office of curriculum, instruction ......grade 1 (1.5) distinguish long-and-short vowel sounds in...

LANGUAGE III

OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT

HIGH SCHOOL COURSE OUTLINE

Department English Course Title LANGUAGE III

Course Code 5763 Grade Level 9-10 Course Length 1 Year/Daily Credits/Semester 10

Required for Graduation No Meets H.S. Grad Requirement No Elective Credit Yes

Prerequisites Students have been diagnosed at the intensive intervention level.

Completion of LANGUAGE! I and/or LANGUAGE! II

Placement into LANGUAGE! III is determined by administration of the LANGUAGE! encoding/decoding/grammar assessments. If the student scores within Units 37-54 on any of the LANGUAGE! subtests, he/ she is recommended for LANGUAGE! III.

Articulated with LBCC No Articulated with CSULB No

Meets UC “a-g” Requirement No Meets NCAA Requirement No COURSE DESCRIPTION: LANGUAGE! III is a language arts course designed for students in special day classes who have intermediate reading and writing skills but who are learning to apply higher order comprehension strategies (i.e., interpretive, analytical) to text, expand creativity and depth to well-written, cohesive compositions and who are learning to apply advanced spelling rules. This course uses LANGUAGE!, a sequential balanced literacy program emphasizing developmental reading instruction. Its emphasis is on developing advanced comprehension skills and composition, while reading texts with readability levels of 6.0-9.0, as measured by the Degrees of Reading Power (DRP). This course offers the flexibility of placement into an alternate LANGUAGE! course at the quarter or semester, based upon individual performance of the student. Recommended class size maximum: 20 students This course is designed as a double period course. GOALS: To provide students with experiences that will enable them to: Achieve the 8th grade standards as indicated by multiple measures. Read to learn. Develop new and important vocabulary through extensive opportunities to read and through teacher-

directed instructions. Develop fundamental skills in reading that provides the foundation for grade level work in the language

arts. Participate in small and large group discussions about reading and texts, exploring issues, feelings,

and experiences to extend understanding and interact effectively with others. (Language Arts Listen-ing and Speaking Standard 1.0)

Develop phonemic awareness. (Language Arts Reading Standard 1.0) Develop decoding skills (Language Arts Reading Standard 1.0) Know and apply a wide range of strategies to understand what they read. (Language Arts Reading

Standard 2.0) Develop fundamental skills in writing that provides the foundation for grade level work in the Language

Arts.

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Develop the understanding of grammatical and syntactic structures and apply them to writing. Monitor comprehension of a text by making predictions, mental imaging, drawing inferences, making

connections, summarizing, and asking questions while reading. (Language Arts Reading Standard 2.0)

Think critically about what they read in order to increase comprehension of text. Practice the skills necessary to pass the California High School Exit Exam. Work to become proficient life-long readers. Acquire literacy skills essential to become successful in the workplace. STATE CONTENT STANDARDS – GRADE 8 Prerequisites- Standards written in italics indicate prerequisite skills. If students have not mastered the prerequisite skills, these must be taught and mastered first. Word Analysis, Fluency, and Systematic Vocabulary Development 1.0 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students apply their

knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. 1.1 Analyze idioms, analogies, metaphors, and similes to infer the literal and figurative

meanings of phrases. Grade 7 (1.1) Identify idioms, analogies, metaphors, and similes to prose and poetry. Grade 6 (1.2) Identify and interpret figurative language and words with multiple

meanings. Grade 5 (1.5) Understand and explain the figurative and metaphorical use of words in

context. Grade 4 (1.6) Distinguish and interpret words with multiple meaning. Grade 3 (1.2) Decode regular multisyllabic words Grade 3 (1.4) Use knowledge of antonyms, synonyms, homophones, and homographs to

determine the meaning of words. Grade 3 (1.5) Demonstrate knowledge of levels of specificity among grade-appropriate

words and explain the importance of these relations. Grade 3 (1.6) Use sentence and word context to find the meaning of unknown words. Grade 2 (1.1) Recognize and use knowledge of spelling patterns. Grade 2 (1.2) Apply knowledge of basic syllabication rules when reading. Grade 2 (1.3) Decode two-syllable nonsense words and regular multisyllable words. Grade 2 (1.5) Identify and correctly use regular plurals and irregular plurals. Grade 2 (1.6) Read aloud fluently and accurately and with appropriate intonation and expression. Grade 1 (1.4) Distinguish initial, medial, and final sounds in single-syllable words. Grade 1 (1.5) Distinguish long-and-short vowel sounds in orally stated single-syllable

words. Grade 1 (1.7) Add, delete, or change target sounds to change words. Grade 1 (1.8) Blend two to four phonemes into recognizable words. Grade 1 (1.9) Segment single syllable words into their components. Grade 1 (1.10) Generate the sounds from all the letters and letter patterns, including

consonant blends and long-and-short vowel patterns and blend those sounds into recognizable words.

Grade 1 (1.11) Read common irregular sign words. Grade 1 (1.12) Use knowledge of vowel digraphs and r-controlled letter-sound association to

read words.

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Grade 1 (1.13) Read compound words and contractions. Grade 1 (1.15) Read common word families. Grade 1 (1.16) Read aloud with fluency in a manner that sounds like natural speech.

1.2 Understand the most important points in the history of the English Language and use

common word origins to determine the historical influences on English word meaning. Grade 7 (1.2) Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to

understand content-area vocabulary. Grade 5 (1.2) Use word origins to determine the meaning of unknown words. Grade 4 (1.2) Apply knowledge of word origins, derivations, synonyms, antonyms, and

idioms to determine the meaning of words and phrases. Grade 4 (1.3) Use knowledge of word origins, derivations, synonyms, antonyms, and

idioms to determine the meaning of words and phrases. Grade 4 (1.4) Know common roots and affixes derived from Greek and Latin and use this

knowledge to analyze the meaning of complex words. Grade 4 (1.5) Use a thesaurus to determine related words and concepts. Grade 3 (1.8) Use knowledge of prefixes and suffixes to determine the meaning of

words. Grade 2 (1.9) Know the meaning of simple prefixes and suffixes. Grade 1 (1.14) Read inflectional forms and root words.

1.3 Use word meanings within the appropriate context and show ability to verify those

meanings by definition, restatement, example, comparison, or contrast. Grade 7 (1.3) Clarify word meaning through the use of definition, example, restatement,

or contrast. Grade 6 (1.5) Understand and explain “shades of meaning’ in related words (e.g., softly

and quietly). Grade 4 (1.6) Use a thesaurus to determine related words and concepts. Grade 3 (1.7) Use a dictionary to learn the meaning and other features of unknown

words. Grade 2 (1.8) Use knowledge of individual words in unknown compound words to predict their meaning.

1.4 Apply context clues such as definition, restatement, examples, comparison, contrast, cause

and effect, and grammatical usage to assign meaning to an unknown word or to determine the meaning of a known word with multiple meaning. Grade 7 (1.3) Clarify word meaning through the use of definition, example, restatement, or

contrast. Grade 6 (1.4) Monitor expository text for unknown words or words with novel meanings by

using word, sentence, and paragraph clues to determine meaning. Grade 4 (1.6) Distinguish and interpret words with multiple meanings. Grade 3 (1.6) Use sentence and word context to find the meaning of unknown words. Grade 2 (1.8) Use knowledge of individual words in unknown compound words to predict

their meaning. Grade 2 (1.10) Identify simple multiple meaning words.

1.5 Demonstrate the ability to recognize a synonym for a printed word. Grade 6 (1.5) Understand and explain “shades of meaning” in related words (e.g., softly and quietly). Grade 5 (1.3) Understand and explain frequently used synonyms, antonyms, and

homographs. Grade 4 (1.5) Use a thesaurus to determine related words and concepts.

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Grade 3 (1.4) Use knowledge of antonyms, synonyms, homophones, and homographs to determine the meaning of words.

Grade 3 (1.6) Use sentence a word context to find the meaning of unknown words. Grade 3 (1.7) Use a dictionary to learn the meaning of other features of unknown words. Grade 2 (1.7) Understand and explain common antonyms and synonyms.

Reading Comprehension 2.0 2.0 Reading Comprehension (Focus on Informational Materials) Students read and understand

grade-level appropriate materials. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selection in Recommended Reading in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, students read one million words annually on their own, including a good representation of narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, and online information).

2.1 Compare and contrast the features and elements of consumer materials to gain meaning

from documents (e.g., warranties, contracts, product information, and instruction manuals). Grade 5 (2.1) Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable. Grade 5 (2.2) Analyze text that is organized in sequential or chronological order. Grade 4 (2.6) Distinguish between cause and effect and between fact and opinion in

expository text. Grade 4 (2.7) Follow multi-step instructions in a basic technical manual (e.g., how to use

a computer command or video games). Grade 3 (2.7) Follow simple multi-step written instructions (e.g., how to assemble a

product or play a board game). Grade 2 (2.8) Follow two-step written instructions. Grade 1 (2.3) Follow one-step written instructions.

2.2 Analyze text that uses proposition and support patterns.

Grade 6 (2.5) Distinguish facts, supported inferences, and opinions in text. Grade 5 (2.5) Distinguish facts, supported inferences, and opinions in text. Grade 4 (2.3) Make and confirm predictions about text, including illustrations, titles, topic sentences, important words, and foreshadowing clues. Grade 3 (2.2) Ask questions and support answers by connecting prior knowledge with

literal information found in, and inferred from, the text.

2.3 Find similarities and differences between texts in the treatment, scope, or organization of ideas. Grade 6 (2.3) Connect and clarity main ideas by identifying their relationships to other

sources and related topics. Grade 5 (2.4) Draw inferences, conclusions, or generalizations about text and support

them with textual evidence and prior knowledge. Grade 4 (2.5) Compare and contrast information on the same topic after reading several passages or articles.

2.4 Compare the original text to a summary to determine whether the summary accurately

captures the main idea, includes critical details, and conveys the underlying meaning. Grade 6 (2.3) Connect and clarify main ideas by identifying their relationships to other

sources and related topics.

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Grade 6 (2.4) Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.

Grade 5 (2.4) Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.

2.5 Understand and explain the use of a complex mechanical device by following technical

directions. Grade 5 (2.1) Understand how text features (e.g., format. graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable. Grade 4 (2.1) Identify structural patterns found in informational text (e.g., compare and

contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension.

Grade 3 (2.7) Follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game).

Grade 2-(2.7) Interpret information from diagrams, charts, and graphs. Grade 1 (2.3) Follow one-step written instructions.

2.6 Use information from a variety of consumer, workplace, and public documents to explain

a situation or decision and solve a problem. Grade 5 (2.1) Understand how text features (e.g.,. format. Graphics, sequence,

diagrams, illustration, charts, maps) make information accessible and usable.

Grade 4 (2.1) Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension

Grade 3 (2.6) Extract appropriate and significant information from the text, including problems and solutions.

2.7 Evaluate the unity, coherence, logic, internal consistency, and structural patterns of text.

Grade 6 (2.6) Determine the adequacy and appropriateness the evidence for an author’s conclusions. Grade 5 (2.5) Distinguish facts, supported inferences, and opinions in text.

Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits

students’ awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. 1.1 Create compositions that establish a controlling impression, have a coherent thesis, and

end with a clear and well-supported conclusion. Grade 7 (1.1) Create an organizational structure that balances all aspects of the

composition and uses effective transitions between sentences to unify important ideas.

Grade 7 (1.2) Support all statements and claims with anecdotes, descriptions, facts and statistics and specific examples.

Grade 6 (1.1) Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose.

Grade 6 (1.2) Create multiple-paragraph expository compositions: a. Engage the interest of the reader and state a clear purpose.

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b. Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader.

c. Conclude with detailed summary linked to the purpose of the composition.

Grade 6 (1.3) Use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climatic order.

Grade 5 (1.1) Create multiple-paragraph narrative compositions: a. Establish and develop a situation or plot. b. Describe the setting. c. Present an ending.

Grade 5 (1.2) Create multiple- paragraph expository compositions: a. Establish a topic, important ideas, or events in sequence or

chronological order. b. Provide details and transitional expressions that link one paragraph to

another in a clear line of thought. c. Offer a concluding paragraph that summarizes important ideas and

details. Grade 4 (1.1) Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirement. Grade 4 (1.2) Create multiple-paragraph compositions:

a. Provide an introductory paragraph. b. Establish and support a central idea with a topic sentence at or near

the beginning of the first paragraph. c. Include supporting paragraphs with simple facts, details, and

explanations. d. Conclude with a paragraph that summarizes the point. e. Use correct indention.

Grade 4 (1.3) Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).

Grade 3 (1.1) Create a single paragraph: a. Develop a topic sentence. b. Include simple supporting facts and details.

Grade 3 (1.2) Write legibly in cursive or joined italic, allowing margins and correct spacing

between letters in a word and words in a sentence. Grade 2 (1.1) Group related ideas and maintain a consistent focus. Grade 1 (1.1) Select a focus when writing Grade 1 (1.2) Use descriptive words when writing. Grade 1 (1.3) Print legibly and space letters, words, and sentences appropriately.

1.2 Establish coherence within and among paragraphs through effective transitions, parallel

structures, and similar writing techniques. Grade 7 (1.1) Create an organizational structure that balances all aspects of the




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Grade 6 (1.2) Create multiple-paragraph expository compositions: a. Engage the interest of the reader and state a clear purpose. b. Develop the topic with supporting details and precise verbs, nouns, and

adjectives to paint a visual image in the mind of the reader. c. Conclude with detailed summary linked to the purpose of the

composition. Grade 6 (1.3) Use a variety of effective and coherent organizational patterns, including

comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climatic order.





details. Grade 4 (1.1) Select a focus, an organizational structure, and a point of view based upon

purpose, audience, length, and format requirement. Grade 4 (1.2) Create multiple-paragraph compositions:





Grade 3 (1.1) Create a single paragraph; a. Develop a topic sentence b. Include simple supporting facts and details. Grade 3 (1.2) Write legibly in cursive or joined italic, allowing margins and correct

spacing between letters in a word and words in a sentence. Grade 2 (1.1) Group related ideas and maintain a consistent focus. Grade 1 (1.1) Select a focus when writing. Grade 1 (1.2) Use descriptive words when writing. Grade 1 (1.3) Print legibly and space letters, words, and sentences appropriately.

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1.3 Support theses or conclusions with analogies, paragraphs, quotations, opinions from

authorities, comparisons, and similar devices. Grade 7 (1.1) Create an organizational structure that balances all aspects of the




Grade 6 (1.2) Create multiple-paragraph expository compositions: a. Engage the interest of the reader and state a clear purpose. b. Develop the topic with supporting details and precise verbs, nouns, and

adjectives to paint a visual image in the mind of the reader. c. Conclude with detailed summary linked to the purpose of the

composition. Grade 6 (1.3) Use a variety of effective and coherent organizational patterns, including

comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climatic order.





details. Grade 4 (1.1) Select a focus, an organizational structure, and a point of view based upon

purpose, audience, length, and format requirement. Grade 4 (1.2) Create multiple-paragraph compositions:





Grade 3 (1.1) Create a single paragraph: a. Develop a topic sentence. b. Include simple supporting facts and details.

