of the same event or

topic,noting important similarities and differences in

the point ofview they represent.

1. Understand that the word account is a

synonym fora description of an event or

experience

2. Understand that multiple accounts might

includeboth firsthand (people who were there

at the time) and secondhand (someone who

learned of the event from someone else)

accounts

3. Describe similarities and differences between

twoaccounts of the same event or topic

4. Explain point of view

1. I can understand the synonym of the word account

( description of an event or experience)

2. I can recognize firsthand (people who were there at

the time) and secondhand (someone who learned of

the event from someone else) accounts

3. I can describe similarities and differences between

twoaccounts of the same event or topic

4. I can explain point of view of a text

Integrate and evaluate content presented in diverse mediaand formats, including visually and quantitatively, as wellas in words.

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

1. Know how to access digital information

sourcessuch as: Google, Bing, Wolfram

Alpha, Wikipedia,dictionary.com

2. Know how to use key terms to focus a search

3. Know how to enter a question

4. Know how to skim and scan print media to

locateanswers

1. I can access digital information sourcessuch

as: Google, Bing, Wolfram Alpha,

Wikipedia,dictionary.com

2. I can use key terms to focus a search

3. I can enter a question

4. I can skim and scan print media to

locateanswers

5. I can determine if a source is credible

33


5. Determine if a source is credible

Analyze how two or more texts address similar themes ortopics in order to build knowledge or to compare theapproaches the authors take.

Integrate information from several texts on the same

topic in order to write or speak about the subject

knowledgeably.

1. Have access to several texts on the same topic2. Have a system for organizing information

from several sources3. Find the common details about a topic when

reading different texts4. Compare the text to find key details/ideas

1. I can access to several texts on the same topic2. I can find the common details about a topic

whenreading different texts3. I can compare the text to find key details/ideas

which aredifferent4. I can combine the most important information5. I can write or speak about a subject

knowledgeably

34


Content analysis based on CCS standards

Strand: Writing

Common Core Standards Ohio Standards(Education O. D.,

2017)

Madar International School (MIS)

Learning Outcomes

Write arguments to support claims in an analysis ofsubstantive topics or texts, using valid reasoning andrelevant and sufficient evidence.

Write opinion pieces on topics or texts, supporting

a point of view with reasons and information.

1. Introduce a topic or text clearly, state an

opinion, and create an organizational structure in

which ideas are logically grouped to support the

writer’s purpose.

2. Provide logically ordered reasons supportedby

facts and details.

3. Link opinions and reasons using words,

phrases, and clauses (e.g., consequently,

specifically)

4. Provide a concluding statement or section

related tothe opinion presented.

1 I can recognize facts from opinions

2 I can use various organizational structures, such as causeand effect, chronological order, etc. to organize text

3 I can understand the features of expository text

4 I can group related ideas

5 I can use transitional words and phrases to help the

reader follow the information

6 I can express an opinion effectively

7 I can demonstrate the writing of a concluding statement

35


Write informative/explanatory texts to

examine and convey

complex ideas and information clearly

and accurately through the

effective selection, organization, and

analysis of content.

Write informative/explanatory texts to examine a

topic and convey ideas and information clearly.

1. Introduce a topic clearly, provide a general

observation and focus, and group related

information logically; include formatting

(e.g.,headings), illustrations, and multimedia

when useful to aiding comprehension.

2. Develop the topic with facts definitions,

concrete details, quotations, or other information

and examples related to the topic

3. Link ideas within and across categories of

information using words, phrases, and clauses

(e.g.,in contrast, especially)

4. Use precise language and domain specific

vocabulary to inform about or explain the topic.

5. Provide a concluding statement or section

related to the information or explanation

presented.

1I can write an introduction that includes a topic sentence

2 I can develop a topic

3 I can logically group information so that the writing

remains focused

4 I can format and include facts,

definitions, quotes and examples to help convey information

5 I can use appropriate vocabulary

6 I can provide an effective conclusion

Write narratives to develop real or

imagined experiences or events using

effective technique, well-chosen

Write narratives to develop real or imagined

experiences or events using effective technique,

1 I can outline the major events and settings of the story

2 I can use the character’s words to help explain what is

36


details, and well-structured event

sequences.

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

descriptive details, and clear event sequences.

1. Orient the reader by establishing a situation and

introducing a narrator and/ or characters; organize

an event sequence that unfolds naturally.

2. Use narrative techniques such as dialogue,

description, and pacing, to develop experiences

and events or show the responses of characters to

situations.

3. Use a variety of transitional words, phrases, and

clauses to manage the sequence of events.

4. Use concrete words and phrases and sensory

details to convey experiences and events

precisely.

5. Provide a conclusion that follows from the

narrated experiences or events.

Produce clear and coherent writing (including

multiple paragraphtexts) in which the

development andorganization are appropriate to

task, purpose, and audience.

happening and what the character is thinking

3 I can use a variety of temporal words to move

the story from beginning to end

4 I can use sensory and descriptive words to help the

reader visualize the characters, experiences, and

settings in the story

5 I can use precise words to help the reader understand thefeelings and thoughts of the characters

6 I can write a satisfyingConclusion

1 I can write in a logical, sequential manner

2 I can choose words that will help make meaning clear

3 I can understand and use organizational structure such as comparing and contrasting, problem/solution, etc.

37


1 Write in a logical, sequential manner

2Have a large body of known words so they can choose words that will help make meaning clear

3Understand and use organizational structure such as comparing and contrasting, problem/solution, etc

4 Understand the purpose for the writing task

5 Understand the audience

4 I can understand the purpose for the writing task

5 I can understand the audience

Develop and strengthen writing as

needed by planning,

revising, editing, rewriting, or trying a

new approach.

With guidance and support from peers and adults,

developand strengthen writing as needed by

planning, revising,editing, rewriting, or trying a

new approach.

1 Know and use the conventions of standard Englishincluding conjunctions and verb tenses

2Demonstrate correct usage of capital letters and punctuation, such as commas, quotationsand italics

3Know ways to expand, combine and varysentences

4Know how to use the stages of the writing process

5 Rearrange or edit unnecessary information

6Be familiar with editing tools such as checklists

1 I can recognize and use the conventions of standard English including conjunctions and verb tenses

2 I can demonstrate correct usage of capital letters and

punctuation, such as commas, quotations and italics

3I can expand, combine and varysentences

4 I can use the stages of the writing process

5 I can rearrange or edit unnecessary information

6 I can make use of editing tools such as checklists

7 I can seek guidance from peers to help add precise

language/ideas to writing

38


7 Seek guidance from peers to help add precise

language/ideas to writing

Use technology, including the Internet,

to produce and

publish writing and to interact and

collaborate with others.

With guidance and support from adults, use

technology, including the Internet, to produce and

publish writing as well as to interact and

collaborate with others; demonstrate sufficient

command of keyboarding skills to type a

minimum of two pages in a single sitting.

1 Use a standard keyboard and know some of the basicfunctions

2 Access the Internet as part of a group task

3 Demonstrate knowledge of publishing programs and structure

4Know how to set margins, spacing, tabs, make columns, add page numbers and page orientation

5Know how to save documents on the computer

6 Understand how to use search engines on the Internetsuch as Google, Bing, Yahoo

7Be familiar with various computer programs (e.g.:Word, Publisheretc.) and be able to use them efficiently

8 Work collaboratively to complete a written

1 I can use a standard keyboard and know some of the basic functions

2 I can access the Internet as part of a group task

3 I can demonstrate knowledge of publishing programs and structure

4 I can set margins, spacing, tabs, make columns, add page numbers and page orientation

5 I can save documents on the computer

6I can use search engines on the Internetsuch as Google, Bing, Yahoo

7 I can effectively use various computer programs .

8 I can work collaboratively to complete a written

project/document

39


project/document

Conduct short as well as more

sustained research projects

based on focused questions,

demonstrating understanding of

the subject under investigation.

Conduct short research projects that use several

sources to build knowledge through investigation

of different aspects of a topic.

