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English Success Standards

English Success Standards

Grades K - 12

English, Language Arts, and Reading

May 26, 2008

The authors of this document claim no copyright nor authorship privileges. The public is invited to utilize all or any part of this document without remuneration.

Table of Contents

Grade or Description

Page

Definition of Terms

4

English, Language Arts, and Reading

Kindergarten

5

Grade 1

13

Grade 2

21

Grade 3

28

Grade 4

35

Grade 5

41

Intervention Strategies for Phonemic Awareness

46

Grade 6

49

Grade 7

55

Grade 8

60

Grade 9 -- English I

65

Grade 10 -- English II

73

Grade 11 -- English III

79

Grade 12 -- English IV

88

Bibliography -- Reference Materials

95

Contributors

97

3

DEFINITION OF TERMS

SYNTACTIC AWARENESS (GRAMMAR)

Syntactic awareness (i.e., grammar) refers to the student's ability to put phrases, clauses, and sentences together into correct and meaningful patterns. In this document, the term "syntactic awareness" as used in Pre-Kindergarten and Kindergarten indicates a listening/speaking skill--not the formal study of grammar.

PHONEMIC AWARENESS

The spoken word consists of a sequence of elementary sounds (phonemes). A phoneme is defined as the minimal change in sound that will change one word into another word: sit-> bit; top ->shop (see Figure 1, Intervention Strategies for Phonemic Awareness). Phonemic awareness is the ability to recognize and manipulate the number, type, and sequence of phonemes within the word. A syllable divides into two primary parts: onset and rime. The rime is the vowel and any consonant sounds that come after it. The onset, if it is there, consists of any consonant sounds that precede the vowel (e.g., split -- spl- is the onset and -it is the rime[see Figure 3, List of Phonemic Awareness Assessments]).

ALPHABETIC KNOWLEDGE

Alphabetic knowledge refers to the student's knowledge of symbols used to write English. Such knowledge includes letter names, alphabetic order, visual recognition of both lower and upper cases, written production of both lower and upper cases, and lower case and upper case correspondences.

PENMANSHIP

The student should be able to form legible letters--both lower and upper cases--in both manuscript style and cursive style.

PRINT CONCEPTS

Print concepts are the conventions and formats used in written English.

Directionality:

Left to right

Top to bottom

Front to back

Significance of spacing:

No space between letters of a word

A space between words

Empty line between paragraphs or indentation of paragraph

Titles and captions: as set apart from text

Punctuation and capitalization: as separating thoughts

Parts of a book (e.g., title page, table of contents, chapters, index, glossary)

Format of different genres (e.g., stanzas for poetic form)

ORTHOGRAPHIC KNOWLEDGE (SPELLING)

Orthographic knowledge refers to the knowledge of how the sounds (phonemes) of a language are mapped to the symbols (letters) of that language for use in reading and writing. Prerequisites for English orthographic knowledge are alphabetic knowledge and knowledge of the sounds (phonemes) used in English. Orthographic knowledge begins with the most basic mapping of letters to represent the 44 - 45 English phonemes. Published phonics programs typically cover 50 - 80 sound-symbol relationships or phonograms (see Figure 2, Amplified Chart of Basic Phonograms). More advanced orthographic knowledge consists of the mapping of letters to represent English syllables and morphemes. Because over the centuries English has imported vast amounts of vocabulary from other languages and generally retained the foreign spelling patterns, English orthography consists of over 2,000 sound-symbol relationships.

SYLLABLE

A syllable is a sound unit in English that contains at least a vowel and is legally pronounceable (e.g., "isp" is legal while "agf" is not).

MORPHEME

A morpheme is the minimal structure in English that conveys meaning. Morphemes range from a single letter (the "s" that makes a noun plural) to multisyllabic structures (i.e., "inter," "micro").

*e.g. -- As used in this document -- "for example" -- not requirements

i.e. -- As used in this document -- "that is to say"

English, Language Arts, and Reading -- Kindergarten.

Knowledge and Skills.

What the teacher is supposed to teach: What the students are supposed to

learn:

(1) Listening and Speaking Skills. The student listens to various types of children’s literature.

The student is expected to:

(A) Listen to notable literary selections which are rich in vocabulary (e.g., Mother Goose rhymes, "Mary Had a Little Lamb," "Rain," "Twinkle, Twinkle, Little Star," "Cinderella," "The Little Red Hen," "A Tug of War," "The Ugly Duckling," The Velveteen Rabbit, Winnie-the-Pooh, One Morning in Maine).

(B) Discuss meaning of words and concepts from selections and discussions.

(C) Describe mental pictures of settings and characters.

(D) Retell selections; summarize selections.

(E) Answer orally in his/her own words direct questions dealing with the elements of the selections.

(F) Sing/recite rhymes and songs.

(G) Retell selections.

(H) Discuss the main idea or theme.

(I) Discuss sequence of events in selections.

(J) Summarize selections.

(K) Listen to develop an answer to a question which has been asked by the teacher before the selections are read.

(M) Predict what happens next.

(N) Make up a new ending.

(2) Grammar/Usage. The student discusses and demonstrates various sentence patterns.

The student is expected to (with adult assistance as needed):

(A) Orally use complete sentences; correct incomplete sentences when prompted.

(B) Change statement to question and vice versa.

(C) Demonstrate ability to state questions and statements in positive and negative forms.

(D) Change a statement from present, to past, and to future tenses.

(E) Change a statement from a singular to a plural subject and vice versa.

(F) Change a statement from first person to second person to third person -- singular and plural.

(G) Begin using the correct forms (person, number, tense) for the verbs "come," "see," "go," "do," "bring," and "be" in discussions, correcting self when prompted.

(H) Recognize as humorous, silly, or peculiar any statements that are produced by the incorrect order of words.

(I) Correct silly or peculiar statements by correcting errors in syntax.

(J) Identify capital letters and locate periods.

(K) Recognize that first letters in sentences should be capitalized.

(L) Recognize punctuation at the end of declarative sentences.

(M) Employ descriptive words to modify subjects and verbs

(3) Phonemic Awareness. The student orally demonstrates phonemic awareness (the understanding that the spoken word consists of a sequence of elementary sounds.)


(A) Words

(i) Change the meaning of a sentence by changing a word.

(ii) Distinguish between long and short words and long and short objects (e.g., train, mosquito).

(iii) Segment orally a spoken phrase or sentence into words.

(iv) “Count” the number of words in an oral sentence by moving a manipulative for each word.

(B) Syllables

(i) Segment orally a compound word into component words; blend the words back into compound words.

(ii) Segment/blend orally words into syllables.

(iii) Move manipulatives to represent syllables in a word.

(iv) Give what is left after deleting a syllable of a multisyllabic word.

(C) Rhymes

(i) Sing or recite rhyming songs or stories.

(ii) Determine whether words rhyme or not.

(iii)Generate rhyming words.

(iv) Identify the non-rhyming word from

rhyming words in a group of three words.

(D) Beginning sound

(i) Identify from a list of three words, those words that begin with the same sound.

(ii) Generate a word that has same beginning sound as a given word.

(iii) Identify, from a group of three words, the one that does NOT begin with the same sound.

(E) Ending sound

(i) Identify words that end with the same sound from a group of three words.

(ii) Select the odd word from a group of three

words, two of which end with the same sound.

(F) Middle sound

(i) Identify words that have the same medial sound from a group of three words.

(ii) Select the odd word from a group of three words, two of which have the same medial sound.

(G) Onset-rime

(i) Blend onset and rime into a word (e.g., b - ag -> bag).

(ii) Segment word into onset and rime (e.g., bag - > b - ag).

(iii) Generate rhyming words by blending various onsets with a given rime.

(H) Phoneme

(i) Pronounce the sounds of a word to accentuate the individual phonemes.

(ii) Elongate individual sounds and move a manipulative to identify each sound in the spoken word.

(iii) Blend segmented phonemes of a word (e.g., b-a-g->bag) into the word.

(iv) Prolong pronunciation of the individual sounds of a word by moving a manipulative to "count" each phoneme of the word.

(v) Segment words into phonemes, clearly producing each individual sound.

(vi) Copy the teacher in making the 44 - 45 sounds (phonemes) of American English. (A chart describing how the sounds are made is found in Figure 1. An amplified chart showing the basic phonograms is found in Figure2.)

(vii) Determine whether the sounds are in his/her own name.

(viii) Count the sounds in her/his own name.