Grade 3 (1.2) Write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and words in a sentence.

Grade 2 (1.1) Group related ideas and maintain a consistent focus. Grade 1 (1.1) Select a focus when writing Grade 1 (1.2) Use descriptive words when writing. Grade 1 (1.3) Print legibly and space letters, words, and sentences appropriately.

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1.4 Plan and conduct multiple-step information searches by using computer network and modems.

Grade 7 (1.4) Identify topics; ask and evaluate questions, and develop ideas leading to inquiry, investigation, and research.

Grade 7 (1.5) Give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations.

Grade 7 (1.6) Create documents by using word-processing skills and publishing

programs, develop simple databases and spreadsheets to manage information and prepare reports. Grade 6 (1.4) Use organizational features of electronic text (e.g., bulletin boards,

databases, keyword searches, e-mail addresses) to locate information. Grade 6 (1.5) Compose documents with appropriate formatting by using word processing

skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation).

Grade 5 (1.3) Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information.

Grade 5 (1.4) Create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, the thesaurus, spell check).

Grade 5 (1.5) Use a thesaurus to identify alternative word choices and meanings. Grade 4 (1.5) Quote or paraphrase information sources, citing them appropriately. Grade 4 (1.6) Locate information in reference texts by using organizational features (e.g., preface, appendixes). Grade 4 (1.7) Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as in aid to writing. Grade 4 (1.8) Understand the organization of almanacs, newspapers, and periodicals

and how to use those print materials. Grade 4 (1.9) Demonstrate basic keyboarding skills and familiarity with computer

terminology (e.g., cursor, software, memory, disk drive, hard drive). Grade 3 (1.3) Understand the structure and organization of various reference materials

(e.g., dictionary, thesaurus, atlas, encyclopedia). Grade 2 (1.3) Understand the purpose of various reference materials (e.g., dictionary,

thesaurus, atlas). 1.5 Achieve an effective balance between researched information and original ideas.

Grade 7 (1.4) Identify topics; ask and evaluate questions, and develop ideas leading to inquiry, investigation, and research.

Grade 7 (1.5) Give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations.

Grade 7 (1.6) Create documents by using word-processing skills and publishing programs, develop simple databases and spreadsheets to manage information and prepare reports.

Grade 6 (1.4) Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information.

Grade 6 (1.5) Compose documents with appropriate formatting by using word processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation).

Grade 5 (1.3) Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information.

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Grade 5 (1.4) Create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, the thesaurus, spell check).

Grade 5 (1.5) Use a thesaurus to identify alternative word choices and meanings. Grade 4 (1.5) Quote or paraphrase information sources, citing them appropriately. Grade 4 (1.6) Locate information in reference texts by using organizational features (e.g., preface, appendixes). Grade 4 (1.7) Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as in aid to writing. Grade 4 (1.8) Understand the organization of almanacs, newspapers, and periodicals

and how to use those print materials. Grade 4 (1.9) Demonstrate basic keyboarding skills and familiarity with computer

terminology (e.g., cursor, software, memory, disk drive, hard drive). Grade 3 (1.3) Understand the structure and organization of various reference materials

(e.g., dictionary, thesaurus, atlas, encyclopedia). Grade 2 (1.3) Understand the purpose of various reference materials (e.g., dictionary,

thesaurus, atlas).

1.6 Revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas. Grade 7 (1.7) Revise writing to improve organization and word choice after checking the

logic of the idea and the precision of the vocabulary. Grade 6 (1.6) Revise writing to improve the organization and consistency of ideas within

and between paragraphs. Grade 5 (1.6) Edit and revise manuscripts to improve the meaning and focus of writing

by adding, deleting, consolidating, clarifying, and rearranging words and sentences.

Grade 4 (1.10) Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.

Grade 3 (1.4) Revise drafts to improve the coherence and logical progression of ideas by using an established rubric.

Grade 2 (1.4) Revise original drafts to improve sequence and provide more descriptive details.

Grade 1 (1.3) Print legibly and space letters, words, and sentences appropriately. 2.1 Writing Applications (Genres and Their Characteristics) Students write narrative, expository,

persuasive, and descriptive essays of at least 500 to 700 words in each genre. Students writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0

Using the writing strategies in Grade 8 outlined in Writing Standard 1.0, students:

2.1 Write biographies, autobiographies, short stories, or narratives: a. Relate a clear, coherent incident, event, or situation by using well-chosen details. b. Reveal the significance of, or the writer’s attitude about, the subject. c. Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action,

physical description, background description, comparison or contrast of character). Grade 7 (2.1) Write fictional or autobiographical narratives:

a. Develop a standard plot line (having a beginning, conflict, rising action, climax and denouement) and point of view.

b. Develop complex major and minor characters and define setting. c. Use a range of appropriate strategies (e.g., dialogue; suspense;

naming of specific narrative action, including movement gestures, and expressions).

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Grade 6 (2.1) Write narratives: a. Establish and develop a plot and setting and present a point of view

that is appropriate to the stories. b. Include sensory details and concrete language to develop plot and

character. c. Use a range of narrative devices (e.g., dialogue, suspense).

Grade 5 (2.1) Write narratives: a. Establish a plot, point of view, setting, and conflict. b. Show, rather than tell, the events of the story.

Grade 4 (2.1) Write narratives: a. Relate ideas, observations, or recollections of an event or experience. b. Provide a context to enable the reader to imagine the world of the

event or experience. c. Use concrete sensory details. d. Provide insight into why the selected event or experience is

memorable. Grade 3 (21.) Write narratives:

a. Provide a context within which an action takes place. b. Include well-chosen details to develop the plot. c. Provide insight into why the selected incident is memorable.

Grade 2 (2.1) Write brief narrative based on their experiences: a. Move through a logical sequence of events. b. Describe the setting, character, objects and events in detail.

Grade 1 (2.1) Write brief narrative (e.g., fictional, autobiographical) describing an experience.

2.2 Write responses to literature:

a. Exhibit careful reading and insight in their interpretations. b. Connect the student’s own responses to the writer’s techniques and to specific

textual references. c. Draw support inferences about the effects of a literacy work on its audience. d. Support judgements through references to the text, other works, other authors, or to

personal knowledge. Grade 7 (2.2) Write responses to literature:

a. Develop interpretations exhibiting careful reading, understanding, and insight.

b. Organize interpretation around several clear ideas, premises, or images from the literary work.

c. Justify interpretations through sustained use of examples and textual evidence.

Grade 6 (2.2) Write expository compositions (e.g., description, explanation, comparison and contrast, problem and solutions). a. State the thesis or purpose. b. Explain the situation. c. Follow an organizational pattern appropriate to the type of composition. d. Offer persuasive evidence to validate arguments and conclusions as

needed. Grade 5 (2.2) Write responses to literature:

a. Demonstrate an understanding of a literacy work. b. Support judgement through references to the text and to prior

knowledge. c. Develop interpretations that exhibit careful reading and understanding.

Grade 4 (2.2) Write responses to literature:

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a. Demonstrate an understanding of the literacy work. b. Support judgement through references to both the text and prior

knowledge.

Grade 3 (2.2) Write descriptions that use concrete sensory details to present and support unified impressions of people, place, things, or experiences.

Grade 2 (2.2) Write a friendly letter complete with the date, salutation, body, closing, and signature. Grade 1 (2.2) Report on a topic with facts and details, drawing from several sources of information.

2.3 Write research reports:

a. Define a thesis. b. Record important ideas, concepts, and direct quotations from significant information

sources and paraphrase and summarize all perspectives on the topic, as appropriate. c. Use a variety of primary and secondary sources and distinguish the nature and value of

each. d. Organize and display information on charts, maps, and graphs. Grade 7 (2.3) Write research reports:

a. Pose relevant and tightly drawn questions about the topic. b. Convey clear and accurate perspectives on the subject. c. Include evidence compiled through the formal research process (e.g.,

use of a card catalog, Reader’s Guide to Periodical Literature, a computer catalog, magazine, newspapers, dictionaries).

d. Document reference sources by means of footnotes and a bibliography.

Grade 6 (2.3) Write research reports: a. Pose relevant questions with a scope narrow enough to be thoroughly

covered. b. Support the main idea with facts, details, example, and explanations

from multiple authoritative sources (e.g., speakers, periodicals, online information search).

c. Include a bibliography. Grade 5 (2.3) Write research reports about important ideas, issues, or events by using

the following guidelines: a. Frame questions that direct the investigation. b. Establish a controlling idea or topic. c. Develop the topic with simple facts, details, examples, and

explanations. Grade 4 (2.3) Write information reports:

a. Frame a central question about an issue or situation. b. Include facts and details for focus.

c. Draw from more than one source of information (e.g., speakers, books, newspapers, other media sources).

Grade 3 (2.3) Write personal and formal letters, thank-you, and invitations: a. Show awareness of the knowledge and interests of the audience and

establish a purpose and context. b. Include the date, proper salutation, body, closing, and signature.

2.4 Write persuasive compositions:

a. Include a well-defined thesis (i.e., one that makes a clear and knowledgeable judgement).

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b. Present detailed evidence, examples, and reasoning to support arguments, differentiating between facts and opinions.

c. Provide details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counterarguments.

Grade 7 (2.4) Write persuasive compositions:

a. State a clear position or perspective in support of a proposition or proposal.

b. Describe the points in support of the proposition, employing well-articulated evidence.

c. Anticipate and address reader concerns and counterarguments. Grade 6 (2.4) Write responses to literature:

a. Develop an interpretation exhibiting careful reading, understanding, and insight

b. Organize the interpretation around several clear ideas, premises, or images.

c. Develop and justify the interpretation through sustained use of examples and textual evidence.

Grade 5 (2.4) Write persuasive letters or compositions: a. State a clear position in support of a proposal. b. Support a position with relevant evidence. c. Follow a simple organizational pattern. d. Address reader concerns.

Grade 4 (2.4) Write summaries that contain the main idea of reading selection and the most significant details.

2.5 Write documents related to career development, including simple business letters and job

applications: a. Present information purposefully and succinctly and meet the needs of the intended

audience. b. Follow the conventional format for the type of document (e.g., letter of inquiry,

memorandum). Grade 7 (2.5) Write summaries of reading materials:

a. Include the main idea ideas and most significant details. b. Use the student’s own words, except for quotations. c. Reflect underlying meaning not just the superficial details.

Grade 6 (2.5) Write a persuasive compositions: a. State a clear position on a proposition or proposal. b. Support the position with organized and relevant evidence. c. Anticipate and address reader concerns and counterarguments.

2.6 Write technical documents:

a. Identify the sequence of activities needed to design a system, operate a tool, or explain the bylaws of an organization.

b. Include all the factors and variables that need to be considered. c. Use formatting techniques (e.g., headings, differing fonts) to aid comprehension.

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1.0 Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions appropriate to this grade level. 1.1 Use correct and varied sentence types and sentence opening to present a lively and

effective personal style. Grade 7 (1.1) Place modifiers properly and use the active voice. Grade 6 (1.1) Use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts. Grade 5 (1.1) Identify and correctly use prepositional phrases, appositives, and

independent and dependent clauses; use transitions and conjunctions to connect ideas.

Grade 4 (1.1) Use simple and compound sentences in writing and speaking. Grade 3 (1.1) Understand and be able to use complete and correct declarative,

interrogative, imperative, and exclamatory sentences in writing and speaking. Grade 2 (1.1) Distinguish between complete and incomplete sentences. Grade 1 (1.1) Write and speak in complete, coherent sentences.

1.2 Identify and use parallelism, including similar grammatical forms, in all written discourse to

present items in a series and items juxtaposed for emphasis. Grade 4 (1.2) Combine short, related sentences with appositives, participial phrases,

adjectives, adverbs, and prepositional phrases. Grade 2 (1.2) Recognize and use the correct word order in written sentences.

1.3 Use subordination, coordination, apposition, and other devices to indicate clearly the

relationship between ideas.

1.4 Edit written manuscripts to ensure that correct grammar is used. Grade 7 (1.2) Identify and use infinitives and participles and make a clear references

between pronouns and antecedents. Grade 7 (1.3) Identify all parts of speech and types and structure of sentences. Grade 7 (1.4) Demonstrate the mechanics of writing (e.g., quotation marks, commas at

end of dependent clause) and appropriate English usage (e.g., pronoun reference).

Grade 6 (1.2) Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects.

Grade 5 (1.2) Identify and correctly use verbs that are often misused (e.g., lie/lay, sit/set, rise/raise), modifiers and pronouns.

Grade 4 (1.3) Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking. Grade 3 (1.2) Identify subjects, and verbs that are in agreement and identify and use

pronouns, adjectives, compound words, and articles correctly in writing and speaking.

Grade 3 (1.2) Identify and use past, present, and future verb tenses properly in writing and speaking.

Grade 3 (1.4) Identify and use subjects and verbs correctly in speaking and writing simple sentences.

Grade 2 (1.3) Identify and correctly use various parts of speech, including nouns and verbs, in writing and speaking.

LANGUAGE III SDC

Grade 1 (1.2) Identify and correctly use singular and plural nouns. Grade 1 (1.3) Identify and correctly use contractions (e.g., isn’t, aren’t, can’t, won’t) and

singular possessive pronouns (e.g., my/mine, his/her, hers, your/s) in writing and speaking.

1.5 Use correct punctuation and capitalization.

Grade 7 (1.5) Identify hyphens, dashes, brackets, and semicolons and use them correctly.

Grade 7 (1.6) Use correct capitalization. Grade 6 (1.3) Use colons after the salutation in business letters, semicolons to connect

independent clauses, and commas when linking two clauses with a conjunction in compound sentences.

Grade 5 (1.3) Use a colon to separate hours and minutes and to introduce a list; use quotation marks around the exact words of a speaker and titles of poems, songs, short stories, and so forth.

Grade 5 (1.4) Use correct capitalization. Grade 4 (1.4) Use parentheses, commas in direct quotations, and apostrophes in the

possessive case of nouns and in contractions. Grade 4 (1.5) Use underlining, quotation marks, or italics to identify titles of documents. Grade 4 (1.6) Capitalize names of magazines, newspapers, works of art, musical

compositions, organizations, and the first word in quotations when appropriate.

Grade 3 (1.5) Punctuate dates, city and state, and title of books correctly. Grade 3 (1.6) Use commas in dates, locations, and addresses and for items in a series. Grade 3 (1.7) Capitalize geographical names, holidays, historical periods, and special

events correctly. Grade 2 (1.4) Use commas in the greeting and closure of a letter with dates and items in

a series. Grade 2 (1.5) Use quotation marks correctly. Grade 2 (1.6) Capitalize all proper nouns, words at the beginning of sentences and

greetings, months and days of the week, and titles and initials of people. Grade 1 (1.4) Distinguish between declarative, exclamatory, and interrogative sentences. Grade 1 (1.5) Use a period, exclamation point, or question mark at the end of sentences. Grade 1 (1.6) Use knowledge of the basic rules of punctuation and capitalization when

writing Grade 1 (1.7) Capitalize the first word of a sentence, names of people, and the pronoun

I.