1Use the steps for writing a research paper;Define a topic, Make a list of questions/resources, Make notes or create a graphic organizer, Write the first draft, Seek help to edit and revise from peers and Publish

2Know how to use reference materials such as

encyclopedias, search engines or databases

3 Use of key words for Internet searches

4Know how to cite a variety of sources

5 Know the organizational structures used when

writing a research project

6 Synthesize information from various perspectives or authors

7 Create bibliography

1 I can use the steps for writing a research paper

2 I can use reference materials such as encyclopedias, search engines or databases

3 I can use key words for Internet searches

4 I can cite a variety of sources

5 I can use the correct organizational structure when writing a research project

6 I can synthesize information from various perspectives

or authors

7 I can create bibliography

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Recall relevant information from experiences

or gatherrelevant information from print and

digital sources; summarize or paraphrase

information in notes and finishedwork, and

1 I can research topics using multiple sources both print

and digital

2 I can decide whether information discovered is relevant

40


provide a list of sources.

1 Research topics using multiple sources both print and digital

2 Decide whether information discovered is relevant or important to the work

3 Cite sources both digital and print sources

4Know and use several note-taking strategies, such as use of index cards, notebooks, graphic organizers

5Know how to paraphrases the words of the author without copying

6 Create a bibliography

7 Summarize information from multiple sources

8 Interpret data

or important to the work

3 I can cite sources both digital and print sources

4 I can use several note-taking strategies, such

as use of index cards, notebooks, graphic organizers

5 I can paraphrases the words of the author

without copying

6 I can create a bibliography

7 I can summarize information from multiple sources

8 I can interpret data

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Draw evidence from literary or informational texts

to support analysis, reflection and research.

1 Analyze information based on the details of the author

2 Synthesize information using the interactions of the characters, events, and setting with their knowledge ofthe world

3Cite information and explain how it supports the points the author is trying to make

1 I can analyze information based on the details of the author

2 I can synthesize information using the interactions of the characters, events, and setting with their knowledge of

the world

3 I can cite information and explain how it supports the pointsthe author is trying to make

4 I can research information

41


4 Research information

Write routinely over extended time

frames (time for research, reflection,

and revision) and shorter time frames

(a single sitting or a day or two) for a

range of tasks, purposes, and

audiences.

Write routinely over extended time frames (time

for research, reflection, and revision) and shorter

time frames(a single sitting or a day or two) for a

range of disciplinespecifictasks, purposes, and

audiences.

1.Select appropriate writing topics2.Recognize purpose for writing3.Know the audience4.Organize thoughts to focus on a topic5.Know how to research a topic using various sources

6. Generate questions to continue to write on a topic for an extended amount of time7.Know how to conclude different types of writings8. Know that a research paper has an introduction, a body, and a conclusion9.Know that for writing a research project, you must include and cite various sources.

1. I can select appropriate writing topics2. I can recognize purpose for writing3. I can organize thoughts to focus on a topic4. I can research a topic using various sources5. I can generate questions to continue to write on a topicfor an extended amount of time6. I can conclude different types of writings7. I can follow the structure of writing a research paper and include an introduction, a body, and a conclusion8.I can include and cite various sources.

42


4.2 Calculating the percentage of agreement and the Reliability:

In the following, the researcher will calculate the percentage of agreement between the

Madar International School (MIS) reading curriculum and the American common core of English

standards (CCS) .

1- Agreement percent in Reading Literature

Table (4.1): Reading LiteratureStandards percentage of Agreement

StandardsCCS

Indicators

MIS

Outcomes

MIS

Outcomes

(Second Coder)

joint marginal’s

proportions

Read closely to determine what the text says

explicitly and

to make logical inferences from it; cite specific

textual evidence when writing or speaking to

support conclusions drawn from the text.

4 3 4 0.13

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

5 4 5 0.17

Analyze how and why individuals, events, and

ideas develop and interact over the course of a

text.

4 4 3 0.13

Interpret words and phrases as they are used in

a text, including determining technical,

connotative, and figurative meanings, and

analyze how specific word choices shape

meaning or tone.

5 3 4 0.13

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

5 4 4 0.15

43


Assess how point of view or purpose shapes the

content and style of a text.3 2 3 0.09

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

4 3 3 0.11

Analyze how two or more texts address similar

themes or topics in order to build knowledge or

to compare the approaches the authors take.

2 2 2 0.08

Sum 32 25 28 1

a) Percent agreement:

2532

=0.78

b) Reliability in content analysis

Percent agreement:

PA0 = Total A’s = 2528

=0.89

Scott’s pi =

Where and = each joint marginal proportion

So = (0.13)2 + (0.17)2 + (0.13)2 + (0.13)2 + (0.15)2 + (0.09)2 + (0.11)2 + (0.08)2

= 0.13

And, Scott’s pi = 0.89−0.13

1−0.13=0.87

So, Reliability of this content analysis equals to 0.87 which is high

44


From the analysis of the data in the above table:

Reading Literature standards are( 8) standards in total, the first standard contains (4) indicators while

MIS curriculum outcomes of the same standard are (3) outcomes.

The second reading literature standard contains (5) indicators while MIS curriculum outcomes of the

same standards contain (4) outcomes

The third reading literature standard contains (4) indicators while MIS curriculum outcomes of the

same standards also contain (4) outcomes.

The forth reading literature standard contains (5) indicators while MIS curriculum outcomes of the

same standards contain (3) outcomes.

The fifth reading literature standard contains ( 5) indicators while MIS curriculum outcomes of the


The sixth reading literature standard contains (3) indicators while MIS curriculum outcomes of the

same standards contain ( 2) outcomes.

The seventh reading literature standard contains (4) indicators while MIS curriculum outcomes of the


The eighth reading literature standard contains (2) indicators while MIS curriculum outcomes of the


The total number of the common core standards indicators is (32) indicators while the total number of

the MIS outcomes is (25).

Looking at the calculated percentage of agreement between them, we can clearly see that it is a high

percentage of agreement reaching (0.78). This high percentage indicates that the content of the MIS

English language-reading literature curriculum matches the international reading literature common

core standards.

45


2- Agreement percent in Reading Informational

Table (4.2): Reading InformationalStandards percentage of Agreement

StandardsNCTM

Indicators

MIS

Outcomes

MIS

Outcomes

(Second Coder)

joint marginal’s

proportions

Read closely to determine what the text says

explicitly and

to make logical inferences from it; cite

specific textual

evidence when writing or speaking to support

conclusions drawn from the text.

5 5 5 0.15

Determine central ideas or themes of a text

and analyze their development; summarize the

key supporting details

and ideas.

5 4 4 0.12

Analyze how and why individuals, events, and

ideas develop and interact over the course of a

text.

4 4 3 0.1

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

6 5 5 0.15

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

3 3 3 0.09

Assess how point of view or purpose shapes the content and style of the text.

4 4 3 0.1

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

5 5 4 0.13

46


Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

6 5 6 0.16

Sum 38 35 33 1

a) Percent of agreement:

3538

=0.92


Percent agreement:


=0.94

Scott’s pi =


So = (0.15)2 + (0.12)2 + (0.1)2 + (0.15)2 + (0.09)2 + (0.1)2 + (0.13)2 + (0.16)2

= 0.13


1−0.13=0.93

So, Reliability of this content analysis equals to 0.93 which isdramatically high

47


From the analysis of the data in the above table:

Reading Informational standards are (8) standards in total, the first standard contains (5) indicators

while MIS curriculum outcomes of the same standard also contain (5) outcomes.

The second reading informational standard contains (5) indicators while MIS curriculum outcomes of

the same standards contain (4) outcomes

The third reading informational standard contains (4) indicators while MIS curriculum outcomes of the


The forth-reading informational standard contains (6) indicators while MIS curriculum outcomes of the


The fifth reading informational standard contains (3) indicators while MIS curriculum outcomes of the


The sixth reading informational standard contains (4 ) indicators while MIS curriculum outcomes of the


The seventh reading informational standard contains (5) indicators while MIS curriculum outcomes of

the same standards also contain (5) outcomes.

The eighth reading informational standard contains (6) indicators while MIS curriculum outcomes of

the same standards contain (5) outcomes.

The total number of the common core standards indicators is 38 indicators while the total number of




English language-reading informational curriculum matches the international reading informational

common core standards.

48


3- Agreement percent in Writing

Table (4.3): Writing Standards percentage of Agreement

StandardsCCS

Indicators

MIS

Outcomes

MIS

Outcomes

(Second Coder)

joint marginal’s

proportions

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

4 4 4 0.07

Write informative/explanatory texts to

examine and convey complex ideas and

information clearly and accurately

through the effective selection,

organization, and analysis of content.