(4) Students who do not perform proficiently on informal phonemic awareness assessments by the end of kindergarten need to participate in intervention strategies (see Figures 1 and 3).

(5) Alphabetic Knowledge. The student demonstrates knowledge of the names of the letters and the order of the alphabet.


(A) Sing/recite the alphabet song.

(B) Recite alphabet in order, a to z.

(C) When given a letter name, choose the correct letter, upper and lower case; when given a letter, upper or lower case, indicate the correct name for the letter.

(D) Arrange given letters in alphabetical order.

(6) Penmanship. The student can discuss and demonstrate the basic principles of manuscript writing.


(A) Practice good posture when seated at a table/desk for writing purposes.

(B) Practice proper pencil gripping (using correct fingers to form vise to hold writing tool) while correctly positioning hand and arm in relationship to paper and desk.

(C) Produce correct formation of letters using starting point, directionality, and ending point for each letter.

(D) Identify the top/bottom, front/back, margins, lines on a sheet of paper.

(7) Print Concepts. The student demonstrates knowledge of concepts of print.


(A) Explain the purpose of reading.

(B) Track print left to right, top to bottom.

(C) Identify letters of the alphabet in a variety of type styles.

(D) Demonstrate that letters represent sounds.

(E) Demonstrate that groups of letters, read from left to right, can make a word.

(F) Demonstrate that a space separates words.

(G) Demonstrate that punctuation marks are separate and distinct from words.

(H) Demonstrate that end of sentence punctuation separates thoughts.

(I) Demonstrate that thoughts (sentences) begin with a capital letter.

(J) Demonstrate that names of people and specific places are capitalized.

(K) Identify cover, title page, and story text of kindergarten-level story book.

(L) Identify simple story structure--title, introduction of theme, supporting development, summary.

(8) Orthographic Knowledge (Spelling). The student demonstrates knowledge of the 44 - 45 phonemes of English.


(A) Alphabetic knowledge

(i) Sing/recite the alphabet (e.g., alphabet song).

(ii) Recite alphabet in order, a to z.

(iii) Choose, when given a letter name, the correct letter (upper and lower case). Indicate, when given a letter (upper or lower case), the correct name for the letter.

(B) Letter-sound (phonics) knowledge

(i) Write correct basic phonogram when each of the 44 - 45 English phonemes is dictated. The following list is a general delineation of written representations of these 44 - 45 phonemes and should be learned by the student as early as the student is able to assimilate them:

Kindergarten Basic Phonogram Chart

single letters a through z, including qu (/kw/)

er ay ou

ir ai ow

ur oy th

or oi wh

ar aw ee

sh au ng

ch oo

(ii) Write correct basic phonogram when each English phoneme is dictated.

(iii) Say correct basic phoneme when each English phonogram is dictated.

(iv) Identify which letters are consonants and which are vowels.

(v) Understand that more than one letter is needed to write some sounds in the English language (e.g., sh, ch, th, zh, ee, oi/oy, au/aw, ou/ow).

(vi) Correctly read and spell any cvc (consonant sound-vowel sound-consonant sound) word that uses the basic phonograms of English.

(C) Word attack (advanced letter-sound)

(i) Use morpheme -s/es to form plurals of nouns that do not require a change in base word (adding s or es to form plurals of nouns that do not require change in base word [e.g., dog-> dogs, fish->fishes] ).

(D) Word identification

(i) Read her/his own name.

(ii) Correctly read very high-frequency regular words (e.g., “and,” “that,” “not,” “for,” “with”) and irregular words (e.g., “the,” “of,” “you”).

(9) Composition. The student demonstrates beginning ability to compose and edit writing.


(A) Compose (orally) short sentences, changing first person pronouns to second person to third person, singular and plural.

(B) Write a declarative sentence and use a period at the end.

(C) Write an interrogative sentence and use a question mark at the end.

(D) Work with a group to compose brief accounts of experiences, letters, invitations, thank-you notes, story ideas (e.g., as teacher writes these which are then used for group reading, for individual reading, and later for individual copying).

(E) Develop a story independently and collaboratively and respond to questions of others about the story.

(F) Discuss group and individual writing for complete ideas and correct syntax.

(G) Know to capitalize the first word of sentence, the pronoun "I," names of persons and specific places.

(10) Reading Comprehension and Fluency. The student demonstrates sequential order.


(A) Tell a story in sequential order.

(B) Retell a story in sequential order.

(11) Independent Reading / Assigned Reading/ Guided Reading. The student listens to progressively more complicated reading selections.


(A) The student listens independently to stories and nursery rhymes which are rich in vocabulary.

(B) Answer orally in her/his own words direct questions dealing with elements of the selections (e.g., fables, fairy tales, poems, classical literature, factual stories about notable people, science, and history).

(C) Identify the story line and main idea(s) of the selections.

(D) Retell orally what has been read to him/her.

(E) Read materials daily at a comfortable, independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader).

(F) Read aloud (e.g., to teacher, mentor, tutor, aide) daily in materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader).

(12) Literary Emphasis. The student listens to traditional and current children's literature which is rich in vocabulary


(A) Listen to stories being read aloud (e.g., "Mother Goose" poems, "Dr.Seuss" books, Aesop's fables, James Thurber's Fables, Oscar Wilde's Fairy Tales, "Casey Jones," "Johnny Appleseed," American and folk legends).

(B) Follow in book when appropriate.

(C) Identify the main literary elements in fables, tall tales, and nursery rhymes.

(13) Literary Terms. The student defines and identifies examples of various literary terms.


(A) Identify the following terms: author, illustrator.

(B) Identify examples of literary terms (mentioned above) in literary selections.

English, Language Arts, and Reading -- Grade 1.

Knowledge and Skills

(1) Listening and Speaking Skills. The student listens to various types of children’s literature.


(A) Listen to selections (e.g., nursery rhymes, fables, fairy tales, poems, classical literature, rhyming stories, factual stories about notable people, science, and history) which is rich in vocabulary (e.g., "The Boy at the Dike," "The Frog Prince," "Jack and the Beanstalk," "The Pied Piper of Hamelin," "Pinocchio," "The Princess and the Pea," "Hansel and Gretel," "The Knee-High Man," "Medio Pollito," "Rapunzel," " Sleeping Beauty," "Why the Owl Has Big Eyes," "The Tale of Peter Rabbit," "The Steadfast Tin Soldier," The Bears on Hemlock Mountain).

(B) Answer direct questions (in his/her own words) dealing with the elements of the selection.

(C) Discuss the meaning of words or ideas from story.

(D) Discuss the main idea or theme.

(E) Retell stories.

(F) Predict what happens next.

(G) Make up a new ending.

(2) Grammar/Usage. The student recognizes and uses verbs, contractions, capital letters, and end punctuation marks correctly.


(A) Identify words that name actions (verbs) and words that name persons, places, or things (nouns).

(B) Distinguish between declarative and interrogative sentences.

(C) Use proper form (person, number, tense) of the verbs "come," "see," "go," "do," "bring," "be," "have."

(D) Use contractions correctly (e.g., "isn't," "aren't," "doesn't," "don't").

(E) Use a capital letter at the beginning of a sentence, and use proper end punctuation at the end of a sentence.

(F) Use capitalization for the pronoun "I" and with proper names.

(G) Use correct punctuation marks at the end of declarative, exclamatory, imperative, and interrogatory sentences.

(H) Use commas, periods, exclamation points, and question marks correctly.

(I) Identify the beginning and ending of a paragraph.

(J) Locate common and proper nouns.

(K) Use descriptive adjectives with nouns.

(L) Use adverbs with action verbs.

(3) Phonemic Awareness. The student orally demonstrates phonemic awareness (the understanding that the spoken word consists of a sequence of elementary sounds).


(A) Recognize and generate rhymes.

(B) Say the correct sound of the 44 - 45 phonemes of English (see Figure 1 for assistance).

(C) Three phonemes

(i) Using three phoneme words (consonant sound/vowel sound/consonant sound), identify whether cvc words match on initial, final, or medial phoneme.

(ii) Blend onset-rime into cvc word (e.g., b - at).

(iii) Divide cvc words into onset-rime

(e.g., m - ap).

(iv) Blend phonemes into cvc word

(e.g., l - a - p).

(v) Segment cvc word into phonemes

(e.g., lap > lap).

(D) Four Phonemes

(i) Blend four phonemes into a word (e.g., j-u-m-p-> jump).

(ii) Segment four-phoneme words into phonemes (e.g., jump -> j-u-m-p).