1.4 Use correct spelling conventions. Grade 7 (1.7) Spell derivatives correctly by applying the spelling of bases and affixes. Grade 6 (1.5) Spell frequently misspelled words correctly (e.g., their, they’re, there). Grade 5 (1.5) Spell, roots, suffixes, prefixes, contractions, and syllable constructions

correctly. Grade 4 (1.7) Spell correctly roots, inflections, suffixes and prefixes, and syllable

constructions. Grade 3 (1.8) Spell correctly one-syllable words that have blends, contractions,

compound, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from –y to –ies when forming the plural), and common homophones (e.g., hair-hare).

Grade 3 (1.9) Arrange words in alphabetic order. Grade 2 (1.7) Spell frequently used, irregular words correctly (e.g., was, were, says, said,

who, what, why).

LANGUAGE III SDC

Grade 2 (1.8) Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.

Grade 1 (1.8) Spell three-and four-letter short-vowel words and grade-level-appropriate sight words correctly.

PERFORMANCE STANDARDS: The California State Board of Education has identified the following performance levels for the California Content Standards Test in English/Language Arts. The objective of Long Beach Unified School District is to have all students achieve at or above the Proficient Performance Standard (Level).

9th gr. Advanced Proficient

Proficient Basic Below Basic Far Below Basic

% More than 79% 79% - 64% 63% - 44% 43% - 31% Less than 31%

Scaled Score

More than 396 396 - 350 349 - 300 299 - 265 Less than 265

10th gr. Advanced Proficient

Proficient Basic Below Basic Far Below Basic

% More than 84% 84% - 72% 71% - 51% 50% - 35% Less than 35%

Scaled Score

More than 391 391 - 350 349 - 300 299 - 263 Less than 263

LANGUAGE III SDC

The Long Beach Unified School District has established criteria for students to succeed. In addition to assessments such as tests, quizzes, and projects, students must be proficient in the areas listed below to receive a C or better in this course. PERFORMANCE CRITERIA

Advanced

Proficient Proficient Partially

Proficient Not Proficient

A B C D F

Mid term Exam ≥ 90% 80-89% 70-79% 60-69% ≤ 59% Final Exam ≥ 90% 80-89% 70-79% 60-69% ≤ 59% Fluency Builders

≥ 6 passed 4-5 passed 3 passed 2 passed ≤1 passed

Writing: process papers, timed writing

See district rubrics





Mastery Tasks

≥ 90% 80-89% 80% and above

= mastery of task*

70-79% 60-69% ≤ 59%

Completion of Daily Assign-ments

The majority of assignments are complete (by earning a

+).

80-89% of assignments are complete (by earning a

+).


+).


+).

≤ 59% of assignments are complete (by earning e

+). Classroom Independent Reading

During designated time

(10-20 minutes),

in-class reading is completed

every day from a variety of

genres, at the student’s

independent reading level.

During designated time (10-20 minutes),


most days from a variety of

genres, at the student’s



(10-20 minutes),


more than 70% of the time at the student’s independent reading level.


(10-20 minutes), in-

class reading is completed

more than 60% of the time and at the student’s



(10-20 minutes),

In-class reading is completed

less than 60% of the time, at the student’s independent reading level.

Reading Log (Homework)

Always completes 20

minutes of outside reading from a variety of

genres.

Frequently (80-89%)

completes 20 minutes of

outside reading from a variety

of genres.

Occasionally (70-79%)



of genres.

Sometimes (69-60%)



of genres.

Rarely (≤ 59%) completes 20

minutes of outside reading from a variety

of genres.

*Students who do not master a task, should retake the task after re-teaching

LANGUAGE III

OUTLINE OF CONTENT AND SUGGESTED TIME ALLOTMENT: Unit 37 Day Word Study Word Recognition Vocabulary Text Writing English/

Language Arts Homework

1 Discover Rule When a follows w it sounds like /o/ as in

hot Say and Write

Add w in front of ash and asp. Discuss

he change in vowel sound.

Student Notebook Create Word Bank

Add wa in which wa sound like /o/ as in

hot Unit 37 pg. 28

Trace It: backward, awkward, sew, shoved, spirit Fluency Builder #1

Unit 37 pg. 32

Define It: water, wallet, wash,

swallow

Multiple Meaning Map:

Use words from Define It

J & J Reader Predict It:

Read Story Summary for Unit 37

The Longest Walk Predict the plot Paraphrasing

Core Novel: See

Literature Map

Journal

See Writing Curriculum Map

Review: Two or more sentences

join to write a compound sentence

Reading Log

2 Discover Rule When a is followed

by ll, lm, lk, it sounds like /aw/ as

in all. See and Write See and Say

Copy and read /aw/ as all words to discover rule

Student Notebook Create Word Bank Add words in which wa followed by –ll, -

lk, -lm, -ld, or –lt

sounds like /aw/ as in all

Unit 37 pg. 28

Phrase Dictation Unit 37 pg. 33

Fluency Builder #2

Unit 37 pg. 30

Define It: chalk, call, walk,

hall

Multiple Meaning Map


Vocabulary Expansion Exercises

J & J Reader Read It Again

The Longest Walk (in group

Adult/student method) Map It:

Story Structure Map Focus: Exposition

Use a familiar story or move

(see Masterpiece Plots: Resource

Guide pg. 346-347 Paraphrasing

Core Novel: See

Literature Map

Journal


Match It: Combine

sentences to make compound sentences

Reading Log

LANGUAGE III SDC

Day Word Study Word Recognition Vocabulary Text Writing English/ Language Arts Homework

3 Student Notebook Reference Section

Vowel Chart Add new vowel

phonemes with word examples

Mastery Tasks #4

Fluency Builder #3 Unit 37

pg. 34-35

Define It: awkward,

backward, sew, shoved, spirit

Multiple Meaning

Map: Use Unit 37

nonphonetic words

J & J Reader Review Map It: Story

Structure Map Focus Exposition

Paraphrase It The Longest Walk

Core Novel: See

Literature Map

Journal


Match It Combine


Reading log

4

Mastery Task #1 Spelling Activity Word Sorting

Sort by vowel sound Unit 37 pg. 29

Mastery Task #5

Play It: Focus: get up the nerve, the calm before the storm

Define It:

sidewalk, ballpark


The Longest Walk Partner Read

Core Novel: See

Literature Map

Journal


March It Combine


Reading Log

5 Review and make-up time

Divide and Conquer Review activity using selected unit words

with pattern vccv

Mastery Task #2

Define It: Use Greek

combining forms to define

biology, hydrology

J & J Reader Summarize It

The Longest Walk Language Expansion

Questions

Core Novel: See Literature Map

Journal


Word Sort Sort by function (use expanded

word list)

Reading Log

6 Word Building Use Greek

combining forms: See Mastery Task

#12

Spelling Activity Review

Doubling Rule Use Double It

template Unit 37 pg. 29



microbiology, zoologist

Unit 37 pg. 26

Define antagonist: a character who is

responsible for other character’s difficulties

Protagonist: a character

representing good intentions

Core Novel: See

Literature Map

Journal


Word Search Find sentences in which conjunctions (and, but, or) are used to combine

sentences. Use The Longest

Walk and/or grade-level literature.

Reading Log

LANGUAGE III SDC


7

Student Notebook Create word bank

using Greek combining forms

Mastery Task #4 Define It: Use Greek


monoxide Unit 37 pg. 26

J & J Reader Identify protagonist

and antagonist in J & J Reader

Unit 37 pg. 30 Complete Expansion

Questions


Journal


Match It Compound Sentences

Use sentences in Mastery Task #8

Review tense endings for

present, past, and present progressive(see Mastery Task

#7)

Reading Log

8 Mastery Task #9 Student Notebook

Add to word bank of Greek combining

forms

Mastery Task #5

Word Search Greek combining

forms using content text materials



Homogenize

Illustrate It: Illustrate the idioms:

Calm before the storm, get up the

nerve Put in Student

Notebook (Illustration section)

J & J Reader

Mastery Task #3


Journal


Rewrite It Complex sentences

to simple sentences

Mastery Task # 6 and #7

Reading Log

9 Student Notebook Add to word bank of

Greek combining forms

Review and make- up time



Find examples of protagonist and antagonists in

literature


Journal


Mastery Task #8

10 Review and make- up time



Find examples of protagonist and antagonists in

literature Core Novel: See

Literature Map

Journal Review and

make- up time


Mastery Task #11

LANGUAGE III SDC

Unit 38 Day Word Study Word Recognition Vocabulary Text Writing English/


1 Discover Rule The phonogram war represents the sound

pattern /wor/ See and Write See and Say

Display word far. Replace the

beginning phoneme with w and discuss the change in vowel

sound Unit 38 pg. 54

Student Notebook Create a word bank

Fluency Builder #1 Unit 38 pg. 58

Define It: award, warm, wasp,

toward

Multiple Meaning Map



Read Story Summary for Unit 38

Fernando to the Rescue

Predict the plot Paraphrasing

Core Novel: See

Literature Map

Journal


Infused in Step 3 Reading Log

2 Discover Rule The phonogram wor represents the sound

pattern /wur/ See and Say

See and Write Display word form.

Replace the beginning phoneme with w and discuss the change in vowel

sound Unit 38 pg. 54


Create a College Bought, buy, both,

straight, worn


Define It: worm, work, worth

Multiple Meaning

Map: Use words from

Define It

Define It: Review Latin

prefixes, suffixes, and roots: condition,

contradiction

J & J Reader Phrase It:

Selected sections of J & J Reader Unit 38

Map It: Story Structure Map

Focus: Complication Use a familiar story

or movie (see Masterpiece Plots: Resource

Guide, pg. 346-347


Journal



LANGUAGE III SDC


3 Discover Rule The phonogram qua represents the sound

patterns /kwa/ See and Say

See and Write Write and read qua

words to discover the sound pattern


Mastery Tasks #4


Define It: qualify, quart,

squash


qualify, squash

Define It: review Latin prefixes, suffixes, and roots.

importance, adversary


Adult/Student Method Unit 38

Review Map It: Story Structure Map

Focus: Complication for Unit 38 section

Core Novel: See

Literature Map

Journal


Infused in Step 3 Reading log

4

Listening for Sounds in Words –A

/wor/, /wur/, /kwa/ Unit 38 pg. 54

Spelling Activity Word Sorting and

Homonym Unit 38 pg. 55


Vocabulary Expansion

Word Search Search for English compound words See Mastery Task

#1 Define It:

Review Latin prefixes, suffixes,

roots. export


Partner Reading Unit 38

Core Novel: See

Literature Map

Journal


Masterpiece Sentences

Develop sentences that contain direct

quotations Resource Guide

pg. 342 Rewrite It

Rewrite quotes found in Fernando

to the Rescue

Reading Log

5 Word Sort Review c sounds like

/s/ or /k/ Use J & J Voc. Cards

See and Write Phrases and Sentences for

Dictation and Fluency Unit 38 pg. 56

Mastery Task #4



phytoplankton

Mastery Tasks # 1 and #2

J & J Reader Summarize It:

Literary Terms and Devices: Define

subsurface plot: a plot that exists in

addition to the story’s primary plot. Find

examples in Unit 38 selection

Core Novel: See

Literature Map

Journal


Paraphrase It: Vary sentence

structure by changing short sentences into compound and

complex sentences Rewrite It:

Rewrite quotes from grade-level

literature. Change attributes

Reading Log

LANGUAGE III SDC


6 Word Building Use Greek combining

forms: (e.g., arth + it is)

See Mastery Task #10


Unit 38 pg. 55



pathologist, pathology

Unit 38 pg. 52

Language Expansion Questions


flashback: a point in the story when time moves backward.

Find examples in Unit 38 selections

Core Novel: See

Literature Map

Journal


Match It Build sentence with

attributes of quotations in varying

positions. Focus on

punctuation

Reading Log

7

Student Notebook Create word bank

using Greek combining forms

Mastery Task #3 Define It: Use Greek


arthritis, dermatitis Unit 38 pg. 52

J & J Reader Literary Terms and

Devices: Define foreshadowing: a place in the text where the author provides a hint of what is to come.


Journal


Mastery Sentence Focus: Varying

sentence structure Resource Guide

pg. 342

Mastery Task #5

Reading Log

8 Word Building Use Greek combining

forms Use Morpheme for

Meaning Cards with Unit 38 Greek combing forms

Mastery Task #4



psychologist, epidermis

Unit 38 pg. 52

J & J Reader


Journal


Replace It Focus on word

choice. Use thesaurus

Mastery Task # 6

Reading Logs

LANGUAGE III SDC






dioxide Unit 38 pg. 52

Illustrate the idioms: Focus: beside

himself and on the fence.

Put in Student Notebook

(Illustration Section)


Journal


Mastery Task #7 and # 8



Mastery Task #10 Play It:

Use Idioms Focus: beside

himself and on the fence


Journal


Mastery Task #9

LANGUAGE III SDC

Unit 39


1 Discover Rule Read car words that have sound patterns /ear/, /er/, /air/, /ar/

Identify the four sounds patterns

represented by ear Listening for Sounds

in Words -A


Word Search people, piano Search in text

materials

Define It: appear, year, fear,

hear Define It:


roots interrupt,

constructive


Read Story Summary Rehearsal for

Friendship Predict the plot

Core Novel: See

Literature Map

Journal



2 See and Write See and Say

Write and read ear words with sound patterns /ear/, /er/

Add to Student Notebook word banks

Unit 39 pg. 82

Spelling Activity Word Sorting

Use Categorize It –3 ear words

Unit 39 pg. 81 Word Search minute, mirror

Search text materials

Fluency Builder #2 and #3 Unit 39 pgs. 88 and 89

Define It: early, learn, earth

Define It:


and roots: respectable, immortalize

J & J Reader Paraphrase It: Rehearsal for

Friendship Map It: Story

Structure Map Focus: conflict

Use familiar story or move

See Masterpiece Plots: Resource

Guide pg. 346-347


Journal



3 See an Say See and Write

Write and read ear words with sound patterns /air/, /ar/ Add to Student

notebook work banks Unit 39 pg. 82

Mastery Tasks #2


Define It: Bear, wear, heart

Define It: review Latin prefixes, suffixes, and roots. factor, construc-

tive

J & J Reader Phrase It:

Rehearsal for Friendship


Focus: conflict for Unit 39 story

Core Novel: See

Literature Map

Journal Mastery Task #4

See Writing

Curriculum Map


LANGUAGE III SDC


4

Learning the Code Use unit phonograms

ear words

Folder Activity Word Sort:

/ear/, /er/, /air/, /ar Unit 39 pg. 82

Mastery Tasks #3


Mastery Tasks #1

J & J Reader Read It Again Rehearsal for

Friendship


Journal




Student Notebook

Create a word bank for ear words.