5 5 4 0.08

Write narratives to develop real or

imagined experiences or events using

effective technique, well-chosen details,

and well-structured event sequences.

5 5 5 0.08

Produce clear and coherent writing in

which the development, organization, and

style are appropriate to task, purpose, and

audience.

5 5 4 0.08

Develop and strengthen writing as needed

by planning, revising, editing, rewriting,

or trying a new approach.7 7 7 0.12

Use technology, including the Internet, to

produce and publish writing and to

interact and collaborate with others.8 8 7 0.13

49


Conduct short as well as more sustained

research projects based on focused

questions, demonstrating understanding of

the subject under investigation.

7 7 7 0.12

Gather relevant information from multiple

print and digital sources, assess the

credibility and accuracy of each source,

and integrate the information while

avoiding plagiarism.

8 8 7 0.13

Draw evidence from literary or

informational texts to support analysis,

reflection, and research.

4 4 4 0.07

Write routinely over extended time

frames (time for research, reflection, and

revision) and shorter time frames (a single

sitting or a day or two) for a range of

tasks, purposes, and audiences.

9 8 8 0.13

Sum 62 61 57 1

a) Percentage of Agreement:

6162

=0.98


Percent agreement:


=0.93

Scott’s pi =

50



So = (0.07)2 + (0.08)2 + (0.08)2 + (0.08)2 + (0.12)2 + (0.13)2 + (0.12)2 + (0.13)2 + (0.07)2 + (0.13)2

= 0.11


1−0.11=0.92

So, Reliability of this content analysis equals to 0.92 which is high

From the analysis of the data in the previous table:

Writing standards are (1 0) standards in total, the first standard contains (4) indicators while MIS

curriculum outcomes of the same standard also contain (4) outcomes.

The second writing standard contains (5) indicators while MIS curriculum outcomes of the same

standards contain (5) outcomes

The third writing standard contains (5) indicators while MIS curriculum outcomes of the same

standards also contain (5) outcomes.

The forth writing standard contains (5) indicators while MIS curriculum outcomes of the same

standards contain (5) outcomes.

The fifth writing standard contains (7) indicators while MIS curriculum outcomes of the same


The sixth writing standard contains (8) indicators while MIS curriculum outcomes of the same


The seventh writing standard contains (7) indicators while MIS curriculum outcomes of the same


The eighth writing standard contains (8) indicators while MIS curriculum outcomes of the same


The ninth writing standard contains (4) indicators while MIS curriculum outcomes of the same


51


The tenth writing standard contains (9) indicators while MIS curriculum outcomes of the same


The total number of the common core standards indicators is 63 indicators while the total number of

the MIS outcomes is 61.



English language-writing curriculummatches the international writingcommon core standards.

4- Agreement percent in content analysis overall English curriculum

Table (4.4): Overall English CurriculumStandards Percentage of Agreement

StandardsCCS

Indicators

MIS

Outcomes

MIS

Outcomes

(Second Coder)

joint marginal’s

proportions

Reading Literature 32 25 28 0.24

Reading Informational 38 35 33 0.29

Writing 62 61 57 0.47

Sum 132 121 108 1

a) Percentage of Agreement:

121132

=0.92


Percent agreement: 52


PA0 = Total A’s = 108121

=0.89

Scott’s pi =


So = (0.24)2 + (0.29)2 + (0.47)2

= 0.36


1−0.36=0.83

So, Reliability of the whole content analysis equals to 0.83 which is significantlyhigh

From the analysis of the data in the previous table:

Overall reading and writing common core standards consist of three domains; the first domain, reading

literature, contains (32) CCS indicators while the MIS curriculum contains (25) outcomes

The second domain, reading informational, contains (38) indicators while MIS curriculum outcomes

contain (35) outcomes

The third domain, writing, contains (62) indicators while MIS curriculum outcomes contain (61)

outcomes.

The total number of the common core standards indicators is (132) indicators while the total number of



percentage of agreement reaching (0.92). This high percentage indicates that the overall content of the

MIS Englishlanguage curriculum matches the overall international reading and writing common core

standards.

Throughout the MIS analysis of reading and writing curriculum, the researcher found the following:

- There are minor reading informational and reading literature indicators that do not exist in the MIS

curriculum under certain standards while they exist in the common core reading informational and

reading literature standards. Still the percentage of agreement is significantly high

- Almost all the writing indicators are include in the MIS curriculum

53


Thus MIS English language reading and writing ` curriculum meets the international standards of

English content (CCS standards)

4.3 Suggested Approach to Bridge the Gap

Since the curriculm, the student and the teacher are not the weak parts that cause the low performance

in the reading literacy . then we are left with the approach used by the teachers and the envolement and

support of the families in the educational process.

This result matches the results of most of the related studies mentioned previously in the research

which indicated that the approaches used , the materilas provided by the school , the exposure to the

langiuage and the parents’ involvment in the reading process an their encouragment are all the keys to

rais ethe level of our students.

The reseracher suggested an approach to bridge the gap between grdae 4 and 5 and to improvethe

students performance

These suggestion is as follows:

A. Annual Curruculm Mapping

B. Students check list

C. Students syllabi

D. New breakdown of periods

E. Foundation lessons and Foundation pacing guides

F. Assessment designed based on the depth of knowleddge (Dok )

G. More parents involvent in focusing on reading.

A. Annual Curriculum Mapping Sample

The resercehr designed a curriculm mapping document which simply shows what is required from each

grade o n monthly based from KG to Grade 12. Such mapping enable teachers to see the broad pictures

and helps teachers focus on the targets.

The annual curiculm mapping document starts with the monthly break down of themes, genre,reading

startegy , reading skill,writing,phonics, grammar and key terms

54


A. Annual Curriculum Mapping Sample

Strand

Grade

Aug/Sep

October November December

January February March April May JuneRe

adin

g: T

hem

e

KG Take a new step

Let’s Explore Going Places Going Places

NeighborhoodNature

Wonders of Nature

Animal Kingdom

Animal Kingdom

From Here to There

Thinking Outside the Box

G1 Getting to Know us

Getting to Know us

Our Community Our Community

Changes of Time

Changes of Time

Changes of Time

Animals Everywhere

Figure It Out

Figure It Out

G2 Friends and family

Friends and family

Animal Discoveries

Animal Discoveries

Live and Learn

Our Life Our World

Our Life Our World

Let’s Make a Difference

Let’s Make a Difference

How on earth?

G3 Growing and Learning

Growing and Learning

Figure it Out Figure it Out

One of a Kind

One of a Kind

Meet the Challenge

Take Action Think it Over

Think it Over

G4 Think it Through

Think it Through

Think it Through

Think it Through

Amazing Animals

Amazing Animals

That’s the Spirit

Figure it Out

Figure it Out

Past, Present, Future

G5 Eureka! I’ve Got it!

Eureka! I’ve Got it!

Taking the Next Step




Getting from Here to There

It’s Up to You

New Perspectives

Linked In

G6 Changes Excursions Across Time

Accomplishments

Challenges Challenges DiscoveriesTaking Action

Taking Action

Taking Action

Taking Action

Taking Action

G7 Analyzing Characters

Understanding Theme

Myths, Legends & tales

Myths, Legends & tales

Good versus Evil

Good versus Evil

Good versus Evil

Appreciating Poetry

How do we Fight Disease?

How do we Fight Disease?

G8 Wishes Suspicion Decisions Decisions Courage Courage Courage The Elderly Solitude ScienceG9 Character

Motivation

Fascination with the Unknown

Traits of a Survivor

Traits of a Survivor

Following Dreams

Following Dreams

Following Dreams

Who Makes you Laugh?

Hurting Others - Nature

FollowingDreams

G10 Being the same?