(4) Penmanship. The student can demonstrate the basic principles of manuscript writing (both lower and upper case).


(A) Practice good posture when seated at a table/desk for writing purposes.

(B) Practice proper pencil gripping (using correct fingers to form vise to hold writing tool) while correctly positioning hand and arm in relationship to paper and desk.

(C) Produce correct formation of letters using starting point, directionality, and ending point for each letter.

(D) Identify margins and margin forming lines.

(E) Identify appropriate times for writing outside the margin lines.

(F) Start writing close to left margin line.

(G) Form all letters so they rest on baseline.

(H) Demonstrate correct starting point and stroke sequence for each letter.

(I) Form both lower and upper case letters in correct manuscript style.

(J) Form all letters so they occupy proper space in relationship to other letters.

(K) Allow space between words.

(L) Start next line at the left margin when one line is complete.

(M) Form both lower and upper case letters in correct manuscript style.

(5) Print Concepts. The student demonstrates knowledge of concepts of print.


(A) Identify parts of a book (e.g., cover, title page, table of contents).

(B) Use table of contents to find name and page number of stories or chapters.

(C) Name the marks of punctuation (e.g., period, comma, question mark).

(D) Form the marks of punctuation (e.g., period, comma, question mark).

.

(E) Recognize the format of a paragraph.

(6) Orthographic Knowledge (Spelling). The student demonstrates knowledge of the 44 - 45 phonemes of English and their written representations.



(i) Write the correct letter when given the letter name.

(ii) Give orally the correct letter name when given the letter.

(iii) Identify letters of the alphabet in a variety of type faces.

(iv) Arrange words in alphabetic order according to the first letter.

(v) Use the principle of alphabetic order to locate information in dictionary or other reference materials.

(B) Letter-sound ( phonics) knowledge

(i) Write correct basic phonogram when each of the 44 - 45 English phonemes is dictated. The following list is a general delineation of written representations of these phonemes and should be learned by the student as early as the student is able to assimilate them:

Advanced Basic Phonogram Chart


er ay ou

ir ai ow

ur oy ck

or oi ew

ar aw ui

sh au ng

ch oo ph

th ee igh

wh ea ear(/er/)

These additional combinations should be learned in Grade 1 or no later than Grade 2:

ey ti (/sh/) dge

ie ci (/sh/) gh (/f/)

ei si (/sh/ /zh/)

(ii) Write correct basic phonogram when each English phoneme is dictated.

(iii) Say correct phoneme when shown each basic phonogram.

(iv) Read and spell correctly any cvc (consonant sound-vowel sound-consonant sound) word that uses the basic phonograms of English.

(v) Correctly read and spell any single syllable word of up to four sounds (up to cvcc-ccvc) that uses the basic phonograms.


(i) Read words with long vowel signaled by final e or silent e (e.g., a-e, e-e, i-e, o-e, u-e).

(ii) Read words with the most consistent vowel teams (ee, ai, oa, ea).

(iii) Read and spell correctly words with the letter y as in:

--yard, yes, canyon (consonant sound /y/) (occurs at the beginning of a word or syllable)

--my, cry (one syllable word ending in long i

sound)

--gym (short i)

--baby, happy (short i and/or long e).

(iv) Read and spell correctly words with c (letter c usually borrows k sound, but borrows s sound if letter c precedes the letters i, e, or y).

(v) Apply flexibly “g before i, e, or y” to decode a letter such as g or j phoneme (letter g usually says its own sound but often borrows j sound if the letter g precedes the letters i, e, or y).

(vi) Identify that proper names do not always follow spelling conventions.

(vii) Identify the concept of "syllable" (i.e., a single speech impulse).

(viii) Count the number of syllables in a word (e.g., by clapping, by moving manipulative).

(ix) Identify open, closed, consonant-le and r-controlled vowel syllables.

(x) Read and write common prefixes (e.g., re, un) and suffixes (e.g., less, ness, ment).

(xi) Use common prefixes and suffixes to read and write multisyllable words formed with closed syllables (e.g., ad-ven-ture).

(xii) Use common prefixes and suffixes to read and write multisyllable words formed with open syllables (e.g., na-tion).

(xiii) Read, write, and spell consonant -le syllables (ble, cle, dle, fle, gle, kle, ple, sle, tle, zle).

(xiv) Use consonant -le to read and write multisyllable words made with closed and open syllables (e.g., ta-ble, hum-ble).

(xv) Read and spell single syllable words using r-controlled vowels (e.g., burn, star)

(xvi) Read and spell multisyllable words with r-controlled vowels with closed and open syllables (e.g., manner, mayor).

(xvii) Demonstrate possible pronunciations of the vowel in an open syllable (long as in ta-ble; short as in ha-bit; third sound as in wa-ter) and the usefulness of flexibility in applying this information in word attack.

(xviii) Use:

s/es for making plurals of nouns

's to show possession

s, ed, and ing for verbs.

(xix) Double the final consonant as required to keep the preceding vowel short when adding endings that begin with a vowel (e.g., hoped, hopped).

(xx) Double final f, l, s when spelling single syllable words with short vowel that ends in f, l, s (e.g., muff, doll, miss).

(xxi) Use ck to spell final k sound in single syllable words with short vowel (e.g., buck) .

(xxii) Read and spell words ending in tion (/shun/), sion (/shun/ or /zhun/), and cion (/shun/).

(7) Composition. The student demonstrates ability to compose and edit writing.


(A) Distinguish orally between complete sentences and incomplete ideas.

(B) Utilize many opportunities to write complete sentences.

(C) Write expanded sentences by adding descriptive words.

(D) Work with a group to compose brief accounts of experiences, letters, invitations, thank-you notes, story ideas, autobiographical and biographical accounts. Decide first on the key ideas and list them in sequential order (e.g., as teacher writes these which are then used for group reading, for individual reading, and later for individual copying).

(E) Write brief notes and invitations.

(F) Write short paragraphs of three to four original sentences (e.g., place key ideas in sequential order).

(G) Use correct capitalization (the pronoun "I"; the first word of sentences; names of persons and specific places, names of holidays, weekdays, and months), punctuation (end of sentence punctuation), comma between day and year, salutation and closing of a letter), and apostrophe in contractions

(8) Word Identification. The student reads high-frequency words.


(A) Read regular high-frequency words rapidly that “play fair” by following spelling conventions.

(B) Read 100 irregular high-frequency words that do not “play fair,” i.e., do not follow spelling conventions.

(9) Reading Comprehension and Fluency. The student recognizes the characteristics of various types of texts.


(A) Identify text as written for entertainment (narrative) or for information (expository).

(B) Identify the character(s), setting, and plot in a narrative selection.

(C) Tell the main idea and relevant details of a selection.

(D) Answer short, factual questions over a book or a selection.

(E) Distinguish fact from opinion in various texts.

(F) Read fluently with expression that reflects meaning.

(10) Independent Reading/Assigned Reading/Guided Reading. The student listens independently to a wide variety of selections.


(A) Listen daily to selections (e.g., fables, fairy tales, poems, classical literature, and factual stories about notable people, science, and history) that are challenging (at or slightly above the student's level of oral language comprehension).

(B) Read daily in selections that provide practice in decoding strategies that have been previously taught.

(C) Read materials daily at a comfortable, independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader).

(D) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader; a “typical” first grader reads approximately 60 wpm).

(E) Answer orally in his/her own words direct questions dealing with elements of the selection.

(F) Identify the storyline and main idea(s) of selections.

(G) Retell orally selections that have been read or listened to.

(H) Read orally with accuracy and expression, observing end of sentence punctuation and commas.

(I) Read and reread selections to improve fluency.

(11) Literary Emphasis. The student comprehends the content of text selections from different lands.


(A) Identify the important literary content in the selections about different lands.

(B) Explain the storyline in selections about different lands.



(A) Define the following terms: drama (putting on a play, actors, actresses, characters, costumes, scenery, props), heroes, and heroines.


(13) Inquiry, Research, Study Strategies. The student demonstrates knowledge of basic library/media center usage.


(A) Check books out of the library/media center.

(B) Demonstrate proper care/handling of library/media center materials.



(1) Listening Skills. The student listens to various types of children’s literature.


.

(A) Listen to selections (e.g., nursery rhymes, fables, fairy tales, poems, classical literature, rhyming stories, factual stories about notable people, science, and history) which are rich in vocabulary.

(B) Make predictions; connect selection to previous knowledge; form mental pictures of settings and characters.