Spelling Activity Challenge and Memory Words Unit 39 pg. 83



invertebrate, inactive

J & J Reader Summarize It: Rehearsal for

Friendship Literary Terms and

Devices: Define juxtaposition: when ore than one

event in a story happens at the same

time Find examples in Unit

39 Selection

Core Novel: See

Literature Map

Journal


Substitute It Focus on word

choice Use a thesaurus

See Mastery Task 5 for samples

Reading Log

6 Infused in Step 3 Create a Collage people, piano, minute, mirror Spelling Activity

Review and Beyond Unit 39 pg. 83

Word Building Use Unit Greek combining forms

Define It Use Greek


polygon, polypod Unit 39 pg. 80


Literary Terms and Devices: Find examples of

juxtaposition in literature

Core Novel: See

Literature Map

Journal


Replace It Focus on nouns

Reading Log

LANGUAGE III SDC


7

Infused in Step 3 Fluency Builder #1-4 Define It: Use Greek


prototype, metamorphic Unit 39 pg. 80

Student Notebook

Create a word bank for Greek combining

forms

J & J Reader


Journal


Rewrite It Focus on changing simple sentences to compound or

complex sentences. Use sentences from

Unit 39 story. See Mastery Task 6 for

samples

Reading Log

8 Infused in Step 3 Mastery Task #2



telescope, microscope

Draw It: Idioms: light-

hearted, clear the air


Review and make-up time

Core Novel: See

Literature Map

Journal


Substitute It Focus on word

choice. Use a thesaurus

See Mastery Task 5 for samples

Reading Logs

9 Infused in Step 3 Review and make- up time

Mastery Task #3



object, offend Draw It:

Idioms: crocodile tears, heartsick Put in Student

Notebook


Core Novel: See

Literature Map

Journal


Mastery Task #5



Mastery Task #7 Draw It:

Idioms: play it by ear



Journal


Mastery Task #6

LANGUAGE III SDC



1 Discover Rule The sound pattern /air/

be spelling different ways.

See and Write See and Say

Write and read unit air words

Unit 40 pg. 106

Fluency Builder #1 Unit 40 pg. 109 Chain It:

Review consonant digraphs, including ph when inflections

are added

Define It: chair, pair, pear

Define It:

Review Latin prefixes, suffixes, roots

expire, conspire


Read Story Summary

A Narrow Escape Predict Plot

Core Novel: See

Literature Map

Journal



2 Review rule: The sound pattern /air/ can be spelling

different ways


Write and read er and ear words

Unit 40 pg. 106

Fluency Builder #5

Unit 40 pg. 107

Define It: where, wear

Define It;

Review Latin prefixes, suffixes, and roots: refund, refundable

J & J Reader Paraphrase It:

A Narrow Escape Map It: Story

Structure Map Focus: climax

Use familiar story or movie

See Mastery Plots: Resource Guide pg.

346-347


Journal



3 Review rule: The sound pattern /air/ can be spelling

different ways See an Say

See and Write Write and read unit

err words. Unit 40 pg. 106

Mastery Tasks #2

Fluency Builder #2 and #3 Unit 40 pg. 110, 111

Define It; hare, hair

Define It: review Latin prefixes, suffixes, and roots. degrade, gradient

J & J Reader Phrase It;

A Narrow Escape Review Map It: Story

Structure Map Focus Climax for

Unit 40 story



See Writing

Curriculum Map


LANGUAGE III SDC


4

Review rule: The sound pattern /air/ can be spelled

different ways See and Say Say and Write

Write and read unit arr words

Unit 40 pg. 106

Word Sort Sort by phonogram

for /air/ Select a combination

of three of the /air/ phonograms

Fluency Builder #4

Unit 40 pg. 112

Define It: carry, narrow, stair,

stare Define It;

Review Latin prefixes, suffixes, roots.

explore, implore


A Narrow Escape


Journal



5 Word Sort Sort words based on

phonograms

Student Notebook Create word bank of

unit words Spelling Activity

Word Sorting Unit 40 pg. 107

Mastery Task #3


Mastery Task #2

J & J Reader Summarize It:

A Narrow Escape Literacy Terms and

Devices: Review juxtaposi-

tion. Find examples in Unit 40 story.

Core Novel: See

Literature Map

Journal



6 Word Sort Sort unit vocabulary based on common morpheme units

Folder Activity Tic-Tac-Toe

Use nonphonetic words

Word Building Use Greek combing

forms. Add to Student

Notebook Define It:

Use Greek combining forms to define

lithograph, homicide Unit 40 pg. 104


Literary Terms and Devices: Find examples of

juxtaposition in literature

Core Novel: See

Literature Map

Journal



Reading Log

7

Mastery Task # 1 Review and make-up time

Define It: Use Greek combining

forms to define telegram, telephoto

Unit 40 pg. 104

Student Notebook Create a word bank for Greek combining

forms


Core Novel: See

Literature Map

Journal


Rewrite It: Focus on

changing simple sentences to compound or

complex sentences. Substitute It

Focus on word choice

Reading Log

LANGUAGE III SDC



Mastery Task #3 Define It: Use Greek combining

forms to define astronomer, insecticide

Unit 40 pg. 104

Complete Language Expansion Questions

Core Novel: See

Literature Map

Journal


Substitute It: Substitute forms of

be and go

Mastery Task # 7

Reading Log


Mastery Task #4



forms to define herbicide,

astronomer Unit 40 pg. 104

Student Notebook Add to work bank for



Core Novel: See

Literature Map

Journal


Replace It: Use forms of be

and go See Mastery

Task #8

Mastery Tasks #6



Mastery Task #9

Core Novel: See

Literature Map

Journal


Mastery Task #8

LANGUAGE III SDC



1 Discover Rule There are three

conditions in which schwa occurs

Focus: Schwa is often found when a begins or ends a

work with more than one syllable

Move It and Mark It Identify the syllable in

which schwa is heard. Select words from unit voc. that begin or end with a

Unit 41 pg. 130

Student Notebook Create word bank with schwa words. Focus: words that begin or end with a Fluency Builder #1

Unit 41 pg. 1133

Define It: across, appear, arrive

Pretest Latin

prefixes, suffixes, and roots to

determine review activities

Use list from Mastery Task #1


Read Story Summary

Sabotage at the Internationals Predict plot

Core Novel: See

Literature Map

Journal





Focus: Schwa is often in the second syllable of a two-

syllable word Move It and Mark It

Identify the syllable in which schwa is

heard. Select words from unit voc. that have two syllables

Unit 41 pg. 130

Student Notebook Create word bank with schwa words Focus: words that have two syllables

Fluency Builder #2

Unit 41 pg. 134

Define It: bacon, balance,

gallop review Latin roots,

prefixes, and suffixes identified in Day 1

Define It:

transition, introduction


Sabotage at the Internationals

Group adult/student method


Focus: Resolution. Use familiar story or

movie See Masterpiece Plots: Resource

Guide pg. 345-347


Journal



LANGUAGE III SDC




Focus: Schwa is often in an

unaccented syllable of a multisyllable

word Move It and Mark It

Identify the syllable in which schwa is

heard. Select words from unit voc. that have two syllables

Unit 41 pg. 130

Student Notebook Create word bank with schwa words. Focus: Multisyllable words (more than

two syllables)

Mastery Task #4

Define It: celebrate, multiply,

penetrate review Latin roots,

prefixes, and suffixes identified in Day 1

Define It:

malicious, interference

Paraphrase It: Sabotage at the Internationals


Focus: Resolution for Unit 41 story

Core Novel: See

Literature Map


See Writing

Curriculum Map


4

Move It and Mark It Focus: Syllable in

which schwa is heard (all conditions)

Picture It most, post, change,

child

Fluency Builder #1-3 Unit 41 pg. 133-135




Core Novel: See

Literature Map

Journal



5 Mastery Task #2 Picture It pint, clothes, push,

pull

Mastery Task #5

Mastery Task #1 J & J Reader Summarize It:


Literary Terms and Devices:

Explain how authors use connections to life to help relate to

protagonist’s situations and

emotions. Find examples in Unit 41

story


Journal


Rewrite It Focus: Word choice. Use

selection from J & J Readers. Unit 41

Reading Log

LANGUAGE III SDC


6 What’s the Type? Code closed r-

controlled, open, vce, vowel digraph or vowel diphthong.

Note which syllable is unstressed

Focus: schwa


Unit 41 pg. 131

Fluency Builder #4 Unit 41

Mastery Task #3


forms to define tricycle, subtract

Unit 41 pg. 128


Literary Terms and Devices: Find examples of in

literature


Journal


Rewrite It Focus: changing

simple to compound or

complex sentences

Reading Log

7


Phrase Dictation Write Unit Phrases for Dictation and

Fluency Unit 41 pg. 131

Spelling Activity Challenge and

Review Unit 41 pg. 131


forms to define carnivore,

microphone



melodrama: overly sentimental, overly emotional fictional story. Find use of melodrama in unit

41 story


Journal


Rewrite It Focus on

changing simple sentences to compound or

complex sentences.

Reading Log


Word Search Use text materials to

search for: most, post, change, child, pint, clothes, push,

pull


forms to define hydrogen, herbivore


Journal


Code It Use text materials

to code, verb tenses: present,

past, past participle

Unit 41 pg. 126 Mastery Task # 8

Reading Log

LANGUAGE III SDC



Mastery Task #4



forms to define herbicide,

astronomer Unit 40 pg. 104

Student Notebook Add to work bank for



Core Novel: See

Literature Map

Journal


Replace It Use forms of be

and go See Mastery Task

#8

Mastery Tasks #6


Mastery Task #5 Mastery Task #11


Journal Review and make-up

See Writing

Curriculum Map

Mastery Task #10

Unit 42


1 Discover Rule Listening for Sounds in Words (Sheet A) Focus: phonograms

/shun/, /shus/, /zhun/, /yun/

Say and Write See and Say

Unit phonograms (tion, sion, words) in

student Notebook work bank

Unit 42 pg. 158-160

Fluency Builder #1 and #2 Unit 42

pg. 162-164

Define It: application, combination


Read Story Summary

Accusation and predict plot


Journal



LANGUAGE III SDC



Write and read Unit phonograms:

cian, xion, words in Student Notebook

word bank Unit 42 pg. 158-160

Fluency Builder #3

Unit 42 pg. 165

Define It: complexion,

physician, politician

J & J Reader Paraphrase It:

Accusation Map It: Story

Structure Map Focus: Climax

Use a familiar story or movie

See Masterpiece Plots: Resource

Guide pg. 345-347


Journal


Substitute It Review forms of

be

Reading Log



tient words in Student Notebook word bank

Unit 42 pg. 158

Picture It iron Fluency Builder #4 Unit 42 pg. 166 Mastery Task #2

Define It: patient, quotient,

sentient


Read It Again Accusation

Review Map It Story Structure Map

Focus: Climax for Unit 42 story

Core Novel: See

Literature Map

Journal


Substitute It Review forms of

go

Reading log

4



xious, cious words in Student Notebook

word bank Unit 42 pg. 158 and

160

Word Sort Sort by phonograms

for /shun/


Mastery Task # 3

Define It: anxious, delicious,

spacious

Define It: Use Greek combing

forms to define biped, tonsillectomy

Unit 42 pg. 156

Summarize It: Accusation


Journal

Mastery #4


Rewrite It Focus; changing simple sentences to compound or

complex and word choice

Reading Log

LANGUAGE III SDC


5 Mastery Task #1 Word Sort Sort by Phonograms

for /shus/

Fluency Builders #1-5

Unit 42 pg. 163-167


forms to define antifreeze, tetraped

Unit 42 pg. 156



mystery: a type of literature that uses

suspense. Find how suspense is used in

Unit 42 story Unit 42 pg. 162

Core Novel: See

Literature Map

Journal


Mastery Tasks #6 and #7

Reading Log




forms to define hemoglobin

Unit 42 pg. 156


Find examples in literature.

Core Novel: See

Literature Map

Journal


Replace It Focus: past tense and past participle of irregular verbs. See Mastery Task

5 for samples

Reading Log

7


Student Notebook Create a Word Bank

of unit Greek combing forms


forms to define motion, suspicious

Student Notebook Add word bank of Greek combining

forms


Journal


Mastery Tasks #5

Reading Log


Mastery #2 Student Notebook Illustration Section

Do cumulative review of idioms

See Mastery Task 8


forms to define occasion, collection

Summative Test for Language! Level 3 Book G

Core Novel: See

Literature Map

Journal


Review and make up time

Reading Log

LANGUAGE III SDC



Mastery Task #3


Mastery Task #8 and #9

Student Notebook Review word bank of Green combing forms

for Book G



Journal



10 Summative Test for Language!

Level 3 Book G

Summative Test for Language!

Level 3 Book G


Level 3 Book G


Core Novel: See

Literature Map


Level 3 Book G



Unit 43

LANGUAGE III SDC


1 Discover Rule In the phonogram old the o represents the

long /o/ phoneme Say and Write See and Say

Have students add I after the o in the

words cod, mod, and sod. Discuss the change in vowel

phoneme Student Notebook Cerate Word Bank

Use old words Unit 43 pg. 188

Word Building Use /old/ + beginning

consonants b, c, m, s, t, g, f.

Record on note cards or stickers

Fluency Builder #1

and #2 Unit 43 pg. 192-193

Define It: cold, sold, hold


Read Story Summary

The Gold Robbery Predict plot

Core Novel: See

Literature Map

Journal


Review conjunctions:

words that join sentence parts

Match It

Combine simple sentences to

make compound sentences. Use

conjunctions

Reading Log

2 Discover Rule In the phonogram oll, the o represents the

long /o/ phoneme Say and Write See and Say

Have students add ll after o to make the words: poll, roll and stroll. Discuss the change in vowel

phoneme Student Notebook Create Word Bank

Unit 43 pg. 188

Word Building Use /oll/ + beginning consonants d, r, p,

scr, str, t. Record on note cards or stickers Fluency Builder #3

Unit 43 pg. 194

Define It: roll, stroll, scroll

Read It Again The Gold Robbery


Identify all segments of Masterpiece

Plots. Fill in map for Unit 43 selection

Core Novel: See

Literature Map

Journal


Rewrite it Combine simple

sentences to make compound

sentences

Reading Log

3 Folder Activity Phoneme

Discrimination: /old/ vs. /oll/

Categorize It-2 Use oll and old words from Day 2 and 3 for

sort

Mastery Task #4

Trace It flood, floor

Word Sort Sort unit spelling

words into semantic categories

Unit 43 pg. 188

Review Masterpiece Plot

using Map It: Story Structure Map for Unit 43 selection

Paraphrase It The Golden

Robbery


Journal


Sentence Dictation

Code conjunc-tions, base

subject, and base predicate

Diagram It

Focus: conjunctions and

compound sentences

Reading log

LANGUAGE III SDC


4

Learning the Code Use expanded word

list Unit 43 pg. 188-189

Fluency Builder #4

Unit 43 pg. 195

Mastery Task # 4

Vocabulary Expansion Exercise

Phrase It: The Gold Robbery Read text materials which illustrate the

structure when examples are

provided. Take notes on Map It: Example

Map


Journal


Mastery Task # 6 Reading Log



Sort words into three groups: old, ost, oll

Unit 43 pg. 189

Sentence Dictation Use Sentences for

Dictation and Fluency

Unit 43, pg. 190


Summarize It: The Gold Robbery

Read text materials, which illustrate the

structure when examples are

provided. Take notes on Map It: Example Map

Core Novel: See

Literature Map

Journal



Reading Log

6 Learning the Code Focus: English phonograms.

Use phonograms in Mastery Task 1

Unit 43 pg. 196-197

Mastery Task #4 Define It: Review Greek

combining forms in Mastery Task 2 pg.