NatureHuman Life

Holding Grudges

Holding Grudges Poetry Poetry Poetry

Betrayal and Ambition

Animal Rights

Animal Rights

G11 Early American Writing

Early American Writing

American Romanticism



From Romanticism to Realism

Regionalism and Naturalism

The Harlem Renaissance and Modernism

The Harlem Renaissance and Modernism

Contemporary Literature

G12 English Renaissance

Romanticism Romanticism Romanticism Shakespearean Tragedy

Shakespearean Tragedy

Shakespearean Tragedy

Modernism and

Modernism and

Modernism and

55





Strand Grade

Aug/Sep October November December January February March April May June

Rea

ding

: Gen

re

KG Fantasy Info Text FantasyFiction

Fiction FictionInfo Text

Info TextFantasy

Info TextFiction

FantasyFiction

Fiction Fantasy Fantasy

G1 Realistic Fiction

FantasyNon-fiction

FantasyNon-fiction

Fantasy FantasyDrama

Drama Folktale

FolktaleNon-fiction

Fantasy Fantasy Realistic Fiction

G2 Fantasy Non-fiction Informational Text

FablePoetry

Fiction Expository-Realistic Fiction

Realistic Fiction –Play

Fiction Fiction Myth

G3 Fantasy Realistic Fiction

Folktale Expository Text

Folktale Historical Fiction

Folktale Fairy Tale Expository Text

Historical Fiction

G4 Fairy Tale Realistic Fiction

Informational TextExpository

Informational Text

Folktale Drama Informational Text:ExpositoryFantasy

Realistic Fiction

Tall TaleInformational Text:Expository

Free Verse Poetry

G5 Realistic Fiction

Realistic Fiction

AdventureBiography

Biography PoetryR Fiction

R FictionFairy Tale

Realistic Fiction

Drama PlayR Fiction

Realistic Fiction

Realistic Fiction

G6 FictionHistorical Fiction

Nonfiction PoetryNarrative Nonfiction

Narrative Nonfiction

DramaPoetryMyth

Adventure Adventure NonfictionBiography

Mystery Mystery

G7 Short Story Short Story Medieval Legend

Medieval Legend

Novel Novel Novel Poetry Nonfiction Article

Nonfiction Article

G8 Story Short Story Short Story Short Story Adventure Adventure Adventure Folk Tale Poetry NonfictionG9 Short Story Short Story

PoetryPoetryShort Story

Short Story Novel: Fiction

Novel: Fiction

Novel: Fiction DramaFarce

DramaPoetry

Speech

G10 Short Story Non-fictionComedy

Short Story Short Story Poetry Poetry Eulogy Drama Essay Non fiction

G11 Report Speech Speech-Poetry Poetry PoetryNonfiction

Fiction Narrative Fiction

PoetryNon fiction

Narrative Fiction

Narrative Fiction

G12 Nonfiction Poetry Poetry Poetry Tragedy Tragedy Tragedy PoetryShort Story

56


57

StrandGrade Aug/Sep October November December January February March April May June

Rea

ding

: Str

ateg

y

KG Ask & answer questions

Ask & answer questions

Visualize Ask & answer questions

Reread Visualize Reread PredictReread

PredictReread

Ask and answer questions

G1 Visualize Visualize Ask and answer qsts

Ask and answer questions

Predict Make and Confirm Predictions

PredictReread

PredictReread

Visualize

Visualize Predict

Ask and Answer Questions

G2 Visualize Ask and answer qsts

Ask and answer qsts

PredictReread

Reread RereadVisualize

Visualize Summarize

SummarizePredict

Reread

G3 Visualize Visualize Predict Reread Visualize Visualize Ask &ans Summarize

Ask &ans Predict

G4 Predict Predict Reread Reread Ask &ans Summarize Visualize Visualize

Summarize Reread

G5 Reread Ask & Answer questions

Reread Reread Ask & Answer questions

Predict Summarize VisualizePredict

Summarize Ask & Answer questions

G 6 Visualize Ask & Answer questions

SummarizeReread

Reread SummarizePredict

Predict Ask & Answer qsts

Ask & Answer questions

Ask & Answer questions

Predict

G7 Predict Compare and Contrast

Identifying Chronological Order

Identifying Chronological Order

Identify, Infer, Predict



MonitorReading Poetry

Set a Purpose

Set a Purpose

G8 Identify Narrator

Evaluate narrator

Paraphrase Paraphrase Ask & Answer questions

Ask & Answer qsts

Ask & Answer qsts

Set Reading Purpose

ParaphraseVisualize

VisualizeMonitor

G9 Making inferences

Reading Poetry

Visualize Visualize Identify and analyze literary concepts

Identify and analyze literary concepts

Identify and analyze literary concepts

Visualize

Making inferences about characters

Understanding rhetorical devises

G10 Draw Conclusions

Interpret GraphicAids

Monitor Reading

Monitor Reading

Reading Poetry

Reading Poetry

Analyze Shakespearean Drama

Summarize Summarize

G11 Reading a Primary Source

Reading a Persuasive Speech

Analyze Text Structure Read Poetry

Reading Poetry

Make InferencesAnalyze

Analyze Structure

Analyze Patterns of Organization

Recognize Ambiguity

Analyze Text

Text

G12 Growing conclusion

Analyze Poetry

Analyze PoetryParaphrase

Paraphrase Analyze Analyze Analyze Reading Modern Verse

Drawing Conclusions

Drawing Conclusions


Strand GradeAug/Sep October November December January February March April May June

Rea

ding

: Ski

ll

KG Key details Key details

Key details: illustrations

Key details: sequence

Character Setting

Key details Compare & Contrast

Story Elements

PlotKey details

Main topicKey details

G1 key details key details key detailsCharacter, Setting, Events

Character, Setting, Events

Story Elements

Sequence Plot: Cause and Effect

Connections Within Text

Point of View

Point of ViewPlot: Cause and Effect

Plot: Problem and Solution

G2 key details key details: photos

Key details Story elements Story elements

Compare & Contrast

Story elements

Point of view

Point of viewProblem & Solution

Theme

G3 Story elements

Story elements

Theme Author’s point of view

Problem & solution

Cause & effect

Point of view Point of view

Author’s point of view

Theme

G4 Story elements

Problem &solution

Compare & Contrast

Main ideaKey details

Theme Main ideaKey details

Point of view Story elements

Sequence Theme

G5 Story Elements

Story Elements

Problem SolutionSequence

Sequence Story Elements

Compare Contrast

Theme Point of viewPlot

Theme Story Elements

G6 Story Elements

ProblemSolution

SequencePoint of view

Author’s point of view

ThemePoint of view

Story Elements

Story Elements

Cause & effectTheme

Story Elements

Story Elements

G7 Plot – Setting Sequence

Theme and Setting

Identify Chronological Order

Identify Chronological Order

Story Elements

Story Elements

Story Elements

Poetic devises

Characteristics of Magazine articles

Cause and Effect

G8 Identify narrator

Evaluate narrator

Story Elements Story Elements Story Elements

Story Elements

Story Elements

Purpose for Reading

Purpose for Reading

Monitor Reading

G9 Infer Poetry Elements

Story Elements Story Elements Story Elements

Story Elements

Story Elements

Farce Making Inferences

Poetry Elements

G10 Plot and Conflict

Patterns of Organization

Theme and Setting

Theme and Setting

Poetry Elements

Poetry Elements

Rhetorical Devises

Shakespearean Drama

Persuasive Techniques

Persuasive Techniques

G11 Historical Context

Rhetorical Devises

Structure Poetry Elements

Sound devises Purpose

Point of View

Patterns of Organization

Poetry Elements

SequenceStructure

Structure

G12 Rhetorical DevisesAnalyzing Imagery

Analyzing Romantic PoetryFeatures

Analyzing Imagery

Analyzing Imagery

Analyzing elements of Tragedy



Analyzing T S Eliot Poetic Style Theme

Understanding a reflective essay

Understanding a reflective essay

Str GrAug/Sep October November December January February March April May June

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Wri

ting

KG Pre-Writing Shared Writing

Shared Writing

Shared Writing

Descriptive Sentences

Descriptive Sentences

Opinion Sentence

Personal Narrative

Opinion Sentence

Revision

G1 Personal Narrative

Descriptive sentences


Sentences Descriptive sentences



Opinion Writing

How-to Sentences

Personal narrative

G2 Paragraph Paragraph Personal Narrative

Personal Narrative

Friendly Letter

Friendly Letter

Friendly Letter Informative Explanatory

Informative Explanatory

Informative Explanatory

G3 Friendly letter

Friendly letter

Expositorywriting

Expositorywriting

Narrative Text

First person narrative

Informative/ Descriptive Text

Opinion essay

Opinion essay

Third person narrative

G4 Friendly letter

Narrative text

Technical writing

Narrative Informative/ Descriptive

Bullets & Summary

3rd person narrative

Compare &Contrast

Book Reviews

Poems

G5 Sentences Narrative Paragraphs

Process & Procedure E

Frequency words

Descriptive Writing

Descriptive Writing

Descriptive Writing

Informative Writing

Compare & Contrast

Compare & Contrast

G6 Introducing Writing

MechanicsSentencesWriting process

OrganizationParagraphs

Revisions SentencesParagraphOrganization

Use Comma& Simple Past in Sentences-Concluding Sentences

Sentence Fragments

Paragraphs

Listing Order-Expressing Future Time

Paragraphs

Free Writing (applying concepts)