(C) Discuss the main theme, mood, setting (time or place), and characters in the selections.

(D) Discuss meaning of words and concepts from selections and discussions.

(E) Retell selections; summarize selections.

(2) Speaking Skills. The student participates in various oral presentations and activities.


(A) Work individually and in small groups to make presentations (e.g., demonstrations, reports, skits, plays); take turns in group discussions; work in small groups to summarize main ideas.

(B) Make announcements; report a fire or accident.

(3) Grammar/Usage. The student generates correct examples of basic sentence patterns and grammatical constructions.


(A) Use commas in a series.

(B) Use commas with dates.

(C) Capitalize proper nouns, greetings, and the salutation and closing of a letter.

(D) Punctuate abbreviations with periods.

(E) Use apostrophes correctly in contractions.

(F) Use commas in a series and with dates.

(G) Recognize and generate sentences with action verbs.

(H) Find the subject of a verb.

(I) Identify which nouns are singular and which are plural.

(J) Identify and use multi-word descriptive adjectives with nouns.

(K) Recognize common, one-word prepositions.

(L) Identify and compose simple sentences.

(M) Identify simple coordinate conjunctions (i.e., boy, or, yet, for, and, nor), and demonstrate how to use them to make compound sentences.

(N) Distinguish between complete and incomplete sentences; self-correct incomplete sentences and make them complete sentences.



(A) Blend and segment orally 3-, 4-, and 5-phoneme words as follows:

(i) 3-phoneme words (cvc—e.g., m-a-t);

(ii) 4-phoneme words (ccvc—e.g., s-t-o-p; cvcc

e.g., j-u-m-p);

(iii) 5-phoneme words (cccvc--e.g., s-t-r-i-ng)

(cvccc--e.g., h-i-n-t-s);

(iv) multisyllable words (e.g., ad-ven-ture)

(B) Blend (orally) common beginnings or endings and root words to form larger words (e.g., base + ball -> baseball; ac + tion -> action; re + fry -> refry; depart + ment -> department; re + model -> remodel; pitch + er -> pitcher).

(5) Penmanship. The student demonstrates the ability to write cursively. (Local school districts may choose to begin cursive writing in second semester of second grade or at the beginning of third grade.)


(A) Distinguish cursive from manuscript writing.

(B) Explain the purpose of cursive writing.

(C) Identify appropriate times to use manuscript (e.g., maps, charts) or cursive.

(D) Demonstrate how to form the connecting line between any two given letters.

.

(E) Produce neat, legible cursive writing (e.g., consistent slant, correct letter formation, correct size).

(6) Print Concepts. The student demonstrates how to use the basic parts of a book.


(A) Identify basic parts of a book (e.g., cover, title page, table of contents, index).

(B) Use basic parts of a book (mentioned above).

(7) Orthographic Knowledge (Spelling). The student demonstrates knowledge of the 44 - 45 phonemes of English (see Figures 1, 2, and 3 for assistance).



(i) Arrange words in alphabetic order to the second letter.

(ii) Use alphabetic order to locate information in the dictionary or other reference materials.

(B) Letter-sound (basic phonics) knowledge

(i) Write correct basic phonogram when each of the 44 - 45 English phonemes is dictated (see Figure2 for assistance). The following list is a general delineation of written representations of these 44 - 45 phonemes and should be learned by the student as early as the student is able to assimilate them:

Advanced Basic Phonogram Chart


er ay ou

ir ai ow

ur oy ck

or oi ew

ar aw ui

sh au ng

ch oo ph

th ee igh

wh ea ear(/er/)

These additional combinations should be learned in Grade 2 if not previously learned.

ey ti (/sh/) dge

ie ci (/sh/) gh (/f/)

ei si (/sh/ /zh/)

(ii) Say the correct phoneme when shown each basic phonogram

(iii) Practice to automaticity the reading and spelling of single syllable words of up to three sounds (up to cvc) that use the basic phonograms of English.


(i) Practice to automaticity the first-grade objectives:

(I) final e signal for long vowel

(II) the most consistent vowel teams ee, ea,

ai, and oa

(III) c before i, e, or y

(IV) g before i, e, or y

(V) open, closed, consonant-le, r-controlled

syllables

(VI) common prefixes and suffixes

(VII) inflectional endings -s,-es,-'s,-ed,-ing

without change in base word

(VIII) double final f, l, s

(IX) final ck

(X) qu as borrowing kw sound

(XI) i, u, v not at end of words

(XII) sounds of y

(ii) Spell words correctly that drop the final e when the endings (e.g., -ing, -ed, -able) begin with a vowel.

(iii) Correctly spell words that have endings which begin with a vowel (e.g., -ing, -ed,-able) by keeping the final e if needed to keep soft sound of g or c (e.g., noticeable, changeable) or if needed to preserve the word (e.g., dyeing, acreage, mileage).

(iv) Correctly spell words that have a silent t in an -le syllable with st (e.g., castle, thistle, whistle).

(v) Divide compound words into individual words (e.g., out + law, air + line, in + to, with + out).

(vi) Define and spell correctly examples of homophones (i.e., sound the same, spelled differently) (e.g., its/it's).

(vii) Read and spell contractions correctly (e.g., I'm, he's, she's, it's, I'll, he'll) and -n't (hasn't, haven't).


(i) Read rapidly and spell high-frequency, regular and irregular words (according to professional lists).

(ii) Read and spell words with inflectional endings (e.g., -s, -ed, -ing, -'s) and common prefixes (e.g., pre, re, un, dis) and suffixes (e.g., ment, ly, able, ful, ness, ous, y).

(8) Composition. The student demonstrates ability to compose and edit writing in various types of modes.


(A) Compose original sentences which contain descriptive words and phrases.

(B) Write friendly letters and address envelopes.

(C) Write a paragraph which contains key ideas in proper sequence.

(D) Distinguish among the four modes of writing (e.g., narrative, descriptive, persuasive, expository).

(E) Write a paragraph that models a well-written example of a narrative paragraph.

(F) Edit for grammar, capitalization, and punctuation.

(G) Show revisions of written works by adding or deleting a word, phrase, or sentence.

(H) Write a corrected final copy.

(I) Use correct margins, heading, title, indentation

(9) Reading Comprehension and Fluency. The student recognizes characteristics of various types of texts.


(A) Identify text as written for entertainment (narrative), for information (expository), for information in an entertaining way (informative narrative).

(B) Demonstrate understanding of character(s), setting, and plot in narrative selections.

(C) Identify the beginning, middle, and end of a selection.

(D) Answer inferential questions over a book or a selection.

(E) Tell the main idea and relevant details of selections.

(F) Connect text, using grade-level selections, to what he/she knows, predict outcomes, draw conclusions, make generalizations, and summarize.

(G) Tell the difference between fact and fantasy.

(H) Read fluently with expression that reflects meaning.

(10) Independent Reading / Assigned Reading / Guided Reading. The student reads and studies notable literary selections which are rich in vocabulary.


(A) Present brief, comprehensive narrative summaries of notable literary selections which are rich in vocabulary (e.g., "Harriet Tubman," "Hurt No Living Thing," "Seashell," "Smart," "Caterpillars," "A Christmas Carol," "The Emperor's New Clothes," "How the Camel Got His Hump," "Beauty and the Beast," "The Blind Men and the Elephant" "The Spider and the Fly," "Who Has Seen the Wind?" Charlotte's Web, "El Pájaro Cu," The Courage of Sarah Noble, The Fourth of July Story, The Little House in the Big Woods).

(B) Decode text with fluency.


(D) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader; a “typical” second grader reads approximately 70 wpm).

(11) Literary Emphasis. The student reads and comprehends selections taken from American myths and tall tales.


(A) Identify the important literary content in selections taken from American myths and tall tales.

(B) Explain the storyline of selections taken from American myths and tall tales.



(A) Define the following terms: biography, autobiography, fiction, and nonfiction.


(13) Inquiry, Research, Study Strategies. The student uses various areas of the library/media center.


(A) Locate the various areas of the library/media center (e.g., fiction, nonfiction, newspapers, computers).

(B) Use the various areas of the library/media center (mentioned above).



(1) Listening Skills. The student listens to various types of children’s literature,


(A) Listen to selections, including poetry, classical literature, factual stories about persons, places, science, and history.

(B) Make predictions, connect selection to previous knowledge, form mental pictures of settings and characters.

(C) Discuss the main theme, mood, setting (time or place), and characters in the selections.

(D) Discuss meaning of words and concepts from selections and discussions.