197



Journal


Introduce similes. Explain that they

use the words like or as to compare

two things that are not really alike Word Search

Search grade-level literature –including

poetry for sentences with

simile

Reading Log

LANGUAGE III SDC


7

Learning the Code Focus: English phonograms.


Unit 43 pg. 196-197

Spelling Activity Review r-controlled vowel components

of words Unit 43 pg. 190

Mastery Task #2 Define universal theme: a thought not

bound by time or space. Develop

class list of universal themes. Discuss the universal theme in

the Unit 43 selection Unit 43 pg. 190

Core Novel: See

Literature Map

Journal


Word Search Search grade-level

literature – including poetry for

sentences with simile

Replace It Replace an

adjective/noun pattern with a

simile

Reading Log

8 Learning the code Focus: English phonograms.


Unit 43 pg. 196-197

Mastery #5 Define It: Use Greek combining

forms to define macroeconomist,

acrobatic Unit Map pg. 186


Cite evidence to support the

universal theme in selections from

literature


Journal




sinile

Reading Log

9 Mastery Task #1 Review and make-

up time


forms to define polychromatic,

zoologist Unit Map pg. 186


Cite evidence to support the

universal theme in selections from

literature


Journal





Mastery Task #9 Mastery Task #3


Journal



LANGUAGE III SDC

Unit 44


1 Discover Rule The phonogram igh

represents the long /i/ phoneme

See and Say

Display words: fit, lit, slit

Add gh after the i and discuss change in

vowel sound

Word Building Use: igh, + b, l, f, fr,

bl, t, m,


Define It: fight, high, light


fligh, high, light

Predict It: An Oversight Predict plot

Core Novel: See

Literature Map

Journal



2 Say and Write Have students say

and write unit words. Be sure they

pronounce the long /i/ phoneme as they write

the word Student Notebook

Create a word bank of igh words

Word Building Use: igh, + pl, s, fl, n,

t


Define It: night, sight, plight

Multiple Meaning Map: night, sight, plight

Read It Again An Oversight Map It: Story

Structure Map Identify segments of Masterpiece Plots. Fill in map for Unit

44 selections


Journal



3 Student Notebook Add igh to the vowel chart spelling for long

/i/ sound and write examples

Mastery Task #4

Trace It often, door, laugh

Fluency Builder #3

Unit 44 pg. 219

Define It: often door


often door



Core Novel: See

Literature Map

Journal



4

Learning the Code Focus: igh phonogram


Mastery Task # 5

Vocabulary Expansion Exercise

Define It:

Review Greek combing forms to

define biosphere, microbe

Phrase It: An Oversight

Core Novel: See

Literature Map

Journal


March It Combine simple sentences into

compound sentences

Reading Log

LANGUAGE III SDC




Writing words with igh

Unit 44 pg. 211



Unit 44 pg 216

Word Sort Sort unit voc. words into semantic groups

Unit 44 pg. 214

Define It: Review Greek combing

forms to define hypersensitive,

photocopy

Summarize It: An Oversight

Core Novel: See

Literature Map

Journal


Match It Combine simple sentences into

compound sentences

Reading Log

6 Mastery Task #1 Categorize It –2 Use igh vs. vce with

I

Mastery Task #3 Language Expansion Questions

Literary Terms and Devices: List the

possible universal themes in the story

An Oversight


Journal


Introduce metaphors. Explain that they suggest a

comparison but without the use of

like or as. Word Search

Search grade-level literature for metaphors

Mastery Task #6

Reading Log

7



Use the Multisyllable Word Spelling Grid

Code open syllables Unit 44 pg 215

Mastery Task #5


forms to define audible, tricycle

Literary Terms and Devices: Determine the universal theme in An Oversight and provide examples

Core Novel: See

Literature Map

Journal


Match It Combine simple sentences and

clauses to create complex

sentences using words: although, because, before, since and until

Replace It Replace a

noun/adjective pattern with

metaphors or similes

Reading Log



forms to define telescope,

endoskeleton Unit Map pg. 212

Mastery Task #2


Journal




simile

Reading Log

LANGUAGE III SDC





forms to define panoramic, panacea


structure when reasons are

provided. Take notes on Map It:

Reason Explanation Map

Core Novel: See

Literature Map

Journal


Diagram It Diagram complex sentences using

the words: although,

because, before, since and until

Mastery Task #9 Create a Poem Use metaphors



Mastery Task #10 Read text materials, which illustrate the




Core Novel: See

Literature Map

Journal



LANGUAGE III SDC



1 Discover Rule In the phonogram

ind, i, represents the long /i/ phoneme

See and Say Say and Write

Display the words: kin, bin, grin and then

add d at the end. Discuss change in

vowel phoneme


for ind words


Define It: blind, find, mind


mind, blind

Predict It: Nothing Ventured,

Nothing Gained Predict plot

Core Novel: See

Literature Map

Journal


Match It Review compound sentences using:

and, but, or

Word Search Search J & J

Reader Unit 45 for similes

Reading Log

2 Discover Rule In the phonogram ild, i, represents the long

/i/ phoneme See and Say Say and Write

Display the word: mid Add l, after the I

Discuss change in vowel phoneme


for ild words Trace It

fought, ocean Fluency Builder #2

Unit 45 pg. 218

Define It: child, wild


wild

Read It Again Nothing Ventured,

Nothing Gained Map It: Story


45 Selections

Core Novel: See

Literature Map

Journal



and, but, or Replace It

Choose sentences from J & J Reader

Unit 45 and replace an


simile

Reading Log

3 Discover Rule The phonogram ture represents the sound

pattern /chur/ See and Say Say and Write

Display words: cap, fix, mix

Add ture at the end Discuss the

phonogram ture


for ture words


Define It: pasture, nature


nature



Paraphrase It Nothing Ventured,

Nothing Gained


Journal



and, but, or Replace It

Choose sentences from J & J Reader

Unit 45 and replace an


metaphor

Reading log

LANGUAGE III SDC


4

Listening for Word Parts

Focus: ind, ture


Mastery Task # 3

Define It fought


fought

Phrase It: Nothing Ventured, Nothing Gained

Core Novel: See

Literature Map

Journal


Diagram It Compound Sentences

Create a Poem Write a poem

using simile and metaphor

Reading Log


Sentence Dictation Underline voc with ture phonogram

Vocabulary Expansion Summarize It: Nothing Ventured,

Nothing Gained Language Expansion Questions

Core Novel: See

Literature Map

Journal


Mastery Tasks #5 and #8B

Reading Log

6 Spelling Activity Word Division

Divide and identify syllables

Unit 45 pg. 239

Back to the Base Spelling Activity

Challenge Unit 45 pg. 239

Define It: sought, bought

Define It:

pathetic, thermal


Literary Terms and Devices: Review

definition of universal theme: a thought not bound by time or space

Discuss the universal theme in Unit 45 selection pg. 240


Journal


Rewrite It Change principal parts of irregular

verbs See Mastery Task

7 Match It

Combine simple sentences to

create complex sentences using:

although, because, before, since and

until Word Search

Search for J & J Reader Unit 45 for

similes and metaphors

Reading Log

LANGUAGE III SDC


7

Spelling Activity Review and Beyond

Underline vce syllable in each word

Unit 45 pg, 239

Picture It ocean, fought,

thought, bought, sought

Mastery Task #4


forms to define Review: graphic

New; brontosaurus,

autobiographical Unit Map pg. 236

Literary Terms and Devices: Cite

evidence to support the universal theme

in selection from grade-level literature

Unit 45 pg 240


Journal




7 Diagram It

Diagram complex sentences with joining words:

although, because, before, since, and until

Replace It Replace

noun/adjective pattern with a

simile

Reading Log

8 Drop It Use ture words


forms to define Review: cyclical,

pentagon New: geothermal,

psychological Unit Map pg . 236


structure when reason are provided. Take notes on Map

It: Reason Explanation Map

Core Novel: See

Literature Map

Journal


Rewrite It: Change principal parts of irregular


7 Diagram It:



Replace It Replace

noun/adjective pattern with a

metaphor

Reading Logs

LANGUAGE III SDC




Mastery Task #2

Mastery Task #1


Journal




7 Diagram It



Mastery Task

#8A



Mastery Task #9 Review and make-up time






Journal



LANGUAGE III SDC



1 Discover Rule The phonogram eigh represents the long

/a/ phoneme See and Say Say and Write

Compare words containing long /a/

sound but are spelled differently

Introduce eigh spelling and discuss

Word Sort Sort words with long

/a/: vce, ai, ay, eigh

Fluency Builder #1

Unit 46 pg. 267

Define It: neighbor, sleigh


sleigh

Predict It: The Weight of the

World Predict plot

Core Novel: See

Literature Map

Journal


Match It Combine simple

sentences to make compound sentences using:

and, but, or

Reading Log

2 Folder Activity Phoneme

Discrimination (long vowels)

Student Notebook Reference Section

Add eigh phonogram to vowel chart for

long /a/ spelling with examples

Sentence Dictation Use Sentence for


Unit 46 pg. 265


Define It: weigh, neigh

Multiple Meaning Map weigh, neighborhood

Trace It

love

Read It Again The Weight of the

World Map It: Story


46 Selections

Core Novel: See

Literature Map

Journal




and, but, or

Reading Log

3 See and Say Say and Write

Use words with eigh phonogram

Unit 46 pg. 264

Mastery Task #3 Fluency Builder #4

Unit 46 pg. 270


Define It love


love



Paraphrase It The Weight of the

World


Journal




and, but, or

Reading log

LANGUAGE III SDC


4

Listening for Word Parts

Focus: eigh words


Dictation and FluencyUnit 46 pg. 265

Mastery Task # 4

Define It: Review Greek


cyclical, lithograph, photoelectric

Phrase It: The Weigh of the

World


Journal


Mastery Task #5 Reading Log




Underline eigh voc. words

Unit 46 pg 265 Fluency Builder #3

Unit 46 pg. 269

Define It Review Greek


monolith, homeopath, photogenic, dermatitis

Summarize It: The Weight of the

World Language Expansion Questions

Core Novel: See

Literature Map

Journal



Reading Log

6 Folder Activity Syllable Sort

Review: closed, open, r-controlled,

vce

Spelling Activity Unit 46 pg. 264

Define It: dysfunction,

dysentery

Mastery Task #2




Discuss the universal theme in Unit46 selection pg. 269

Core Novel: See

Literature Map

Journal


Rewrite It Change simple sentences to

complex sentences using: that, which,

who



7

Reading Log

LANGUAGE III SDC


7


Mastery Task #3


forms to define mechanism,

mechanic

Paraphrase It: Use Read Aloud selection from

grade-level literature Literary Terms and

Devices: Cite evidence to

support the universal them in selected literature

Core Novel: See

Literature Map

Journal


Rewrite It Change simple sentences to

complex sentences using: that, which,

who



7

Reading Log



Mastery #4

Word Search Greek combining

forms using content text materials


forms to define chronic, synchronize


juxtaposition: events happening

simultaneously Find examples in

J & J Readers Unit 46

The Weight of the World

Unit 46 pg. 265


Journal



verbs See Mastery

Task #7

Mastery Task # 7

Reading Log

9 Student Notebook


forms



forms to define philosophy, acrophobia

Unit Map pg. 262


Review thematic statement

and juxtaposition in literature

Unit 46 pg. 265


Journal


Mastery Task #7

LANGUAGE III SDC




Mastery Task #8

Word Search Search for examples of metaphor in grade-

level literature




provided. Take notes on Map It: Reason Explanation Map Mastery Task # 1

Core Novel: See

Literature Map

Journal


Unit 47


1 Discover Rule The phonogram ph represents the /f/


Compare words containing /f/ sounds

but are spelled differently. Introduce

ph spelling and discuss

Word Sort Sort words with /f/

phonemes- ways to spell /f/

Fluency Builder #1

Unit 47 pg. 286

Multiple Meaning Map: phone, phony

Predict It: The Modern

Memphis Predict plot

Core Novel: See

Literature Map

Journal




and complex

Student Notebook Reference section Define hyperbole:

use of obvious exaggeration to make a point.

Discuss examples

Reading Log

LANGUAGE III SDC



Add ph phonogram to consonant chart for /f/

phoneme. Review Words to Read and

Spell with this phonogram

Unit 47 pg. 286



Unit 47 pg 291 and 292

Fluency Builder #2 and # 3 Unit 47 pg.

288

Multiple Meaning Map: graph, photograph

Read It Again The Modern

Memphis Map It: Story


47 Selections

Core Novel: See

Literature Map

Journal




and complex sentences

Reading Log

3 See and Say Say and Write

Use words to Read Spell with ph phonogram

Unit 46 pg. 286

Mastery Task #3 Fluency Builder #4 Unit 47 pg. 293



rough, tough



Paraphrase It The Modern

Memphis


Journal


Student Notebook Reference section

Define personification: giving human

characteristics to something that is

not human Discuss examples




Reading log

4

Listening for Sounds in

Words Focus: words with /f/ phoneme spelled ph


Dictation and FluencyUnit 47 pg. 288

Mastery Task # 4

Picture It

rough, tough


combing forms and Latin prefixes and suffixes to define

words See Mastery Task 2. Unit 47 pg. 294-295

for samples

Phrase It: The Modern

Memphis


Journal


Word Search Find examples of

personification in J & J Reader Unit 47

The Modern Memphis and

literature Mastery Task #5

Reading Log

LANGUAGE III SDC





Underline ph voc. words

Unit 47 pg 288 Fluency Builder #4

Unit 47 pg 293


combing forms and Latin prefixes and suffixes to define

words See Mastery Task 2. Unit 47, pg. 294-295

for samples

Summarize It: The Modern

Memphis Language Expansion Questions

Core Novel: See

Literature Map

Journal


Student Notebook Reference section Define: metonymy: a word is used in place of a word that is closely associated.

Discuss examples.