Free Writing (applying concepts)

G7 Introducing Writing

Listing-OrderParagraphs

Listing-OrderParagraphs

Editing Marks

Expository Writing

Descriptive Writing

Descriptive Writing

Persuasive Writing

Opinion Paragraph

Opinion Paragraph

G8 Paragraphs Narrative paragraphs

Paragraph Structure

Paragraph Editing

Descriptive Writing

Logical Division of Ideas

Compare & Contrast

Compare & Contrast

Compare & Contrast

Revision

G9 Paragraphs Paragraphs Unity & Coherence

Unity & Coherence

Essay Writing

Process Essays

Process Essays Compare & Contrast

Cause & effect Essays

Cause & Effect Essay

G10 Structure & CohesionProcess & Procedure

Descriptive & Narrative Writing

Definition & Exemplification

Revision Classification

Compare & Contrast

Revision Cause & effect

Discussion EssaysIntroductions &Conclusions

Revision

G11 Opinion Essay

Persuasive Essay

Cause & Effect Essay

Revision Compare & Contrast Essay

Argumentative Essay

Revision Problem Solution Essay

Opinion Essay

Revision

G12 Personal NarrativeStyle in IELTS

Interpreting dataProblem Solution

Persuasive Essay

Revision Argumentative Essay

Describing TablesDescribing a Process

Describing how things worksCompar data

Describing Research writing (APA Style)

Presenting an opinion

Revision

59



Lan

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honi

cs/S

pelli

ng

KG RevisionLetter Mm

Aa Ss Pp Tt Ii Nn Cc Revision OoDdHhEe

Ff Rr Bb LlKk /ck/

Uu Gg WwRevision

Vv Xx Jj QqYyZz Short vowels

G1 Short /a/, /ck/, /i/

Short /i/, /o/, /e/ Short /u//ch/, /tch/

ph, wh, chLong /a/

Long /a/, /i/

Long /e/-ice, -ace

-oo, -u, -sh, th, ng

Long I /y/Igh /ie/

r- controlled vowels

/ou/ow/or/ore/oar

G2 Short, a, e, i, o, u

Short a, Long aShort i, Long i

Short o, u Long o, u

Letter blends

Long iLong a

Silent lettersr- controlled vowels

r- controlled vowelsLong e

Diphthongs Variant Vowels

Syllables

G3 Short a,i Short o, e, u High frequency words

Final eLong u, i

HF words Digraphs r controlled vowelsPrefixes

Variant vowel /o/

Compoundwords

Syllables HFwords

G4 HF WordsShort Vowels

Long aLong e

Long iLong o

High frequency Words

PrefixesDiagraph

Diagraphsr- controlled vowels

r-controlled vowelsHF Words

Syllables Words with /u/

HF Words

G5 Short vowelsr- controlled vowels

ContractionsWords with /u/Syllables

Long VowelsVariant Vowel /o/

Inflectional Endings

SyllablesSuffixes

/cher//zher//el/ & /en/

Suffixes/ance//ence/

PrefixesSuffixes

HomophonesLatin/Greek root words

Suffixes

G6 HF Words Short VowelsIrregular Plurals

Frequently misspelled words

Vowel Alteration

PrefixesSuffixesConsonant alternationHomophones

Suffixes –ible-able

Revision Suffixes-ance, -ence-ant, -ent

Revision Revision

G7

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Lan

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ram

mar

KG Revision Nouns Verbs Sentences Adjectives Pronouns Nouns-Verbs Nouns

Verbs

Sentences with preposition

Sentences with preposition

Adjectives

Pronouns

G1 Sentences Sentences Nouns Is & Are Verbs

Pronouns

Opposites

Prepositions

Adjectives I & Me

Do & Does

Has & Have

Was &Were

Was & Were

See & SawG2 Sentences Sentences

Nouns

Nouns Nouns

Verbs

Verbs

Present tenses

Past tenses

Pronouns

Adjectives

Prepositions

Capitalization

Punctuation

Sentences Verbs

Nouns

G3 Sentences Subject & predicate

Simple & compound

Nouns Verbs

Past tense

Verbs

Adjectives

Nouns

Present tense

Subject-verb agreement

Prepositions

Future tense

Pronouns

Subject & object pronouns

HomophonesG4 Parts of

speech

Sentences

Sentences

Present Simple

Present Simple

Nouns

Nouns Adjectives

Articles

Prepositions

Verbs

Past Simple Tense

Adjectives

More & Most

Future simple

Pronouns

Pronouns

Verb tenses

G5 Sentences

Nouns

Nouns

Verb to beVerb to have

Verb to do

Subject/Object Pronoun

Subject-Verb Agreement

Present progressive

Adjectives

Past Tenses Adverbs Future TenseIs/Are

ArticlesPrepositions

Prepositions

G6 SentencesVerbsNouns

Subject pronouns

-Simple Present Be

-Adjectives

Adverbs

Verbs

Prepositions

Present Progressive

Revision There isThere are

Articles

The simple past

The simple past

Past time expressions

Prepositions

Past time expressions

Prepositions

Revision

Expressing future time

Revision Revision

GradeAug/Sep October November December January February March April May June

G7 Sentences

SubjectPredicate

Nouns

Pronouns

Adjectives

Verbs

Adverb

Preposition

Conjunctions

Objects Phrases

Clauses

Sentence Structure

Subject-Verb Agreement

Pronoun Antecedent Agreement

Using verbsCorrectly

Using Pronouns Correctly

Using modifiers correctly

G8 Sentences Parts of Speech

Compliments Clauses Sentence Structure

Agreement Using Verbs Correctly

Using Nouns Correctly

Using Modifiers

Revision


G r Aug/Sep October November December January February March April May June

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ade

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Key

Ter

ms

Title authorillustratorcharacters settingevent

canIthefriendproblemescape, graspedrescue

fantasy, fableopinion detailswe seealikeAdventure movement arrived, exciting exhausted explore sensesfeast kneads toolsdiscover, materials nature, decoration games world

visualize retell predictevents map

To And gorules cooperate responsiblelisten chat familiar routine neighborhood volunteer intelligent

REVISIONYou myequipment uniform utensils remainedplant soak crowd

Fact Topic fairy tale diagramclues

Are With He Is littleamazing enormous imagine fresh delicious raise special weather seasons migrate, active spot

speech bubbles

She wasweather seasons, migrate active spotpredict temperature clever storm safe, prepare celebration

Samedifferent explain predict

For Have Of Theysaidbehavior exercise plenty responsible train, depend comparedjoin stubborn

OrderHeadings

want here me this what look comewherecomplain transportation journey wide country travel carefuldistance

citizen respecttidy protect recycle encourage

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64

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doesnotschoolwhatdownupoutverybookstorytitlecharactersetting

jumpmoveruntwo

jumpmoveruntwocouldliveonethenthree

couldliveonethenthreeawaynowsometodaywaywhy

awaynowSometodaywaywhy greengrowprettyshouldtogetherwater

greengrowprettyshouldtogetherwateranyfromhappyoncesoupon

afterbuydoneeverysoonwork

caughtflewknowlaughlistenwerebeautifulfancy

anotherclimbfullgreatpoorthroughleapedstretched

colorearlyinsteadnothingOhthoughtscrambledsuddenly

Gra

de

2

Key

Ter

ms

Actions AfraidPeered Perfectly RescueSecretGenre Fantasy Friends Family

BookStoryTitleAuthorCharacterSetting

CareExcited Needs RoamSea WildSnack JobsToolsCheck Chores SpendCostChoose

Fond deliciousBelieve Feast Lessons Remarkable Snatch StoriesFable Problem Solution