(E) Retell selections, summarize selections.

(2) Speaking Skills. The student participates in various oral presentations and activities,


(A) Work individually and in small groups to make presentations, including demonstrations, reports, skits, and plays; take turns in group discussions; work in small groups to summarize main ideas.

(B) Make introductions; give directions and formulate descriptions.

(3) Grammar/Usage. The student generates correct examples of basic sentence patterns and grammatical constructions.


(A) Generate sentences with singular and plural nouns as subjects.

(B) Write the correct plural forms of nouns.

(C) Write proper and common nouns correctly.

(D) Use capitalization for geographical names and historical periods.

(E) Use quotation marks correctly in direct quotes.

(F) Identify correct examples of subject-verb agreement.

(G) Identify prepositions and locate their objects.

(H) Place prepositional phrases close to the word(s) they modify in order to gain clarity of meaning.

(I) Locate nominative case personal pronouns (i.e., I, you, he, she, it, we, you, they) in sentences.

(J) Locate objective case personal pronouns (i.e., me, you, him, her, it, us, you, them) in sentences.

(K) Locate possessive case personal pronouns (i.e., my, mine, your, his, her, hers, our, ours, yours, their, theirs) in sentences.

(L) Find the antecedents for personal pronouns and make sure the antecedents agree in number and gender.

(M) Recognize forms of to be" and locate predicate nouns, predicate pronouns, and predicate adjectives.

(N) Identify present, past, and future tenses of regular verbs and use them in correct sentences.

(O) Locate adjectives that modify nouns or pronouns.

(P) Locate adverbs that modify verbs, adjectives, and adverbs.



(A) Divide orally multisyllabic words into syllables.

(B) Identify common beginnings and endings.

(5) Penmanship. The students writes cursively.


(A) Use neat, legible cursive writing on most school work.

(B) Produce neat, legible cursive writing (e.g., consistent slant, correct letter formation.

(6) Print Concepts. The student demonstrates understanding of the format of an outline and of poetic verse.


(A) Demonstrate the format of an outline.

(B) Demonstrate the format of poetic verse.

(7) Orthographic Knowledge (Spelling). The student demonstrates knowledge of the 44 - 45 phonemes of English (see Figures 1, 2, and 3 for assistance).



(i) Arrange words in complete alphabetic order.

(ii) Use alphabetic order to locate information in dictionary and other reference works.

(B) Letter-sound (basic phonics) knowledge

(i) Write with automaticity the correct basic phonogram when each English phoneme is dictated.

(ii) Say correct phoneme with automaticity when shown each basic phonogram.

(iii) Practice to automaticity reading and spelling multisyllabic words using the basic phonograms.


(i) Develop flexibility and automaticity in basic word attack skills using the following:

(I) final e signal for long vowel

(II) the most consistent vowel teams ee, ea,

oa, ai

(III) c before i, e, or y

(IV) g before i, e, or y

(V) open, closed, consonant-le, r-

controlled syllables

(VI) common prefixes and suffixes

(VII) inflectional endings -s, -es, -'s, -ed, -

ing (without change in base word, doubling final consonant when needed)

(VIII) dropping final e when needed

(IX) double final f, l, s

(X) final ck

(XI) qu as borrowing kw sound

(XII) i, u, v not at end of words

(XIII) sounds of y

(ii) Pronounce correctly words that have two adjacent vowels which make two separate sounds; know that two vowel letters usually make one sound (e.g.,sail, boat, sea, pie, dues) but that they could in fact be two separate vowel sounds (e.g., mosaic, create, oasis, quiet, duet).

(iii) Utilize syllable division as a word-attack aid, not as an exact science (dictionaries do not always agree on specifics); be flexible in considering different ways of pronouncing a word.

(iv) Know a generally reliable way to divide words into syllables (e.g., look for compound words, common beginnings, common endings; if found, divide at those places:

--mark vowels, considering whether two vowels constitute one sound or two sounds and considering whether r after a vowel constitutes an r-controlled vowel;

--doubled consonants are divided (e.g., lit - tle);

--vowels usually grab a preceding single consonant (e.g., rap - id).

(v) Begin to apply syllabication rules (mentioned above) to spelling .

(vi) Add correct grammatical endings to words ending in consonant-y: add ing (e.g., copy--copying); for other endings, change y to i and add ending (e.g., copy--copied, copier).

(vii) Use the correct homophones (words with different spellings but pronounced the same); read examples correctly (e.g., wood—would; their—there—they’re).

(viii) Identify some common word roots and give meanings for them.


(i) Demonstrate immediate recognition of common prefixes (e.g.,con, pro, per, pre, de, trans, mis, non, ex, sub, bi, mal, circum, inter, intra, super, trans) and suffixes (e.g., tive, sive, tion, ture, able, ible, age, ant, ent, ize, ance).

(ii) Demonstrate immediate recognition of words that are regular or decodable using word attack skills that have been previously taught.

(iii) Read and spell correctly inflectional endings, common prefixes and suffixes.

(iv) Use common inflectional suffixes correctly.

(8) Composition. Using various forms, the student writes for a variety of audiences and for a variety of purposes.


(A) ONE-PARAGRAPH NARRATIVE -- Literary Theme Tied to Composition: King Arthur and the knights of the Round Table

· Plan a one-paragraph narrative composition based upon the theme of King Arthur and the knights of the Round Table. Use prewriting techniques (e.g., brainstorming, image mapping, listing), making sure that key ideas are sequenced in chronological order.

· Establish the audience (e.g., peers, parents, teachers, school-wide, global).

· Establish the mood (e.g., happy, sad, wishful, ominous, festive).

· Establish the author's point of view (e.g., first person, third person, third person limited, or third person omniscient).

· Establish the setting.

· Use example(s) of dialogue.

· Write a concluding sentence which summarizes succinctly the main ideas in the paragraph.

(B) ONE-PARAGRAPH DESCRIPTIVE -- Literary Theme Tied to Composition: King Arthur and the knights of the Round Table

· Plan a one-paragraph descriptive composition based upon the theme of King Arthur and knights of the Round Table. Use prewriting techniques (e.g., brainstorming, image mapping, listing), making sure that key ideas are sequenced in a definite order (e.g., order of importance, chronological, spatial, logical).


· Establish a point of reference (e.g., front to back, top to bottom, left to right, right to left, most important to least important, close to far).

· Establish the mood (e.g., joyful, melancholy, reminiscent, mysterious).

· Use vivid verbs, sensory details, descriptive adjectives, similes, and metaphors.

· Write a concluding sentence which summarizes the key points in the composition, making sure not to present any new information.

· Tie sentences together with transitional words (e.g., also, besides, in addition, as usual, generally, including, above all, together with, instead, in summary, above).

(C) Understand use of proofreading symbols.

(D) Edit and revise syntax and include simple and compound sentences.

(E) Edit and revise drafts for grammar, capitalization, punctuation, spelling, and word choices using dictionaries and thesauruses.

(F) Write a corrected final copy.

(G) Take notes from guest speakers, books, encyclopedias, and media sources.

(H) Compile notes into a list of key, sequenced ideas.

(I) Write a short narrative poem (e.g., ballad, limerick, parable) that uses literary devices (e.g., rhyme, meter, pattern of verse, metaphors, similes).

(9) Decoding (Word Identification). The student reads with ease.


(A) Read with automaticity and accuracy.

(B) Use syllabication rules.

(C) Decode multisyllable words with ease.

(10) Reading Comprehension and Fluency. The student reads various types of texts with comprehension; the student uses strategic reading skills with ease.


(A) Read fluently with expression which reflects meaning.

(B) Decode the text with ease and answer basic literal-comprehension questions over simple narrative text which is textually explicit (i.e., requires little or no background knowledge) and which is short in length.

(C) Discuss character information, conflict/problem, resolution of the problem, and the meaning of the author's message.

(D) Read for literal comprehension (information that is directly stated) in narrative texts.

(E) Give the main ideas of an expository text.

(F) Distinguish between essential information (need to know) and additional information (nice to know).

(G) Summarize the expository text.

(H) Give the sequential order of events in a selection.

(I) State, using grade-level selections, how the text connects to what he/she knows, predict outcomes, draw conclusions, make generalizations, find context clues, evaluate cause/effect, and formulate a summary.

(11) Independent Reading/Assigned Reading/Guided Reading. The student reads and studies literary selections which are rich in vocabulary.