Reading Log

6 Mastery Task #1 Spelling Activity Unit 47 pg. 287

Define It: democracy,

demography, lexicon

Mastery Task #2




Discuss the universal theme in Unit 47 selection pg. 289

Core Novel: See

Literature Map

Journal


Word Search Find examples of metonymy in Unit 47 selection and

literature

Expand It Ask: when, where,

how and why. Masterpiece

Sentences Stages 2 and 5

Reading Log

7


Spelling Activity Spelling words with

ph Unit 47 pg. 287

Mastery Task #3


forms to define physical, sophomore

Paraphrase It: Use Read Aloud selection from

grade-level literature Literary Terms and

Devices: Cite evidence to

support the universal them in selected literature

Core Novel: See

Literature Map

Journal


Word search Find examples of

metonymy in – The Modern Memphis

and literature Expand It

Ask: when, where, how and why. Masterpiece

Sentences Stages 2 and 5

Reading Log

LANGUAGE III SDC




Mastery #4

Spelling Activity: Word Sort Review and Homophones

Unit 47 pg. 288


forms to define Hyperactive

Read text material based on compare

and contrast structure.

Take notes on Map It: Compare and

Contrast Essay map


Journal



9 Student Notebook


forms

Word search Find Greek

combining forms using content text

materials. Unit Map pg. 284

Multisyllable Spelling Grid

Choose words from expanded word list

Unit 47 pg. 287


forms to define demographer

Unit Map pg. 286




Contrast Essay map


Journal





Mastery Task #7



Journal Review and make-up

time



LANGUAGE III SDC

Unit 48


1 Discover Rule The phonogram kn represents the /n/ phoneme at the

beginning of some words

See an Say Say and Write

Write: now and not. Add the letter k

before the n and discuss the similarity

in sounds and the difference in meaning


of kn words


Multiple Meaning Map: knock

Predict It: Knowing Right From Wrong

Predict plot

Core Novel: See

Literature Map

Journal


Word Search Search text for

examples of simile and metaphor

Reading Log


Add kn phonogram to consonant chart for

/n/ phoneme. Listening for Sounds

in Word –B Focus: words that

begin with /n/ Compare words that begin with n and kn

Unit 48 pg 312

Word Search Search for kn words

in J & J Reader Unit 48 selection

Trace It

front, view

Multiple Meaning Map: knife, knit

Word Sort

Sort kn words into semantic groups Unit 48 pg. 312

Read It Again Knowing Right From Wrong

Map It: Story

Structure Map Identify segments

of Masterpiece Plots. Fill in map for

Unit 48 Selections

Core Novel: See

Literature Map

Journal


Word Search Search text for examples of

hyperbole and personification

Reading Log

3 Discover Rule The phonogram wr represents the /r/ phoneme at the

beginning of some words


Write: ring and rap. Add the letter w before the r and

discuss the similarity in sound and the

difference in meaning


of wr words

Fluency Builder #2 and #4 Unit 48 pgs

316 and 318

Multiple Meaning Map: wrap, wreck



Paraphrase It Knowing Right From Wrong

Core Novel: See

Literature Map


See Writing

Curriculum Map

Word Search Search text –

include newspapers for

examples of metonymy

Reading log

LANGUAGE III SDC


4

Student Notebook Reference Section

Add wr phonograms to the consonant

chart for the r phoneme

Listening for sounds

in Words – B Focus: words that

begin with /r/. Compare words that begin with r and wr

Unit 48 pg. 312

Word Search Search for wr words in J & J Reader, Unit

48 selection

Mastery Task # 6


Word Search Sort wr words into semantic groups Unit 48 pg. 312


wrong, write

Phrase It: Knowing Right From

Wrong

Mastery Task #4


Journal


Rewrite It Rewrite figures of speech in the text found on Day 1-3

to convey the meaning

Reading Log

5 See and Write

Say and Write kn and wr words

Unit 48 pg 312 Mastery Task #3


Mastery Task #7


Spelling Activity Homophones

Use Define It graphic organizer

Unit 48 pg. 313

Summarize It: Knowing the Right

From Wrong Paraphrase It

Use read aloud selection from

grade-level literature

Core Novel: See

Literature Map

Journal



6 Practice Mastery Task #5 Memory Techniques

(Mnemonics) for Homophones

Spelling Activity Letters and Phonemes

Unit 48 pg. 313


forms to define megaphone,

technologically




Journal



Reading Log

LANGUAGE III SDC


7

Mastery Task #5 Mastery Task #2 Define It: Review Greek combing

forms to define theologist,

archeological Unit Map pg 310


Find thematic statement in J & J

Reader. Unit 48 pg 314

Core Novel: See

Literature Map


See Writing

Curriculum Map


Reading Log


Mastery #6


forms to define aristocracy

Unit Map pg. 310




Contrast Essay map Summative Test for Language! Level 3 Book H

Core Novel: See

Literature Map

Journal



Reading Logs



Mastery Task # 7

Mastery Task #11 Read text material based on compare



Contrast Essay map


Summative Test for Language! Level 3 Book H

Journal



Reading Log

LANGUAGE III SDC


10 Summative Test for Language! Level 3

Book H

Summative Test for Language! Level 3

Book H


Book H




Book H



Reading Log

LANGUAGE III SDC

Unit 49


1 Discover Rule The phonogram mn represents the /m/

phoneme at the end of a word – exception - mnemonic

Say and Write Copy words that end in mn and discuss the

pattern Unit 49 pg 340

Student Notebook Add mn phonogram

to the consonant chart for the /m/

phoneme


of mn words


Multiple Meaning Map: solemn, column


Journal


Introduce intensive and

reflexive pronouns. Generate

examples in context to clarify See Unit Map pg. 336 and Student Mastery Book I Unit 49 pg 3 for

definitions

Code It: Code intensive and reflective

pronouns

Reading Log

2 Discover Rule The phonogram mn represents the /m/

phoneme at the end of a word – exception - mnemonic

Say and Write Copy words that end in mn and discuss the

pattern Unit 49 pg 340

Student Notebook Add mn phonogram

to the consonant chart for the /m/

phoneme

Trace It canoe, carrot

Student Notebook

Create a word bank for mn words

Fluency Builder #2

Unit 49 pg 345

Multiple Meaning Map: bomb, comb, climb

Predict It: The Silver Combs

Predict Plot


Journal


Introduce indefinite pronouns Generate

examples in context to clarify. See Unit Map pg 336 and Student Mastery Book I

Unit 49 Pg 3

Code It

Code indefinite pronouns

Reading Log

LANGUAGE III SDC


3 Discover Rule When suffixes are

added to words ending in mn the /n/ or /b/ is sometimes

sounded See and Say Say and Write

Write: columnar, condemnation, crumble, limber

Discuss the change in pronunciation

when suffixes are added


of wr words

Fluency Builder #3 and #4 Unit 49 pgs

346-347

Word Sort Sort unit voc. into semantic groups Unit 49 pg 340

Read It Again The Silver Combs


Identify all segments of

Masterpiece Plots. Fill in map for Unit

49 selection


Journal


Code It: Code indefinite

pronouns

Reading log

4

Say and Write Say and Write mn

and mb words Unit 49 pg 340 Say and Write Sentences for

Dictation and fluency Unit 49 pg 343

Mastery Task #3



Review Masterpiece Plot using Map It:

Story Structure Map for Unit 49 selection

Paraphrase It The Silver Combs

Core Novel: See

Literature Map

Journal


Rewrite It: Code intensive, reflexive, and

indefinite pronouns

Reading Log

5 Learning the Code Focus: phonograms

that represent the /m/ sounds at the end of a

word Unit 49 pg 340

Mastery Task #4

Rap It Use mn and mb

words

Picture It canoe, carrot

Word Sort Sort expanded word list

into semantic groups Unit 49 pg 341

Summarize It: The Silver Combs

Paraphrase It Use read aloud selection from


Core Novel: See

Literature Map

Journal


Folder Activity Grammar Sort Sort intensive, reflexive and

indefinite pronouns

Reading Log

LANGUAGE III SDC


6 Practice Mastery Task #51Memory

Techniques (Mnemonics) for unusual spelling

Add It Focus: adding

suffixes to words ending in mn and

mb

Spelling Activity Matching

Unit 49 pg 341


forms to define bureaucrat, chlorophyll

Student Notebook

Add to work bank of Greek combing forms


Read informational text structure with

main idea and details. Take notes

on Map It: Main Idea Map

Core Novel: See

Literature Map

Journal


Introduce restrictive and nonrestrictive clauses. Discuss

the use of commas for both types of

clauses

Mastery Task #7

Reading Log

7




forms to define pedometer,

cinematography Unit Map pg 338


List characters in J & J Reader Unit

49 The Silver Combs Define and discuss the importance of characterization in

literature Unit 49 pg 343

Core Novel: See

Literature Map

Journal


Expand It Add nonrestrictive

clauses to sentences

Unit Map pg 336 Rewrite It

Rewrite sentences that contain

indefinite pronouns using specific

pronouns

Reading Log


Mastery #3 Spelling Activity Review of Vowel

Teams and Plurals Unit 49 pg 342


forms to define congenital,

photokinetic

Student Notebook Add to work bank of



List good and bad qualities of the

character Pat In J & J Reader Unit

49 The Silver Combs

Core Novel: See

Literature Map

Journal


Diagram It Diagram

sentences with nonrestrictive and restrictive clauses Unit Map pg 336

Mastery Task #8

Reading Logs

LANGUAGE III SDC




Mastery Task # 4

Word Search Search for words

comprised of Greek combining forms in content textbooks Unit Map pg 338

Student Notebook Define

characterization and provide

examples from J & J Reader Unit 49 The Silver Combs

Unit 49 pg 343


Journal


Diagram It Diagram sentences with nonrestrictive

and restrictive clauses

Unit Map pg 336

Practice Mastery Task #6

Reading Log




Mastery Task # 10

Read information text structured with main idea and details. Take notes on Map It: Main Idea Map


Journal



Reading Log

LANGUAGE III SDC



1 Discover Rule The phonogram y

represents the long /i/ in the middle of

words with final silent e, consonant le or in

open vowel Say and Write

type, style, cyclone Discuss the role and

sound of y

Student Notebook Create a word bank of words in which y represent long /i/

Fluency Builder #1

Unit 50 pg. 372

Multiple Meaning Map: cycle, type


Journal


Code It Noun Review

Code proper and common nouns in J & J Reader and

compatible literature

Reading Log

2 Discover Rule The grapheme y can represent short /i/ in the middle of words

that have closed syllables and in one

syllable words Say and Write system, myth,

syllable Discuss the rule and

sound of y

Trace It among, answer,

nothing

Student Notebook Create a word bank of words in which y represents short /i/

words

Fluency Builder #2 Unit 50 pg 378

Multiple Meaning Map: system, hysterical

Predict It: The Myth of the Crystal Cypress

Predict Plot

Core Novel: See

Literature Map

Journal


Folder Activity Grammar Sort

Sort nouns: common vs.

proper

Mastery Task #5

Reading Log

3 See and Say Use words in which y represents the long /i/

in the middle of words

Unit 50 pg 372

Word Search Search for words in which y represents the long /i/ in the middle of words

Use J & J Reader Unit 50 and grade-

level literature

Fluency Builder #3 Unit 49 pgs 379

Word Sort Sort unit voc. into semantic groups Unit 50 pg 372

Read It Again The Myth of the Crystal Cypress




50 selection


Journal


Code It: Noun Review

Code concrete and abstract

nouns in J & J Reader and compatible literature

Reading log

LANGUAGE III SDC


4

See and Say Use word in which y represents short /i/ in the middle of words

Unit 50 pg 372

Mastery Task #3

Fluency Builder #4 Unit 50 pg. 375 See and Write Sentences for

Dictation and Fluency Unit 50 pg 375

Word Sort Sort expanded word list

into semantic groups Unit 50 pgs 372,374

Review Masterpiece Plot using Map It:

Story Structure Map for Unit 50 selection

Paraphrase It The Myth of the Crystal Cypress

Core Novel: See

Literature Map

Journal


Folder Activity Grammar Sort Sort Nouns: abstract vs.

concrete nouns. Discuss the suffixes that indicate an

abstract noun Unit Map pg 370 Mastery Task #6

Reading Log

5 Listening for Sounds in Words –A

Focus: grapheme y represents long or

short /i/ in the niddle of words

Mastery Task #4

Word Search Search for words in which y represents the long /i/ in the middle of words

Use J & J Reader Unit 50 and grade-

level literature

Multiple Meaning Map: Choose words from Words to Read and

Spell from Expanded Word list

Unit 50 pg. 372-374

Summarize It: The Myth of the Crystal Cypress Paraphrase It



Core Novel: See

Literature Map

Journal


Code It: Code concrete and abstract nouns in J

& J Reader and compatible literature

Reading Log

6 Learning the Code Focus: y can

represent long /i/ or short /i/ in the middle

of words Use expanded Word

List Unit 50 pg 372-374

Word Sort Sort: y = long /i/ and

short /i/ Use expanded Word



forms to define geography,

geochronology, hemispherical

Unit Map pg. 370


Greek combing forms




on Map It: Main Idea Map

Core Novel: See

Literature Map

Journal


Grammar Sort Sort nouns by

singular and plural

Reading Log

LANGUAGE III SDC


7

Mastery Task #1 Word Sort Sort: y = long /i/ and

short /i/ Use expanded Word



forms to define necropolis, phoneme

Unit Map pg. 370


Greek combing forms


Define nostalgia: a memory of things

that have happened in the

past lives of characters. Find

examples in Unit 50 selection

Unit 50 pg. 375


Journal


Code It: Noun Review

Case – nominative, possessive,

objective

Mastery Task #7

Reading Log


Categorize It –2 Long /i/ vs. short /i/

Picture It

answer, nothing, among


forms to define sympathy, pathologist




Add definition and examples of

nostalgia to student Notebook

Read informational text structured with

main ideas with details. Take notes on Map It: Main Idea

Map


Journal


Grammar Sort Sort nouns by nominative, possessive,

objective case

Reading Log

LANGUAGE III SDC






comprised of Greek combining forms in content textbooks


Cite evidence to support the examples of nostalgia in selections of

literature Unit 50 pg 375

Literary Terms and Devises: Review

Characterization. Discuss the

characters in The Myth of the Crystal

Cypress


Journal


Grammar Sort Sort nouns by

function. Use unit voc.