Flapping Feathers Express Poem Rhythm RhymeBeak

Letter Adventure Delighted Dreamed Enjoyed GrumbledMoonlight NeighborNighttime Fiction Antonyms Synonyms

Seasons Compare Contrast Realistic Parade Wonder Surrounded Favorite Travels Customs CostumeCommon Celebration

Ashamed Boast Holler Dash Victory Plenty Similarities Wisdom

Cooperate Get along Soccer Amused Cooperate Describe Entertained Imagine Interact Patient Peaceful Protect Earth’s resourcesPreserve

Myth Crops Develop Edge Golden Breeze Replied Shining Stages Curious Distance Gently Proudly Rarely Supply Contest Surprised

Poetry Create Dazzling Imagination Seconds Beats Message Repeated Lines Seconds


Gra

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achedconcentratediscoveryeducatedeffortimprovesatisfiedgrowinglearning

BookStoryGenreTitleAuthorCharacterIllustratorTraitSettingPlotPredict

celebratecouragedisappointmentpreciousremindsymbolstraditionsequencegrowinglearning

attemptcooperatecreateddecidefilthyfuriouslyinvolvedtimid

threatensurvivesuccessresourcesrelativerecognizepopulationcaretakerTheme

fabulousfeaturesoffersplendiduniquewatchfulproblemsolution

amazementbraverydisappeardonateleadernervouscauseeffect

pretendinterrupthealthfulflavorfulexpectgenrecharactercharacter traitsdreameasy difficulthardsuccessideasdareface

obeyadmitgrabcreationhumblemagnificentpaycrawlopinionthinkactactiondecideworkplanneed

accidentalcarelessdisasterstrainedharmfulthirstytrustremaininggazegrumblepracticefrownactactiondecidework

astonishedcomplainpredictbegproudscratchyarguewhisperaudiencerealizetalents

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brainstorm flattenedofficialgraciousmutteredstalefranticallyoriginal

GenreTitleAuthorCharacterIllustratorTraitSettingPlotPredict

accountablehumiliated advise desperatelyhesitatedinspiration self-esteem uncomfortably

talent interrupted costumes recessconfirmgrip

glittering fabric honestmarketvisit revisit appeardisappear

disbelief dismay fabulous features offered splendid unique watchful exhausted

soggy, lazyannoycollect beg crankyselfish

edge wearydomainscenthorrible toughspot return

curlvanishtoss lonelywearyedge scentdomain

scabpromisecertainprotectgentlecuddlestompmoan

eagerlyinstantlyshivercheerful

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Gra

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5

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Aug/Sep October November December January February March April May JuneGenre-Title-Author-Character-Illustrator-Trait-Setting-Plot-Predict- conflict- solution- nonfiction- point of viewdetails,-text evidence

- sequence of events- character- setting- conflict- solution

- character- setting- conflict- solution- realistic fiction- biography- sequence of events- text evidence

- character- setting- conflict- solution

- poetry- rhyming- repetition-figures of speech

- realistic fiction- story elements- sequence of events

- fairy tale- story elements- event and outcome

- realistic fiction- story elements- summarize- play- visualize- dramatize

- realistic fiction- story elements- compare and contrast- predict

- realistic fiction- story elements- sequence of events

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Gra

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s-Genre-Title-Author-Character-Illustrator-Trait-Setting-Plot-Predict- conflict- solution- nonfiction- point of view-text evidence

- plot diagram- problem and solution- historical fiction

-poetrydevices- stanza- rhyming words-figures of speech- nonfiction

- author's point of view- sequence of events

- realistic fiction- theme- character traits- compare and contrast- myth

- story elements- predict- infer- relevance to culture

- story elements- predict- infer- relevance to culture

- narrative nonfiction- cause and effect- sequence of events- point of view

- mystery- story elements- character traits- figures of speech

- figures of speech- compare and contrast- story elements

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-plot-plot diagram-inference-conflict-solution-setting-sequence in plot-point of view-predict-rehabilitate

-character-character trait-theme-conflict-setting-point of view-compare and contrast

-legends-chronological order-story elements-hero-conflict

-legends-chronological order-story elements

-character-character traits-predict-visualize-infer

-setting-circumstances-point of view-plot-predict-figures of speech

-story elements-connect-chronological order-analysis

-mood-style in poetry-imagery-appreciating poetry-free verse-imagery-figures of speech-narrative poem

-cause and effect- nonfiction-characteristics of magazine article- evidence-universal theme

-point of viewplot- discrimination-making inferences

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Gra

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8

Key

Ter

ms

-Plot-Inference-Context-Imply-Predict-Setting-Imagery-Mood-Rising action-Climax-Resolution-Point of view-Adversary-Central character

-Mood-Credulity-Conflicts-Subplots-Suspense-Conceive-Suspicious-Audacity-Dissemble

-Tone-Paraphrase-Waver-Impartial-Anguished-Subordinate-Devious

Revision -Setting -Protagonist-Antagonist-Dynamic character-Plot -Foreshadowing-Genre-Nonfiction

-Exposition-Rising action-Crisis-Narrator-First person-Third person-Point of view-Theme

-Climax -Denouement-Internal conflict-External conflict-Mood-Dialogue

-Theme-Universal theme-Purpose for reading-Haughtily-Bewilderment-Perspective-Fortify

-Poetry-Stanza-Figurative language-Metaphor-Imagery-Simile-Visualize-Attitude-Alliteration-Hyperbole-Free verse-Lyric poetry-Inference-Rhyme scheme

-OrganizationOf ideas-Pervasive-Part-by-partOrganizationarticle

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-Conflict-Visualize-Character motivation-Making inferences-Point of view

-Narrative poetry-Conflict-Visualize

-Plot structure-Conflict-Visualize-Point of view

-Plot structure-ConflictSetting

-Plot-Characterization-Setting -Foreshadowing-Point of view

-Figurative language-Making inferences-Plot analysis

-Symbolism-Imagery-Theme-Plot analysis

-Farce-Visualize-Theme-Symbol

-Universal theme-Symbol-Making inferences-Elements of poetry

-Speech-Argument-Rhetorical devices

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s-Plot-Conflict-Character-Drawing conclusions-Vigilance-Cower-Synchronize

-Graphic aids-Photosynthesis -Stealth-Robustly-Capricious -Tone-Diction-Syntax -Classification

-Theme -Setting-Plot-Conflict-Interloper-Pinioned-Condolence-Acquiesce-Marauder

Revision -Sound devices-End rhyme-Alliteration-Onomatopoeia-Rhyme scheme-Sonnet-Quatrains-Couplet-Tone-Theme

-Destiny-Theme-Pone broking-Figurative devices

-Rhetorical devices-Diction-Syntax-Repetition-Parallelism

-Drama convention-Soliloquy-Aside-Foreshadowing-Dramatic Irony-Tragic flaw-Tragic hero-Rhetorical devices-Rhetorical questions

-Argument-Claim-Counter-argument-Persuasive techniques-Emotional appeal-Ethical appeal-Loaded language-Stark-Boisterous-Alleviate

-Opposing viewpoint-Counter-argument-Rhetoric-Speculative-Proponent-Impede-Summarize-Critique

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A. Student checklist

The researcher recommend creating a checklist for each student that includes all the term I can

ctatments which cover each Ohio common core standard. The checklist is to be used when

creating the assessment and is reviwed at the end of each term where we determine to reteach a

certain standard or objective or we move forward.