(A) Present brief, comprehensive narrative summaries of notable literary selections which are rich in vocabulary (e.g., "Adventures of Isabel," "The Bee," "The Crocodile," "Father William," "First Thanksgiving of All," "Trees," Alice in Wonderland, "Aladdin and the Wonderful Lamp," "The Hunting of the Great Bear," "The Little Match Girl," "Three Words of Wisdom,” The Wind in the Willows, The Little House on the Prairie, The Matchlock Gun, Benjamin West and His Cat Grimalkin, Farmer Boy).

(B) Discuss and answer direct questions dealing with the elements of the selections.

(C) Summarize the main ideas.

(D) Decode texts with ease.

(E) Synthesize essential information.

(F) Read materials daily at a comfortable, independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader).

(G) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader; a “typical” third grader reads approximately 80 wpm).

(12) Literary Emphasis. The student reads selections taken from King Arthur and the knights of the Round Table.


(A) Identify the important literary content in selections taken from King Arthur and the knights of the Round Table.

(B) Explain the storyline of selections taken from King Arthur and the knights of the Round Table



(A) Define the following terms: myths, fables, tall tales, limericks, comedy, tragedy, play, playwright, theater, stage, act, and scene.

B) Identify examples of literary terms (mentioned above) in literary selections.

(14) Inquiry, Research, Study Strategies. The student utilizes the library/media center.


(A) Locate various areas of the library/media center (e.g., reference, periodicals, production area).

(B) Use the card catalogue (i.e., both stand-alone and computerized card catalogues).

(C) Identify the differences among subject, author, and title cards.

(D) Locate the source in the library/media center by using the information on the card catalogue card.

(E) Utilize guide words in the dictionary.

(F) Explain how encyclopedias are organized into volumes through the alphabetic format; utilize the index volume in order to locate a particular encyclopedia.



(1) Reading Comprehension and Fluency.

The student analyzes various types of texts.


(A) Evaluate how the author's purpose for writing a selection influences the content of the selection.

(B) Determine the main idea and supporting details of a selection.

(C) Draw conclusions, make generalizations, summarize, and predict outcomes of selections.

(D) Replicate the sequence of a selection.

(E) Summarize a selection.

(F) Read orally with ease and fluency for an audience.

(2) Independent Reading/Assigned Reading/Guided Reading. The student will read and study notable literary selections which are rich in vocabulary.


(A) Present brief, comprehensive, narrative summaries of notable literary selections which are rich in vocabulary (e.g., Gulliver's Travels, Legend of Sleepy Hollow, Rip Van Winkle, Robinson Crusoe, Robin Hood, Treasure Island, "The Sword in the Stone" from The Once and Future King, On the Banks of Plum Creek, "Concord Hymn," Connecticut Yankee in King Arthur's Court, Mary Poppins, Caddie Woodlawn, Blue Willow, My Side of the Mountain, Carry On, Mr. Bowditch; speeches by Patrick Henry and Sojourner Truth; poetry by Ralph Waldo Emerson, Carl Sandburg, Ogden Nash, Henry Wadsworth Longfellow).

(B) Read at least 25 books of various genres from accepted fiction and non-fiction lists.


(D) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader; a “typical” fourth grader reads approximately 90 wpm).

(E) Demonstrate comprehension of literature which is read aloud.

(3) Literary Emphasis. The student reads texts on myths and legends.


(A) Identify the important literary content in myths and legends.

(B) Explain the storyline in myths and legends.



(A) Define the following terms: poetry (stanza and line), fiction (novel, short story, plot—beginning, middle, and end), strong beginning and ending, dialogue, moral, and proverb.

(B) Identify examples of the literary terms (mentioned above) in literary selections.

(5) Inquiry, Research, Study Strategies. The student utilizes various information sources.


(A) Use an index.

(B) Use graphic aids.

(C) Use the main parts of a telephone directory.

(D) Access information from a variety of printed schedules.

(E) Use circle graphs.

(F) Use time lines.

(G) Read and interpret tables.

(H) Follow written directions.

(I) Identify and use the parts of the dictionary: diacritical markings, stress marks, multiple definitions, and guide words.

(J) Use encyclopedias to research a topic.

(6) Grammar/Usage. The student uses correct grammar and syntax in various sentence patterns.


(A) Identify linking verbs which come from the state of being verbs (e.g., to look, to smell, to sound, to taste, to feel, to become, to remain, to appear, to seem, to stand, to stay, to grow).

(B) Use linking verbs from "to be" and other state-of-being verbs to write complete sentences.

(C) Identify compound subjects.

(D) Capitalize proper nouns correctly (e.g., geographical names, languages, subjects in school if languages or specific courses).

(E) Differentiate between simple and compound sentences.

(F) Write simple and compound sentences which are joined with simple coordinate conjunctions (i.e., but, or, yet, for, and, nor).

(G) Locate personal pronouns used as subjects.

(H) Identify demonstrative pronouns (i.e., this, that, these, those) in sentences.

(I) Identify reflexive/intensive pronouns (e.g., myself, ourselves).

(J) Locate regular comparative and superlative adjectives.

(K) Write sentences with several prepositional phrases back to back.

(L) Put a comma after introductory prepositional phrases which have five or more words.

(M) Locate regular action verbs and any adverbs which modify them.

(N) Locate regular comparative and superlative adverbs.



(A) MULTI-PARAGRAPH NARRATIVE COMPOSITION -- Literary Theme Tied to Composition: Myths and Legends

· Plan a multi-paragraph narrative composition based upon the theme of myths and legends. Use prewriting techniques (e.g., brainstorming, cubing, free writing, listing, image mapping), making sure that key ideas are sequenced in chronological order.


· Establish the mood (e.g., pensive, mysterious, jubilant, reminiscent).

· Establish the author's point of view (e.g., first person, third person, third person limited, or third person omniscient).

· Establish the characters by defining, describing, and differentiating them.

· Establish the setting(s).

· Establish the plot (i.e., telling the readers what is happening).

· Write a topic sentence for each paragraph.

· Input an example(s) of dialogue and punctuate correctly.

· Input an example(s) of foreshadowing.

· Use transitional devices (e.g., moreover, as a result, for the most part, specifically, as an example, especially, particularly, likewise, next, then, soon, in the meantime, in summary) to establish unity and coherence between sentences and between paragraphs.

· Compose a concluding paragraph which ties up all plot components.

(B) MULTI-PARAGRAPH DESCRIPTIVE COMPOSITION -- Literary Theme Tied to Composition: Myths and Legends

· Plan out a multi-paragraph descriptive composition based upon the theme of myths and legends. Use prewriting techniques (e.g., brainstorming, cubing, free writing, listing, image mapping), making sure that key ideas are sequenced in a definite order (e.g., order of importance, chronological, spatial, logical).


· Establish a point of reference (e.g., front to back, top to bottom, left to right, right to left, most important to least important, close to far).

· Establish the mood (e.g., gleeful, wishful, melancholy, ominous).

· Write a topic sentence for each paragraph.

· Use vivid verbs, sensory details, descriptive adjectives, similes, and metaphors.

· Use transitional devices (e.g., incidentally, for now, soon, while, except, in the distance, over there, usually, namely, first of all) to establish unity and coherence.

· Write a concluding paragraph which summarizes the key points in the composition, making sure not to present any new information.

(C) Understand use of proofreading symbols.

(D) Edit and revise sentence structures to smooth out syntax, and include a variety of different sentence patterns.

(E) Edit and revise drafts for grammar, punctuation, spelling, capitalization, and word choice.

(F) Write corrected final copies of compositions.

(G) Take notes from field trips, guest speakers, interviews, books, encyclopedias, and media sources.

(H) Compile notes into a list of key, sequenced ideas.

(I) Create and write short poems that utilize literary devices (e.g., onomatopoeia, personification, allusion).

(J) Use correct poetic form (e.g., capital letters, line length).

(8) Spelling / Vocabulary. The student acquires extensive spelling/vocabulary knowledge through reading and systematic word study.


(A) Use dictionaries in order to look up spelling, pronunciation, semantic changes, and origins of words.

(B) Tell the spelling/meanings of the numerical prefixes UNI, MONO, BI, TRI, QUAD, PENT, QUIN, SES, SEP, HEX, OCT, DECA, CENT, KILO, MILLI, POLY, MULTI, SEMI, HEMI.

(C) Tell the spelling/meanings of the Latin root words ACT/AG, AGR, AM/AMIC, ANIMA, AUD, BEN, BREV, CAND, CAPIT, CAD, CID/CIS, CLIN, COGN, CORD, CRED, CRYPT, CULP, DENT, DUC, EQU, ERR, FAC/FIC/FEC, FER, FID, FIN.