Unit 50 pgs 372-374

Discuss: Suffixes that indicate an abstract nouns:

-ity, -dent, -ness, -hood, -ship, -ment,

-ion, -ure, -ty

Reading Log



Mastery Task #4


Mastery Task # 9

Literary Terms and Devices: Review:

Characterization Compare and

contrast characters in The Myth of the Crystal Cypress

Core Novel: See

Literature Map

Journal



LANGUAGE III SDC

Unit 51


1 Discover Rule Say and Write job, jump, jar

Discuss rule: before a, o, or u /j/ is spelled

j See and Say

Use words that fit the rule form Words to

Read and Spell Unit 51 pg 398

Student Notebook Create a word bank of words that fit the condition in Step 1

Multiple Meaning Map: jam, just, join

Predict It: Dirt Bike Bozo

Predict Plot


Journal


Review personal pronouns Code It:

Find and code personal pronouns in J & J Reader and


Unit 51 pg. 394

Reading Log

2 Discover Rule Say and Write

general giant, jelly, Jill

Discuss rule: at the beginning of a word,

before e or I is spelled j or g See and Say

Use words that fit this rule from Words to

Read and Spell ]Unit 51 pg. 398


Trace It

debt, forward

Multiple Meaning Map: jerk, giant, general

Read It Again Dirk Bike Bozo Map It: Story

Structure Map Identify all

segments of Masterpiece Plots. Fill in map for Unit

51 selection


Journal


Review reflexive and intensive

pronouns Code It:

Find and code reflexive and

intensive pronouns in

J & J Reader and compatible literature

Unit Map pg 394

Reading Log

3 Discover Rule Say and Write

magic, emergency, teenager, project

Discuss rule: in the middle of a word, before e or i /j/ is usually spelled g

except in ject

See and Say Use words that fit this

rule from Words to Read and Spell Unit 51 pg. 398


Fluency Builder #4

Unit 51 pg 404

Multiple Meaning Map: strange, magic



Journal



Sort pronouns – personal, intensive,

reflexive

Reading log

LANGUAGE III SDC


4

Discover Rule Say and Write

register, ridge, lodge Discuss rule:

After e /j/ is usually spelled g

After short vowel in one syllable words, /j/

is spelled -dge

Mastery Task #2 Student Notebook

Create a word bank of words that fit the conditions in Step 1

Fluency Builder #1

Unit 51 pg. 401

Multiple Meaning Map: edge, fudge, range


Exercises

Phrase It: Dirt Bike Bozo

Core Novel: See

Literature Map

Journal


Review possessive pronouns Code It:

Find and code possessive

pronouns in J & J Reader and compatible literature

Reading Log

5 Listening for Sounds in Words –A

Focus: position of /j/ words

Mastery Task #3

Word Sort Sort Words To Read

and Spell into semantic groups

Unit 51 pg. 398

Summarize It: Dirt Bike Bozo Paraphrase It


grade-level


literature

Journal


Folder Activity Grammar Sort Sort pronouns

personal, intensive, reflective,

possessive

Reading Log

6 Listening for Sounds in Words

Conditions for /j/

Fluency Builder #2 Unit 51 pg 402 Spelling Activity

Word Sorting Sort words by conditions for

spelling /j/ Articulate rule

Unit 51 pg. 399


forms to define spherometer, urbanite

Unit Map pg 396




on Map It: Classification

Paragraph Map


Journal


Review relative and interrogative

pronouns

Code It: Code relative and

interrogative pronouns found in J

& J Reader and compatible literature

Reading Log

7

Say and Write

Use Unit 51 words to Read and Spell Unit

51 pg. 398

Fluency Builder #3 Unit 51 pg 403 Folder Activity

Fill in the Blank /j/ choices


forms to define bibliomania, toxic Unit Map pg 396


ead informational text structure with



Paragraph Map Core Novel: See

Literature Map

Journal



Personal, reflexive, intensive,

possessive, relative and interrogative

pronouns

Reading Log

LANGUAGE III SDC



Picture It debt, forward

Mastery Task # 4


composed of Greek combining forms in content textbook


Discuss how connections to life re

used to help the reader relate. Find

examples in the Unit 51 selection

Unit 51 pg. 400


Journal


Review demonstrative and indefinite pronouns

Code It: Code demonstra-tive and indefinite pronouns found in J & J Reader and


Reading Logs



Mastery Task #3

Spelling Activity Review and Beyond

Use Multisyllable Spelling Grid

Unit 51 pg. 399

Student Notebook Add to word bank of

Greek combing forms Mastery Tasks

#6





Unit 51 pg. 400


Journal


Folder Activity Grammar Sort Sort by type of

pronouns: personal, reflexive,

intensive, possessive,

relative, interrogative,

demonstrative and indefinite pronouns

Reading Log









Unit 51 pg. 400


Journal



LANGUAGE III SDC

Unit 52


1 Discover Rule Final e is silent under

the following: In the vce pattern to signal a long vowel;

to signal the soft phoneme for c and g

Unit Map pg 412 Student Notebook Reference Section Write conditions for

final silent e

Student Notebook Add words that fit

these conditions to a word bank. Select

words from Words to Read and Spell Unit 52 pg. 422

Multiple Meaning Map: arrange, grace


Journal


Review verb tense

Code verbs according to tense

using text materials and grade-level literature

Unit Map pg. 418

Reading Log

2 Discover Rule Final e is silent under

the following conditions:

Following a single u, v, s, z at the end of a word in consonant +

le Unit Map pg 412

Student Notebook Reference Section Write conditions for

final silent e

Student Notebook Add words that fit

these conditions to a word bank. Select

words from Words to Read and Spell

Trace It

half

Multiple Meaning Map: above, breeze, handle

Predict It: Changes

Predict Plot


Journal


Folder Activity Grammar Sort Sort verbs by

tense Unit Map 418

Reading Log

3 Review Conditions for final silent e Read and write

Phrases for Dictation and Fluency

Unit 52 pg. 423



Spell on map Unit 52 pg. 422

Read It Again Changes




52 selection


Journal


Review verb tenses

Code It:

Code verbs according to tense

using text materials and grade-level literature

Unit Map pg 418

Reading log

LANGUAGE III SDC


4

Review conditions for final silent e

Mastery Task #2



Spell to map Unit 52 pg. 422

Phrase It: Changes

Review Masterpiece Plot using Map It: Structure Map for Unit 52 selection

Core Novel: See

Literature Map

Journal



Sort regular and irregular verbs

Unit Map pg 418

Reading Log

5 Read and write Sentences for

Dictation Fluency Unit 52 pg,. 424

Mastery Task #3



Unit 52 pg. 422

Summarize It: Changes

Read informational text structured with

classification of information. Take notes on Map It:

Classification Paragraph Map. Write a summary based on notes.

Core Novel: See

Literature Map

Journal


Folder Activity Sort verbs by

tense, regular and irregular

Unit Map pg 418

Reading Log

6 What’s the Type? Code vce open vowel digraph syllables in

unit voc



Sort by condition of final silent e


forms to define diagonal,

orthodontist Unit Map pg 420





Paragraph Map Write a summary based on notes


Journal


Replace It: Replace verbs with

correct form –agreement with

subject

Reading Log

LANGUAGE III SDC


7

Spelling Activity Analyze This

Unit 52 pg. 423


Create a College

half


forms to define morphic, optometrist

Unit Map pg 420

Mastery Task #1


Review: Identify and discuss the protagonist in

Change Unit 52 pg. 426

Journal


Code It: Code main and helping verb in

grade level literature and text

materials Unit Map pg. 418

Reading Log


Practice Fluency Builder

Mastery Task # 4


composed of Greek combining forms in content textbook Mastery Task #1


Review: Identify and discuss the

antagonist in Change

Unit 52 pg. 426


Journal



Sort verbs by type: irregular, and

regular; main and auxiliary

Reading Log


Mastery Task #2

Student Notebook Add to word bank of

Greek combing forms


Review: Identify possible universal theme in Changes

and discuss possibilities

Unit 52 pg. 42

Core Novel: See Literature Map 6

Journal


Mastery Tasks #5 Reading Log



Mastery Task #6


Review: Agree on the universal theme in Changes and cite

examples for support

Unit 52 pg. 426


Journal



LANGUAGE III SDC



1 Student Notebook Complete vowel chart

for review of encoding long vowel

phonemes /a/ and /e/

Unit Map pg. 438


Multiple Meaning Map: dude, cube

Word Building

Build words by adding Anglo-Saxon suffixes and Latin prefixes and suffixes to Latin roots See Mastery Task #1 Unit 53 pg. 454-455


Journal


Review types of adjectives Code It:

Code adjectives in grade-level text

and J & J Reader. Write on stickies

or note cards Save for Day 5

Unit Map pg. 444

Reading Log



phonemes /i/, /o/ and /u/

Unit Map pg. 438


Trace It

promise, swam, toll

Multiple Meaning Map: rules, union

Word Building Build words by adding Anglo-Saxon suffixes and Latin prefixes and suffixes to Latin roots See Mastery Task #1 Unit 53 pg. 454-455

Predict It: Every Ending is a New Beginning

Predict Plot


Journal


Replace It: Replace

adjectives Unit Map pg. 444

Reading Log



phonemes /a/, /e/, /i/, /o/, /u/ Unit Map pg. 438



Spell on map Unit 53 pg. 448 Word Building

Build words by adding Anglo-Saxon suffixes

and Latin roots, prefixes and suffixes See Mastery Task #1 Unit 53 pgs 454-455

Read It Again Every Ending is a New Beginning Map It: Story



53 selection


Journal


Review types of adverbs

Code It:

Code adverbs using text

materials and grade-level literature

Use stickies or note cards. Save

for Day 5 Unit Map pg 444

Reading log

LANGUAGE III SDC


4

Read and write Phrases and Sentences for

Dictation and Fluency Unit 53 pg. 449

Mastery Task #3



Word Search Search for words derived from Latin roots, prefixes, and suffixes and Anglo-Saxon suffixes in

content text and grade-level literature. Write

on stickies or note cards

Phrase It: Every Ending is a New Beginning


using Map It: Structure Map for Unit 53 selection

Core Novel: See

Literature Map

Journal


Replace It: Replace adverbs Unit Map pg. 444

Reading Log

5 Sort words by long vowel phonemes

Mastery Task #4



Unit 53 pg. 448

Word Sort Sort words from Word

Search Day 4 by common morpheme

units

Summarize It: Every Ending is a New Beginning

. Core Novel: See Literature Map

Journal



Shuffle words from Day 1 and 3. Sort into adjectives and

adverbs Unit Map pg. 444

Reading Log

6 What’s the Type? Code all syllable

patterns for unit voc. Unit 53 pg. 448

Spelling Activity Sort and Write

Use Categorize It –3 (au, aw, ough) Unit 53 pg. 449

Word Building Review Use Greek morpheme

units from Mastery Task 1B

Unit 53 pg. 456

Mastery Task #1A


Core Novel: See

Literature Map

Journal



7



Mastery Task #2


units from Mastery Task 1B

Unit 53 pg. 456

Define It: Define words from word

building activity using Greek morpheme unit

on Day 6


Review: Identify and discuss the protagonist in

Every Ending is a New Beginning Unit 53 pg. 449

Core Novel: See

Literature Map

Journal



LANGUAGE III SDC



Practice Fluency Builder

Mastery Task # 3


units from Mastery Task 1C

Unit 53 pg. 457



antagonist in Every Ending is a New

Beginning Unit 53 pg 449

Core Novel: See

Literature Map

Journal


Mastery Task # 7 Reading Logs


Mastery Task #4


units from Mastery Task 1C

Unit 53 pg. 457

Define It: Define words from World

Building activity using Greek morpheme unit

on Day 8


Review: Identify possible universal

theme in every Ending is a New

Beginning. Discuss

possibilities Unit 53 pg. 449

Core Novel: See

Literature Map

Journal


Mastery Tasks #8 Review

Masterpiece Sentences Six Stage Process. Write compound


Resource Guide pg. 342

Reading Log


Mastery Task #1

Mastery Task #1B and #1C


Review: Agree on the universal

theme in every Ending is a New

Beginning and cite supporting

examples Unit 53 pg. 449

Core Novel: See

Literature Map

Journal


Review Masterpiece

Sentences Six Stage Process Write compound


Resource Guide pg. 342

Reading Log

LANGUAGE III SDC



1 Student Notebook Review definition and

examples of dipththong and vowel

teams


Spelling Activity Spelling Rule

Use Drop It template Unit 54 pg. 477

Multiple Meaning Map: bitten, waxes


Journal


Student Notebook Review definitions:

inflectional and derivational

suffixes.

Reading Log

2 Student Notebook Review definitions and examples of

diphthongs and vowel teams


Trace It

cousin, cover

Spelling Activity Spelling Rules Use Change It

template Unit 54 pg. 477

Multiple Meaning Map: applying, flier

Predict It: A Winner Never

Quits Predict Plot

Core Novel: See

Literature Map

Journal


Word Building Suffix Review Build words by

adding inflectional and derivational suffixes. Code

function See Mastery Task

#4 and #5 Unit 5e pg. 487-

488

Reading Log

3 Spelling Activity Review diphthongs

and roots. Use Multisyllable Word

Spelling Grid Unit 54 pg. 477


Spelling Activity Spelling Rules Use Change It

template Unit 54 pf. 477

Multiple Meaning Map: applying, flier

Read It Again A Winner Never

Quits Map It: Story



54 selection


Journal


Continue Word Building

Suffix Review Build words by

adding inflectional and derivational suffixes. Code

functions See Mastery Task

#4 and #5 Unit 54 pg. 487

and 488

Reading log

LANGUAGE III SDC


4

Write Phrases and Sentences for


Mastery Task #1

Fluency Builder #4 and #5 Unit 54 pg.

482-483

Multiple Meaning Map: courage, through


Exercises

Phrase It: A Winner Never

Quits Review Masterpiece

Plot using Map It: Structure Map for Unit 54 selection

Core Novel: See

Literature Map

Journal


Continue Word Building

Suffix Review Build words by

adding inflectional and

derivational suffixes. Code

functions See Mastery Task

#4 and #5 Unit 54 pg. 487

and 488

Reading Log

5 Write Sentences for Dictation and Fluency




Unit 54 pg. 476

Summarize It: A Winner Never

Quits


Journal


Folder Activity Sort cumulative

voc. by word function

Mastery Task #4

Reading Log

6 Mastery Task # 6 Review and make-up time

Word Building Review Use suffixes from Mastery Task 8 Unit 54 pg. 492


Core Novel: See

Literature Map

Journal


Mastery Task #5

Match It: Focus: varying

sentence patterns See Mastery Task

7 Unit 54 pg. 490

Reading Log

LANGUAGE III SDC


7



Word Building Review Use suffixes from Mastery Task 8 Unit 54 pg. 492



Review: Identify and discuss the protagonist and

antagonist in Every Ending is a new

Beginning Unit 54 pg. 478

Core Novel: See

Literature Map

Journal


Diagram It: Focus: varying

sentence patterns Use sentences

from Day 6 activity : Match It

Reading Log



Mastery Task # 2

Mastery Task #8 Literary Terms and Devices:


universal theme in Every Ending is a New Beginning Unit 54 pg 478

Summative Tests for Language!

Level 3 – Book I


Journal


Mastery Task # 7



Mastery Task #3



Level 3 – Book I

Journal



Reading Log

10 Summative Tests for Language! Level

3 – Book I


Level 3 – Book I

Summative Tests for Language! Level 3 –

Book I


Level 3 – Book I


Journal



Level 3 – Book I

Reading Log

LANGUAGE III

Literature Map for Language! III

Yearlong Essential Question: How does literature help us understand the world around us?

Unit Duration Essential Question Literature Resources First Quarter:

9 weeks Language! Units:

37-40


Plot Flashback

Foreshadowing Protagonist Antagonist

How does the use of words help us

understand literature?

Fiction: Picture books

Recommended Books:

Plot:

Bunting, Eve. 1994. Smoky Night Flashback:

Baylor, Byrd. 1992. One Small Blue Bead

Foreshadowing: Bunting, Eve. 1988. How Many Days to

America Protagonist:

Polacco, Patricia. 1992.