Figure (4.1) Student Standard Checklist Sample

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Gra

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Key

Ter

ms

Aug/Sep October November December January February March April-Historical Context-Primary source-Tarry-Ingratiate-Locomotion -Embody-Cauterize

-Rhetorical devices-Parallelism-Antithesis-Biblical allusion-Inviolate-Invincible-Extenuate-Supinely

-Argument-Counterargument-Impel-Despotism-Abdicate-Mercenary-Perfidy-Redress-Construct-Satire-Romanticism-Avarice-Stanza-Rhyme scheme-Psalm-Curlew

-Satire-Romanticism-Avarice-Stanza-Rhyme scheme-Psalm-Curlew

-Making inferences-Sound devices-Surcease-Balm-Respite-Onomatopoeia-Internal rhyme-Author’s purpose-Figurative language -Compensation-Style

-Point of view-Acclivity-Anguish-Ludicrous-Summarily-Ineffable-Oscillation-Presaging

-Theme-Elixir -Patterns of organization-Exposition-Climax-Resolution

-Conclude-Justify-Criteria-Harlem Renaissance-Modernism -Luminary-Eden-Subjectivity in reporting

-Point of view-Temerity-Cabal-Tableau-Imperviousness

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-Rhetorical devices-Analogy-Paradox-Subjection-Renaissance-Sonnet-Temperate-Thee-Thou

Romanticism-Romantic -poetry-Solitude-Bliss-Literary ballad-Narrative poetry-Mariner-Albatross

-Ballad features-Hermit-Imagery-Ode -Synesthesia-Dignified language-Sylvan

-Ode-Synesthesia-Ballad features-Hermit-Imagery -Dignified language

-Shakespearean Tragedy-Elements of tragedy-Drama conventions-Paradox-Divine order-Ambition

-Aside

-Soliloquy

-Dramatic irony

-Comic relief

-Theme

-Allusion

-Symbolism

Apostrophe

-Fury

Foreshadowing

-T.S. Eliot’s style-Modern verse-Theme-Drawing conclusions-APA style-Plagiarism

-Reflective essay-Imperialism-Garish-Prostrate-Conjurer


B. Student Syllabi

The researcher suggested to create a syllabi so that both students and parents are aware of the

standards and requirments that will be covered throughout the whole academic year.

This sylabi would conatin the list of standard and all information about what the student will be

covering this academic year. Such document would make paernt get more involved in their

children’s own learning.

Student Syllabi Sample

English Language DepartmentGrade 04 Syllabi

Course Overview

Semester 1: Students will recognize the basic reading skills of their grade level. They will be guided to

recognize and apply grade-level phonics and word analysis skills in decoding words Students will practice how to identify main idea of a text, answer questions using specific details from literary text, determine the meaning of unknown words and describe in depth a story’s setting and characters using specific details from text.Students will understand basic punctuation and capitalization rules.

Students will have the ability to read 4th grade level texts accurately and fluently to make meaning, and read 4th grade level texts with purpose and fluency

Students will command the ability to create narrative texts about real or imagined experiences or events where they can establish a situation, introduce the narrator and/or characters of their narrative and organize events in an order that makes sense in their narratives.

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Grade 4 students will be able to engage in classroom discussions. They will also be able to explain meanings of common idioms and synonyms

Semester 2: By the end of the year, students will read and comprehend literature, including stories, dramas,

and poetry, in the grades 4-5 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range.They will experience various grade level reading stories and informational texts along with poems through which they will Identify literal and nonliteral language in a story, use literary terms to describe parts of a story, distinguish between a narrator or character's point of view and my own.Students will explain major differences between poems, drama, and prose, and refer to the structural elements of poems. .

Being exposed to the writing skills, they will be able to express orally an opinion such as like, or dislike, of a chosen book or story, and support that opinion with a reason. They will understand the oral conversations with complete sentences. Afterwards, they will be guided to write brief opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.Students will conduct researches that match their grade level and use technology to search for information.

Grade 4 students will be able to engage in classroom discussions and respond effectively to oral questions posted during these discussions.

Students will also be able to explain meanings of common proverbs, adages and simple metaphors Students at this stage should be able to write brief and short but well organized paragraphs.

Essential Learning Outcomes:

Reading Ask and answer questionsto deepen understanding of a literary text Explain what a text says using specific details from the text. Make inferences using specific details from text. Determine the theme of a story, drama, or poem. Summarize a story, drama, or poem. Describe a story's character, setting, or events using specific details from the text. Explain what a text says using specific details from the text.

Make inferences using specific details from the text. Determine the main idea using specific details from the text. Summarize informational or persuasive text. Explain the main points in a historical, scientific, or technical text, using specific details in the

text Determine word meaning in a text. Identify meanings of words intoduces through classic mythology.

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Use literary terms to describe parts of a story, poem, or drama (e.g., verse, rhythm, meter, casts of characters, settings, descriptions, dialogue, stage directions)

Describe the differences in structure of poems, drama and prose

Compare and contrast different narrators’ points of view Determine the meaning phrases and new words which ccur in informational texts. Determine the meaning of content words or phrases in an informational text.

Describe the organizational structure in informational or persuasive text (chronology, comparison, cause/effect, problem/solution)

compare and contrast a first-hand and second-hand account of the same event or topic

Make connections between a text and the text's visuals

Compare how similar ideas and stories are portrayed between different cultures

Interpret information presented through charts, graphs, timelines, or websites

Explain how visual or graphic information helps me understand the text around it Explain how an author uses reasons and evidence to support particular points in a text

Accurately synthesize information from two texts on the same topic Read grade-level literary texts proficiently and independently

Read above-grade literary texts with scaffolding and support

Read grade-level informational texts proficiently and independently

Read above-grade informational texts with scaffolding and support Use a variety of strategies to read words Read 4th grade level texts accurately and fluently to make meaning Read 4th grade level texts with purpose Read 4th grade level texts with fluency Use clues in the text to check my accuracy Re-read to make sure that what I’m reading makes sense

Writing

Write an opinion piece that supports a point of view with reasons and information Introduce the topic of my opinion piece Create an organizational structure in which I group together related ideas Identify reasons that support my opinion Use linking words to connect my opinion and reasons

Construct a concluding statement or section for my opinion piece Write informative/explanatory texts that convey ideas and information clearly

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Introduce a topic clearly Group supporting facts together about a topic in an informative/explanatory text

Use text, formatting, illustrations, and multi-media to support my topic

Develop the topic with facts, definitions, details, and quotations

Use linking words and phrases to connect ideas within categories of information. (e.g., another, for example, also, because)

Use precise, content-specific language/vocabulary to inform or explain about a topic Construct a concluding statement or section of an informative/explanatory text.

Write narrative text about real or imagined experiences or events Establish a situation. Use dialogue and descriptions to show the actions, thoughts and feelings of my characters

Organize events in an order that makes sense in a narrative Introduce the narrator and /or characters of a narrative Use transitional words and phrases to show the sequence of events in a narrative text

Use sensory details to describe experiences and events precisely Write a conclusion to my narrative Provide a conclusion that follows from the narrated experiences or events

Produce writing that is appropriate to task, purpose, and audience.

With support from peers and adults, use the writing process to produce clear and coherent writing

With support, use technology to publish a piece of writing. Use technology to collaborate with others to produce a piece of writing.

Type at least one page of writing in a single setting Conduct a research project to become knowledgeable about a topic.

Recall information that is important to a topic. Document what is learnt about a topic by taking notes and sort notes into categories

Provide a list of sources that are used to gather information Choose evidence from literary or informational texts to support analysis, reflection and research

Apply grade 4 reading standards (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”

Apply grade 4 reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”)

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Adjust my writing practices for different time frames, tasks, purposes, and audiences

Speaking and listening

Effectively engage in discussions with diverse partners about 3rd grade topics and texts

Engage in discussions with diverse partners about 4th grade topics and texts

Express my own ideas clearly during discussions. Build on other’s ideas during discussions Prepare myself to participate in discussions Draw on information to explore ideas the discussion Follow our class norms when I participate in a conversation Ask questions that are on the topic being discussed Connect my questions and responses to what others say Ask questions that are on the topic discussed. After a discussion, I can explain what I understand about the topic being discussed

Paraphrase portions of a text read aloud to me. Paraphrase information that presented in visual media and/or numbers

Identify the reason a speaker provides to support a particular point Identify evidence a speaker provides to support particular points Report on a topic or text using organized facts and details Speak clearly and at an understandable pace Add audio or visual support to a presentation in order to enhance main ideas or themes

Use formal English when appropriateLanguage

Use relative pronouns. (e.g.; who, whose, whom, which, that)

Use relative adverbs. (e.g.; where, when, why) Use progressive verb tenses. (e.g., I was walking; I am walking; I will be walking)

Use ‘can’, ‘may’, and ‘must’ correctly” Use conventional patterns to order adjectives within sentences. (e.g., a small red bag rather than

a red small bag) Use and form prepositional phrases Write complete sentences Recognize fragmented and run-on sentences Use homophones. (e.g., to, too, two; there, their) Use conventions to send a clear message to my reader.