(D) Analyze the spelling/meanings of unfamiliar words based on the spelling/meanings of the individual word elements.

(E) Spell and use words regularly and correctly from professional lists prepared for grade level.

(F) Set up a cumulative, individualized record of new spelling/vocabulary words found in literary selections.



(1) Reading Comprehension and Fluency. The student analyzes various types of texts.


(A) Identify cause and effect relationships.

(B) Use classification strategies.

(C) Demonstrate the ability to compare and contrast.

(D) Synthesize ideas.

(E) Read and interpret news stories.

(F) Read orally with ease and fluency for an audience.

(2) Independent Reading/Assigned Reading/Guided Reading. The student reads and studies notable literary selections which are rich in vocabulary.


(A) Present brief, comprehensive, narrative summaries of notable literary selections (e.g., poetry: Emily Dickinson, Henry Wadsworth Longfellow, Lord Tennyson, Walt Whitman, Lewis Carroll, Robert Frost, Ralph Waldo Emerson; Adventures of Tom Sawyer, Little House on the Prairie, Little Women, A Midsummer Night's Dream, Narrative of the Life of Frederick Douglass, Black Beauty, Island of the Blue Dolphins, The Prince and the Pauper, Swiss Family Robinson, Sounder, Landing of the Pilgrims, The Wheel on the School, The Good Master, Call It Courage, tales from Sherlock Holmes).

(B) Read independently at least 25 books of various genres from accepted fiction and non-fiction lists.


(D) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader; a “typical” fifth grader reads approximately 100 wpm).

(E) Demonstrate understanding of literature which is read aloud.

(3) Literary Emphasis. The student reads texts about famous people.


(A) Read the important literary content by or about famous people.

(B) Explain the storyline of important literary content about famous people.



(A) Define the following terms: pseudonym (pen name), two kinds of drama (tragedy and comedy), Shakespearean Theater, sense imagery, metaphor and simile, symbol, personification, onomatopoeia, alliteration, and characterization.

(B) Identify examples of the literary terms (mentioned above) in literary selections.



(A) Use various note-taking strategies (e.g., prioritizing, verbatim definitions, listing, abbreviations, outlining).

(B) Use various test-taking strategies (e.g., bubbling answers, following directions, rechecking answers, eliminating "nonsense" answers, making choice of answer and then "proofing" the choice).

(C) Demonstrate ways to memorize facts.

(D) Identify the parts of a card catalogue card: author, title, subject, call number, page numbers, publisher, place of publication, copyright, and subject headings.

(E) Use various indices (e.g., encyclopedia, atlas, almanac) to locate information and to do research.



(A) Use prepositional pairs correctly in sentences (e.g., "between/among).

(B) Use correctly the preposition "to," the infinitive "to," the adverb "too," and the adjective "two."

(C) Know the principal parts of regular verbs.

(D) Use regular verbs in the present, past, and future tenses.

(E) Use the correct forms of some special verbs (e.g., "to bring/to take," "to let/to leave," "to lend/to loan," "to teach/to learn") in writing and in speaking.

(F) Use possessive pronouns and contractions correctly (e.g., "whose/who's," "its/it's").

(G) Recognize and capitalize proper adjectives.

(H) Use regular comparative and superlative adjectives in complete sentences.

(I) Locate examples of regular comparative and superlative adverbs.

(J) Use regular comparative and superlative adverbs in complete sentences.

(K) Use hyphens correctly to divide words into syllables to indicate inclusive numbering (21-99), to form compounds with semi-, half-, self-, and ex, and to form the compound of two closely related words used as a modifier (e.g., school-wide recognition).

(L) Indent paragraphs, capitalize abbreviations, put commas in compound sentences, use italics for titles and emphasis, and use proper spacing and quotation marks for direct quotes.



(A) ONE-PARAGRAPH EXPOSITORY -- Literary Theme Tied to Composition: Famous People

· Plan a one-paragraph expository paragraph based upon the theme of famous people.

· Choose a topic which is text-based (i.e., reading-based, fact-based) with evidence provided from non-fiction or fiction sources.

· Use prewriting techniques (e.g., brainstorming, cubing, free writing, clustering/mapping/webbing, image mapping, listing), making sure that supportive details are sequenced in logical and coherent order.

· Produce a simple outline.


· Establish the purpose (e.g., to inform, to explain, to give the historical facts behind the way something was invented, to present the facts about a famous person's childhood, to relate factual information from an interview).

· Establish the credibility of the source(s).

· Write an over-arching topic sentence which clearly tells the readers what is to be discussed in the paragraph (i.e., topic sentence controls or limits the scope).

· Use supportive details that explain, define, and give meaning to the topic sentence idea.

· Use only third-person pronouns (e.g., he, she, it, they, him, her, it, them, his, her, hers, its, their, theirs, himself, herself, themselves).

· Give no personal opinions, feelings, or beliefs.

· Write a concluding sentence which summarizes the key points in the paragraph, making sure not to present any new information.

(B) MULTI-PARAGRAPH EXPOSITORY COMPOSITION -- Literary Theme Tied to Composition: Famous People

· Plan a multi-paragraph expository composition based upon the theme of famous people.

· Use prewriting techniques (e.g., brainstorming, cubing, free writing, clustering/mapping/webbing, image mapping, listing), making sure that supportive details are sequenced in logical and coherent.

· Produce an outline.


· Establish the purpose (e.g., to inform, to explain, to tell the historical facts behind a great discovery, to relate factual information from an interview).

· Establish the credibility of the sources used and mention them informally within the composition.

· Write a thesis statement (e.g., a succinct statement, usually placed as the last sentence in the introductory paragraph, which tells the reader what will be covered in the composition).

· Write topic sentences, supportive details placed in logical order, and transitional devices.

· Write a concluding paragraph which summarizes the key points in the composition, making sure not to present any new information.

· Use only third-person pronouns.

· Give no personal opinions, feelings, or beliefs.

(C) Edit and revise syntax for clarity.

(D) Use a wide variety of sentence patterns.

(E) Edit and revise drafts for grammar, punctuation, capitalization, spelling, and word choices.

(F) Write corrected final copies of compositions.

(G) Write various one-paragraph and multi-paragraph writings (e.g., business letters, book reports, messages/lists, formal e-mails, order letters, letters of inquiry or request, letters of complaint, envelopes).

(H) Create and write short poems using literary devices (e.g., hyperbole, alliteration, rhymed verse, unrhymed verse).

(I) Revise own writings and those of peers (e.g., revising to clarify, to establish purpose/audience/mood, to improve word choices, to increase organizational coherence/unity, to improve style, to promote word economy).

(8) Spelling / Vocabulary. The student acquires extensive spelling/vocabulary knowledge through reading and systematic word study.


(A) Use dictionaries in order to look up spelling, pronunciation, semantic changes, and origins of words.

(B) Tell the spelling/meanings of Old English and foreign suffixes ABLE/IBLE, AL, ATE, EN, ESCENT, ESQUE, FIC, FUL, ISH, LESS, LIKE, LY, OSE, OUS, SOME, WARD, Y.

(C) Explain that words containing the aforementioned suffixes are adjectives.

(D) Identify the spelling/meanings of at least 25 pairs of homophones.

(E) Analyze the spelling/meanings of unfamiliar words based on the spelling/meanings of the individual word elements.

(F) Spell and use words regularly and correctly from professional lists prepared for grade level.

(G) Set up a cumulative, individualized record of new spelling/vocabulary words found in literary selections.

INTERVENTION STRATEGIES FOR PHONEMIC AWARENESS

The best documented approaches for students with severe phonemic awareness problems utilize intensive one-on-one instruction. Such programs appear to reduce reading failure to 2.8 - 4% (Torgesen, 1996). The most studied of these intensive programs teaches students to be aware of how their mouth makes the 44 phonemes of English and how to use this kinesthetic information to monitor and self-correct their reading and writing.

The student learns what his/her mouth and tongue do to make sounds as well as to label each sound. By giving each sound a label that directly refers to sound production, a student can think meta-linguistically. Ex. the /p/ sound is labeled a "quiet lip-popper." The student then combines auditory feedback with knowledge of the sound. Since phonemic awareness includes the ability to manipulate the sounds, the student needs to be taught to track sounds using first the mouth pictures and then the colored blocks.

Since phonemic awareness includes the ability to manipulate the sounds, the student learns to track sounds using first the mouth pictures, then colored blocks, and finally letters. The techniques provide the student with increased opportunities throughout the day for positive literacy-learning experiences.

HOW SOUNDS ARE FORMED

CONSONANT SOUNDS

Teach the concept of pair--differing in one characteristic.

Describe how "shoes" or "gloves" are different only in one characteristic--fitting left or right.

Teach the concept of voiced and unvoiced phonemes (e.g., s and z).

Describe how some sounds make the voice box vibrate and some do not (e.g., s, z).

Teach the p and b--lip stops (bilabial plosives).

Describe how the lips pop open on the p and b.

Teach the t and the d -- tongue stops (alveolar plosives).

Describe how the tongue taps the mouth of the roof behind the teeth when pronouncing the t and the d.

Teach the k and the g -- throat stops (velar plosives).

Describe how the tongue scrapes in the back of the throat when pronouncing the k and the g.

Teach the f and the v -- lip airs (labiodental fricatives).

Describe how air passes between the teeth on the lower lip when pronouncing the f and the v.

Teach the voiced and the unvoiced th -- tongue airs (interdental fricatives).

Describe how air passes between the teeth on the tongue when pronouncing the th sound.

Teach the s and the z -- narrow sounds (alveolar fricatives).

Describe how the air passes between the closed teeth when pronouncing the s and the z.

Teach the sh and the zh -- wide sounds (palatal fricatives).

Describe how the air passes between the pursed lips when pronouncing the sh and the zh.

Teach the ch and the j -- wide stops (affricates/stop fricatives).

Describe how the air is pushed over the tongue in the back when pronouncing the ch and the j.

Teach the m, n, and the ng -- nasal sounds (bilabial, alveolar, and velar stops).

Describe how the air is blocked by the tongue (at lips, teeth, back of mouth) and escapes through the nose when pronouncing the m, n, and the ng.

Teach the h, w, and the wh -- wind sounds (velar stop, labiovelar glide, and glottal glide).

Describe a puff of air passing out the open mouth, with pursed lips, or tightening of the throat when pronouncing the the h, w, and the wh

Teach the l, and the r -- lifters (liquids).

Describe how the tongue lifts in front or the back when pronouncing the l and the r.

Teach the "borrowers" (c, x, qu, y) if needed for students' names.

Describe how c, x, qu, and y do not have their own sounds but borrow basic sounds from other letters.

c borrows k or s sounds (e.g., Candy, Cindy).

x borrows z, ks, gz (e.g., xerox, tax, exact).

qu borrows kw, or k (e.g., quick, unique).

y borrows ee, ie, i (e.g., Mandy, my, gym).

VOWEL SOUNDS

Teach the front vowel sounds (e.g., meet, bit, gate, set, at, up).

Describe how tongue is in front of mouth and gradually goes from near top teeth to behind bottom teeth as mouth gradually opens.

Teach the open vowel sound (e.g., Bob).

Describe sound made by wide open mouth.

Teach the back rounded vowels (e.g., Paul, Poe, foot, boot).

Describe tongue in back of mouth and lips gradually rounding.

Teach the diphthongs (e.g., ice, oil, out).

Describe mouth sliding between two-vowel positions.

Teach the basic r-controlled vowels er (her, fur, sir), ar (car), or (for).

Contrast a (am) - ar (car), e (let) - er (her), o (Bob) - or (for).

The following r-controlled vowels lack a simple spelling and are not always taught to beginning readers: near, bear, tour.

Copy the teacher in making the basic sounds of American English.

AMPLIFIED CHART OF PHONOGRAMS

(with key words to aid in pronunciation)

Phonogram Key Word

Phonogram Key Word

Phonogram Key Word

b

boy

u

up

ew

grew

c

cat

cent

a-e

e-e

late

here

ui

ey

fruit

d

dig

i-e

time

they

f

fire

o-e

hope

monkey

g

go

gym

u-e

ch

use

child

ck

oa

back

soap

h

hit

chord

ph

phone

j

jump

chef

er

her

k

kit

sh

shell

ir

girl

l

leaf

th

this

ur

hurt

m

man

thing

ar

car

n

not

wh

when

or

for

p

pig

ng

long

igh

right

qu

quick

oo

moon

kn

knock

r

ran

foot

ti

nation

s

sit

has

ea

eat

bread

si

mission

vision

t

top

break

ie

chief

v

vine

ee

meet

pie

w

well

ow

how

movie

x

fox

snow

ei

receive

y

yet

cry, baby

(sub for i)

oy

oi

ou

boy

oil

loud

ough

veil

dough

through

z

zoo

pour

ought

a

at

ay

day

bough

e

egg

ai

paid

enough

i

igloo

aw

law

cough

o

ox

au

fault

The key words are listed to give teachers a clear explanation of the sounds for each phonogram and are not meant for students to study or memorize. Key words are not particularly useful for children with phonemic awareness problems because these children cannot reliably extract the sound from the word.

English, Language Arts, and Reading -- Grade 6


(1) Reading Comprehension and Fluency.

The student analyzes various texts.


(A) Make inferences.

(B) Paraphrase and then summarize nonfiction selections.

(C) Identify propaganda/persuasion techniques.

(D) Read orally with ease and fluency for an audience.

(2) Independent Reading / Assigned Reading /

Guided Reading. The student reads and studies notable literary selections which are rich in vocabulary.


(A) Present brief, comprehensive, narrative summaries of notable literary selections (e.g., poetry: William Wordsworth, Rudyard Kipling, James Weldon Johnson, Robert Frost, Emily Dickinson; Dr. Jekyll and Mr. Hyde, Little Men, Little Women, National Velvet, “The Devil and Daniel Webster,” Adam of the Road, The Door in the Wall, Old Yeller, Where the Red Fern Grows, Across Five Aprils, The Call of the Wild, The Bronze Bow, The Yearling, Little Town on the Prairie, and Amos Fortune, Free Man).

(B) Read independently at least 25 books of various genres from accepted fiction and non-fiction lists.


(D) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader).

(E) Adjust reading rate based on the purposes for reading.

(F) Demonstrate understanding of literature which is read aloud by others.

(3) Literary Emphasis. The student reads texts about .American history—past and contemporary.


(A) Identify the important literary content in texts about .American history—past and contemporary.

(B) Explain the storyline in texts about .American history—past and contemporary.



(A) Define the following terms: characteristics of an epic, structure in poetry (meter, iamb, couplet, rhyme scheme, free verse), point of view, mood/tone, and hyperbole.

(B) Identify examples of the following literary terms (mentioned above) in literary selections.



(A) Find information in periodicals by using an index to periodicals and/or by using computer programs for locating topics in periodicals in order to do research.

(B) Decide what information is important to put in an outline (both fiction and nonfiction selections).

(C) Outline both fictional and nonfictional selections.

(D) Identify strategies that help people to study effectively with a group.

(E) Identify strategies which help to complete a group project.

(F) Demonstrate how to access a database, the Internet, and the World Wide Web.

(G) Set up a spreadsheet.



(A) Differentiate between "to" used as a preposition and "to" used as a part of an infinitive.

(B) Know the principal parts of irregular verbs.

(C) Conjugate regular and irregular verbs in the present, past, and future tenses.

(D) Use regular and irregular verbs (i.e., present, past, future tenses) in complete sentences.

(E) Conjugate present perfect, past perfect, and future perfect tenses.

(F) Identify present perfect, past perfect, and future perfect tenses in sentences.

(G) Use present perfect, past perfect, and future perfect tenses in complete sentences.

(H) Identify the present perfect, past perfect, and future perfect tense forms which come from "to be."

(I) Generate transitive active verbs.

(J) Locate the direct object of a transitive active verb.

(K) Use correlative conjunctions in sentences (e.g., whether...or, either...or).

(L) Use correct subject-verb agreement with correlative conjunctions.

(M) Differentiate between an independent clause and a dependent clause.

(N) Write the correct form of possessive nouns.

(O) Recognize collective nouns.

(P) Differentiate among nominative, objective, and possessive case pronouns.

(Q) Find the antecedents for personal pronouns; and make sure the antecedents agree in person, number, and gender.

(R) Use (regular) comparative and superlative adjectives correctly in complete sentences.

(S) Use (regular) comparative and superlative adverbs correctly in complete sentences.

(T) Punctuate titles correctly (e.g., books, plays, movies, TV programs, poems, short prepositions).


Literary Theme Tied to Composition: American History -- Past and Contemporary

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