Use correct capitalization in my writing. Use commas and quotation marks to identify speech and quotations from a text

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Use a comma before a coordinating conjunction in a compound sentence Spell grade-appropriate words correctly Use resources to check and correct spelling Express ideas using carefully chosen words Choose punctuation for effect in my writing Use formal English when appropriate Use context to help me to determine what a word or phrase means Use common affixes and roots as clues to help me determine what a word means. (e.g.,

telegraph, photograph, autograph) Use resource materials (glossaries, dictionaries, thesauruses) to help me determine the

pronunciation and meaning of key words and phrases.

Analyze figurative language, word relationships, and slight differences in word meanings

Explain the meaning of simple similes in context. Explain the meaning of simple metaphors in context. Explain the meaning of common idioms. Explain the meaning of common adages. Explain the meaning of common proverbs. Name synonyms and antonyms Use 4th grade academic vocabulary to express my ideas.

Required MaterialsComing to class prepared is a part of your participation grade.

- Diary - pencils- Notebook - 1 folder

Evaluation

The school follows a continuous assessment strategy where you are continuously assessed. The date of the continuous assessment will be announced to you orally by me, your teacher, and will be displayed on the walls of your classroom, right next to the board. Parents are to be informed of the dates of the continuous assessment via the weekly news document sent to them with you every Thursday.Teacher’s comments and evaluation of your performance are included in monthly reports issued regularly by the school.

Classroom ExpectationsAttendance/Tardies: It is important that you be in class on time every day. One day is available for every day missed when making up work – per policy. For work missed due to absences, it is your responsibility to find out what you missed. If you know you are going to be absent, you are expected to check with me on what you will miss and be prepared with work when you return -- unless a different arrangement has been made with me. You are expected to come to class prepared with all of your materials including work that is due.

Late Work/Deadlines:

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For Homework Completion: up to 3 late days only

For Major Assignment: up to 3 late days only

Tutoring: Weekly lessons inside the classroom.

Reassessment: If applicable

Behavior Expectations: Respect yourself, your classmates, your teachers, and school property. If we all follow this policy, it makes it easier for us all to participate and enjoy learning.

Please sign – and have a parent or guardian sign -- below. This is your first homework assignment, which is due next class. I have read the syllabus and agree to abide by the classroom expectations established for this English class.

Student Name (please print):_______________________________________________

Student signature:_________________________________________Date:__________

Parent/Guardian Name (please print):_______________________________________

Parent/Guardian signature:________________________________ Date:___________

C. New Breakdown of Periods

The researcher sugested to increse the english periods to include 2 foundation bperiods where

the basic standards are taught to students to help them catch up with what they missed in

previous years in order to brigde the gap.

The brak down will also include one RAZ Kids period which is an online rleveled reading

program that enables students to read on their own based on their level after teacher assigns

them their level.

D. Foundation Lessonsand Foundation pacing guides

These are periods that are suggested by the researcher wjere students are to cover foundation skills and

standars that they should have focuded on when they were in grade 4. These lessons are designed based

on these standards which are included in specially tailored pacing guides that include all standrds ,

skills and resources.

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Figure (4.2) Sample Foundation Program pacing Guide

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E. Assessment designed based on the depth of knowleddge (Dok )

The researcher suggestd creating exams that include DOK levels(Depth of Knowledge that is

alligned with blooms toxonomy in order to make sure that standaras are covered in the proper

depth.

Figure (4.3) Hess’ Cognitive Rigor Matrix

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Foundation Program Assessment Sample using DOK

Full Name: Grade: Date:

Section: Final Mark: _______ %

First Checker: Second Checker: Time:

English (Foundation Program)

Depth of Knowledge Standards Question # Points

Level 1: Recall

L.4.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

#Two /10


#Five /5


#Three /5

/

/

Subtotal: /20%

Level 2: Basic Application

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

#One /8


#Four /8

L.4.3 Use knowledge of language and its conventions when writing #Six /8

W.4.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

#Seven /6

Total: __________/100

Question One:

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Read the story then answer the questions.

Jan’s New Bike

Jan has a new bike. Her new bike is pink. It has a pink basket on the front, where she can carry her food and things in. Jan can ride her bike fast. She rides her bike after school. She goes to Alice’s house then she goes back home.

1. What does Jan have?----------------------------------------------------------------------------------------------------

2. What color is Jan’s new bike?

----------------------------------------------------------------------------------------------------

3. When does Jan ride her bike?

----------------------------------------------------------------------------------------------------

4. Where does Jan go on her bike?

----------------------------------------------------------------------------------------------------

5. Match each word with the correct part of speech:

- Jan - verb- She - noun- ride - pronoun

Question Two:

Circle the nouns.

eat school jump Ahmad chair table

football play Sunday run boy butterfly

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clouds drive bottle

Choose the suitable pronoun for each noun.

1. Maryam ( She – He – It )2. Mohammed ( We – He – She )3. Cat ( It – We – They )4. The students ( She – I – They )5. Me and you ( He – We – It )

Question Three:

Fill in the blanks using one of the words between brackets.

1. My best friend, Hamad, ------------------ with me every day. (play – plays)

2. The students are sitting quietly,------------------- are excellent. ( they – he )

3. I ---------------------------- with my friends tomorrow. (play – will play)

4. Yesterday, my mom ------------ me to do my home works. (help – helped)

5. Khalid ----------------------------- the star of the week. (is – are)

Question Four:

Sort the words in the table according to the headings.

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library - monkey - chair - children - man - bus

house - tiger - pencil - table - student - mall

giraffe - zoo - brother - cat

People Animals Places Things

Question Five:

Rewrite the verbs in the past tense by adding –ed or changing the verb’s form.

1. play ------------------------------------2. eat ------------------------------------3. go ------------------------------------4. is/are ------------------------------------5. do ------------------------------------6. jump ------------------------------------7. travel ------------------------------------8. listen ------------------------------------9. tell ------------------------------------10. dance ------------------------------------

Question Six:

Next to each sentence, write “past tense,” “present tense,” or “futuretense”.85


1. Mary will get a good mark in her exam. ---------------------------------------

2. My friend went home early yesterday. ---------------------------------------

3. The crowd screams loudly. ---------------------------------------

4. He will swing hard next time. ---------------------------------------

5. The plane landed over the fence. ---------------------------------------

6. The puppy jumped into the well. ---------------------------------------

7. The baby is crying loudly. ---------------------------------------

8. Always listen to what your parents say. ---------------------------------------

Question Seven:

Write three sentences using the signal words and verbs between brackets and change what’s necessary.

1. (I – play – yesterday)

-----------------------------------------------------------------------------------------

2. (I – play – every day)

-----------------------------------------------------------------------------------------

3. (I – play – tomorrow)

-----------------------------------------------------------------------------------------

F. More parents involvent in focusing on reading.

The researcher suggested that trough parents workshops we can increase their awareness of the importance of reading with their children at home.

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Introducing RAZ kids home reading program to parents and explaining to them how students at home can read at their own assigned level and record their own reading then send it to parents . Parents’ encouragement to use such on line resource can very much improve our students reading level.

4.4 Summary &Farther Recommendations

Obtaining the required reading skills is an essential thing for the personal development and the social development of any child. The readiness to learn such a skill is not really determine but what is proven for sure by researchers’ is that they start long before school age.

Many studies were created to address the issue of low reading level of students in the primary stage.87


This study was mainly created to understand if the curriculum followed by the concerned school is the reason behind the low achievement of students in the standardized reading test MAP.

Through an alignment between the school Reading and writing curriculum outcomes and the Ohio common core indicators, it was proven that the MIS school curriculum is combatable to the common core Ohio one.

This alignment was sent to a language specialist who performed as a second coder to insure the validity of the process.

The percentage of agreement between both curriculums along with the reliability were calculated by the researcher and the second coder using the scott’spi

The calculation process was sent to a math specialist to ensure the correct calculation.

Also suggested an approach to bridge the gap and improve our students’ level of reading.

The approach included creating new curriculum documents like: student syllabi, student standards checklists, assessment design based of the DOK level.

One farther recommendation involved the teachers directly; this is to include the following as part of bridging the gap plan:

- Tailored teachers’ workshops that aim at training the teachers - Build a follow up program that ensures the application of the workshop content- Adding one period to students timetable were they get to go to the school library and read.- Creating group studies inside the school to discuss what suits our students better in terms of

raising their reading level - Reviewing study group results and pilot their finding to check the effectiveness of these

outcomes.- One last recommendation would be consistency.

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