Chicken Sunday Antagonist:

Polacco, Patricia. 1998.

Thank you Mr. Falker

Language! Worksheets, picture books, classroom

library

LANGUAGE III SDC


Unit Duration Essential Question Literature Resources Second Quarter:

9 weeks

Language! Units: 41-45

Literary Terms and

Devices: Exposition

Complication Conflict Climax

Resolution

How do the literary elements of a novel help us interpret a

deeper understanding of literature?

Class set of Swallowing Stones

(books on site for Lit.

Workshop)

Language! worksheets,

classroom library


Unit Duration Essential Question Literature Resources Third Quarter:

9 weeks

Language! Units 46-50

Literary Terms and

Devices: Universal theme

What can we learn from the experiences

of others?

Recommended novel: Any approved grade level novel that the

English department is not using.


classroom library

LANGUAGE III SDC


Unit Duration Essential Question Literature Resources

Fourth Quarter: 9 weeks

Language! Units

44 45

Informational text

What strategies do I use to understand

informational materials?

Nonfiction: Passages from

various text

Recommended Text: Newspaper articles

Instructional manuals contracts

Product information functional workplace

documents


classroom library

Writing Curriculum Map Language III

1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

Teaching Focus: Creative paragraph to

essays Genre: Personal

Narrative

Timed Writing: Personal narrative as it pertains to themes

of core novels

Teaching Focus: Persuasive

Timed Writing: Persuasive response

to literature

Teaching Focus: Response to literature

Timed Writing: Response to

Literature: core novel

Teaching Focus: Research paper

Timed Writing: N/a working on research paper

Components Sample Agenda Word Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . Divide and Conquer Word Recognition/Spelling . . . . . . . . . . . . . . . . Word Building/Fluency Builders Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . Multiple Meaning Map Text Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . J & J Readers/Independent Reading/Shared Reading/Read

Aloud Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Journal/Step Up To Writing English/Language Arts . . . . . . . . . . . . . . . . . . . . Independent and Dependent Clauses Sample Objectives:

LANGUAGE III SDC

Students will: • Demonstrate application of the diphthong /oi/ and /oy/ by building words, practicing fluency builders, reading in

the J & J Reader and writing in journals using the diphthongs. • Become more fluent readers by reading independently _______or more pages. • Become fluent readers by partner reading from the J & J Readers. • Demonstrating mastery on task______. • Practice standard language convention by editing expository essay. • Practice comprehension strategies by participating in (state reading strategy) with the shared reading. • Bring closure to the lesson by completing learning logs. • Demonstrate knowledge by explaining the various meaning of the word “point” by using the Multiple Meaning

Map. • Demonstrate knowledge of identifying the parts of a plot in a story. •

Use of Centers (encouraged)

Whole Class Instruction Station #1 Vocabulary/Writing Development

Station#2 J & J Readers Teacher Direct Instruction

Word Study Grammar

Step Up to Writing Strategies Mastery Tasks

Read Aloud

Independent practice using Language! Templates

Fluency Builders: Independent/Partners Masterpiece Sentence

Step Up to Writing Strategies

Direct Instruction with the stories from the J & J Readers

Step Up to Writing Strategies Vocabulary Expansion

Language Expansion Question

METHODS: Lesson Design & Delivery: Teachers will incorporate these components of lesson design during direct instruction and inquiry activities. The order of components is flexible, depending on the teacher’s vision for the individual lesson. For instance, the objective and purpose, while present in the teacher’s lesson plan, are not made known to the students at the beginning of an inquiry lesson.

Essential Elements of Effective Instruction Model for Lesson Design Using

Task Analysis

Anticipatory Set Objective Standard Reference Purpose Input Modeling Check for Understanding Guided Practice Closure Independent Practice

Some components may occur once in a lesson, but others will recur many times. Checking for understanding occurs continually; input, modeling, guided practice and closure may occur several times. There may even be more than one anticipatory set when more than one content piece is introduced.

LANGUAGE III SDC

Active Participation: Teachers will incorporate the principles of active participation and specific strategies to ensure consistent, simultaneous involvement of the minds of all learners in the classroom. Teachers should include both covert and overt active participation strategies, incorporating cooperative learning structures and brain research. Some of the possible active participation strategies include:

COVERT OVERT (Oral)

OVERT (Written)

OVERT (Gestures)

• Recall • Pair/Share • Restate in Journals / Notes • Hand Signals

• Imagine • Idea Wave • Response Boards • Clapping • Observe • Choral Response • Graphic Organizers • Stand up/ Sit down • Consider • Give One, Get One • Folded Paper • Point to Examples • Visualize • “Foggiest” point • Ticket Out of Class • Socratic Seminar • Illustrate • Cooperative

Discussion Groups (i.e.Talking Chips)

• Role Play

Baldrige Quality Tools • Affinity diagram • Plus/Delta • Flow Chart • Consensogram • Matrix/Diagram • Scatter Diagram Literacy and Differentiation Strategies Learning styles and learning challenges of your students may be addressed by implementing combina-tions of the following: Reading Strategies in Language Arts Learning Logs Vocabulary (direct and indirect

learning) Into, Through, and Beyond

Activities Text Structures Reciprocal Teaching Nonfiction Text Functional Text Anticipation Guide Close Reading Literature Circles SSR/Independent Reading Word Wall

Strategies for English Learners Tapping/Building Prior Knowledge

(Graphic Organizers, Schema) Grouping Strategies Multiple Intelligences Adapt the Text Interactive Learning (Manipulative,

Visuals) Acquisition Levels Language Sensitivity Lower the Affective Filter

(including Processing Time) Home/School Connection

(including Cultural Aspects)

Strategies for Struggling Learners Direct instruction in the areas of

phonemic awareness and decoding Read Alouds/Think Alouds Explicit instruction on Metacognitive

Strategies Tap/Build Background Knowledge Shared Reading Guided Reading Graphic Organizers Whole Group Instruction Flexible Grouping Small Group Instruction Individual InstructionMini-Lessons On-going progress monitoring

MATERIALS USED IN TEACHING THE COURSE: Basic Texts: LANGUAGE! A Literacy Intervention Curriculum; Jane Fell Greene, Ed.D; 2000; Sopris West

• J&J Readers Instructor Answer Guide • Syllabus and Advance Organizer • Instructor’s Manual Level 3 (purple) • Instructional Resource Guide for Teachers • Student Mastery Books Level 3 (Books G-I) (purple)- 1 per student • J&J Language Readers Level 2 (Book G-I) (purple)- 10 per classroom

LANGUAGE III SDC

• H and I Summative Tests, Teacher Edition, Level 3 • Summative Tests, Student Edition, Level 3 (Books G-I) (purple)- 1 per student

Supplemental Text: • Step Up to Writing by Maureen E. Auman

Recommended Reinforcement Materials: • J&J Vocabulary Cards, Level 3 • Sort It! • LANGUAGE! Categories • LANGUAGE! Roots • Morphemes for Meaning • Visualizing and Verbalizing for Language Comprehension and Thinking by Nanci Bell of

Lindamood-Bell Learning Processes FOR READ ALOUD/SHARED: • Jamestown Education Books: Five-Star Stories, The Contemporary Reader, ENGLISH, YES!

Suggested Read Alouds and Shared Reading:

Read Alouds and Shared Reading are essential components in text reading. During shared reading, each child has a copy of the novel/text and follows along as the teacher is

reading aloud The bold titles represent the required novel for the grade level. All students (at that grade level) should

read the required novel. Read Alouds and Shared Reading should include one additional title per year, in addition to the required

novel. If classes are mixed grade levels, choose the title based on the largest number of students at a grade

level in the class. Other text that can be used are picture books, short stories, and non-fiction selections. During Read Alouds and Shared Reading, teachers model metacognitive strategies: predicting,

questioning, clarifying, making connections, visualizing, monitoring, summarizing, and fluency. For additional support refer to Comprehension Instruction Teacher’s Guide – Kindergarten-Grade 5.

2000. Long Beach Unified School District. Read Alouds and Shared Reading selections should be grade level text.

Suggested Read Alouds: - The bold titles represent the common novel for the grade level. All students (at that grade level) should read the common novel.

Grade 9 Bless Me, Ultima; Rudolfo Anaya Great Expectations; Charles Dickens The Odyssey; Homer The Bean Trees Kingsolver, Barbara To Kill a Mockingbird; Harper Lee Romeo and Juliet; William Shakespeare The Sound of Waves; Yukio Mishima (pairs well with Romeo and Juliet-very short) House on Mango Street; Sandra Cisneros

LANGUAGE III SDC

Grade 10

Things Fall Apart; Chinua Achebé In the Time of Butterflies; Julie Alvarez Fahrenheit 451; Ray Bradbury Yellow Raft on Blue Water; Michael Dorris Lord of the Flies William Golding Animal Farm George Orwell Cry, the Beloved Country; Alan Paton Julius Caesar or Othello; William Shakespeare Night, Elie Wiesel Obasan; Joy Kogaura Animal Dreams; Barbara Kingsolver

Grade 11

Of Mice and Men or Grapes of Wrath; John Steinbeck The Crucible; Arthur Miller The Catcher in the Rye; J.D. Salinger or The Great Gatsby; F. Scott Fitzgerald Huckleberry Finn; Mark Twain Comprehension Strategies Prompts: Predicting • What do I already know that will help me predict? • What are the clues in the text that will help me predict? • Why/how was my prediction confirmed? • What clues helped me to predict correctly? • Why/how was my prediction not confirmed? • What clues did I miss that would have helped me make a better prediction? Questioning • Why did the action happen this way? • What else is there to know about this action in the story? • What question can I ask to check if I’ve understood this…? • What questions did I ask while reading that I can answer now? • What question do I think the author will answer as I read this selection? Clarifying • Use context clues to figure out meanings:

o I reread the sentence. I look for ideas and words that offer meaning clues. o I read two or three sentences that came before the one that stumped me to find meaning clues. o I read two or three sentences that came after the one that stumped me to find meaning clues. o I look for the base or root word and think of its meaning. o Have I seen or heard that word in another situation or book? What do I recall? o I think of the plot at this point and see if that offers some meaning clues.

LANGUAGE III SDC

Making Connections • What story or memory does this remind me of? • What other stories have I read like this story? • What does this story remind me of in my own life or my own experiences? • How do the actions in this story connect with other stories that I have read? • How does this story connect to what is going on in the world around me? Visualizing* • Can I picture in my mind what is described in the text? • Would a drawing help me understand the text? • What did I see when I read the text? • How did the author help me to grasp the facts? *See Visualizing and Verbalizing Strategies for additional information. Monitoring • As I read/reread, does it sound right? • As I read/reread, does it look right? • As I read/reread, does it make sense? • As I reread, I remember more. Summarizing/Synthesizing • Do the actions in the story make sense? • What is this story about? What are the “big ideas” the author wants me to understand? • What is the main idea…? • Can I put what I just read into my own words? … is anything unclear? • Are there any words or sentences I don’t understand? How can I figure this out? • In my summary…have I said something more than once? … can I delete anything? …did I include

anything not important? Fluency • Listen to me read, then you reread the phrase in the same way. • Pause at commas and end-of-sentence punctuation. • I read in chunks or groups of words. • I reread the sentence a bit faster. • I let the punctuation guide my expression. • Can I make those words sound the way the character feels? Excerpts from Laura Robb’s Teaching Reading in Middle School Activities that Promote Fluency: • Repeated Reading: Repeated reading helps students increase their speed, comprehension and

fluency (text must be adequately short and at appropriate independent reading level). Repeated reading can be a paired reading activity after a text has been read through once with the teacher modeling fluency. Partners can take turns doing repeated reading with intonation and expression for the express purpose of building fluency. Text used for this activity must be at the reader’s independent reading level (IRL). (Strategic Teaching and Learning, p. 168-169).

• Paired Reading: A parent, a volunteer, a tutor, or a more accomplished student reader reads along

with a student who is a word-by-word reader from a book of the student’s choosing. The helper adjusts his/her oral participation according to the difficulty that the student experiences, offering just enough support to maintain a fluent, oral reading. (Strategic Teaching and Learning, p. 164-165).

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• Choral Reading: In choral reading, all students in a group read aloud together. Usually the teacher leads the choral reading activity after the teacher has already read the text with students following along or after the students have read the piece silently. The choral reading activity does not require reading a whole story read aloud; rather, just segments are practiced. Different segments may be chosen for different purposes, i.e. understanding of plot, development of character, etc. (What Really Matters, p. 78)

• Teaching Models Initial Pages: When the teacher begins the fluent reading of a text with students

following along in their own texts, students will usually read the remainder of the text with greater fluency and fewer misread words. Teacher should read the first two or three pages aloud, pronounc-ing unique words and names for the students before the rest of the reading to them. ( What Really Matters, p. 78)

• Echo Reading: In echo reading, the teacher reads a paragraph aloud and then has the students

chorally reread that segment. The teacher provides the fluent model, reading in phrases and with appropriate intonation, introducing new words and giving the reader a sense of the story as well as a fluent model to follow. ( What Really Matters, p. 79)

• Easy Reading/Cross Age Reading: The reading of easy books (children’s books, alphabet books, Dr.

Seuss, poetry, etc.) having pattern, rhythm and repetition can help build fluency among older readers. Students can practice repeated re readings with expression with the ultimate goal of either reading the book in person to a younger student or creating an audiotape to be shared wit ha younger friend. (Strategic Teaching and Learning, p. 162-163).

• Fluency-Oriented Reading Instruction:

1. Whole class reads short story (IRL) with an emphasis on comprehension. 2. Story is discussed using a story map or other graphic organizer to aid comprehension. 3. A segment of the story is then “echo read” with whole group or small groups of students. 4. Next, same segment is reread with a partner in pairs. 5. Finally, as a home reading assignment, the students reread the piece again with expression to

another adult. The goal is 4-5 re readings to develop fluency. The final reading can be tape-recorded and the student can hear him/herself reading with expression. (What Really Matters, p. 79)

• Sight Word Study: Students are assessed on list of high frequency words and they begin to study,

pronounce, read in context, sort, and “own” a greater number of common sight words. (Strategic Teaching and Learning, p. 170-171).

• Reading Quickly Under Pressure: Students must often read quickly during timed reading assess-

ments. This is a daunting task for mot readers, but an especially difficult one for struggling read-ers. Practicing with texts that are at or just slightly above student’s IRL, they can be taught the fol-lowing PREREADING strategies:

- Skimming: Skimming is the process of reading quickly to identify the main idea of, or get an overview of, a work of a passage. It involves reading the title, the heading, the words in special type, and the first sentence of each paragraph, as well as any charts, graphs, and time lines that accompany the writing. Skimming is especially useful when first encountering an unfamiliar piece of functional text. Skimming is not a substitute for in depth reading, which allows readers to make inferences and pick up subtleties inherent in author’s word choice, tone, style, etc.

- Scanning: Scanning is the process of searching through for a particular fact or piece of informa-tion. When you scan, your eyes sweep across a page, looking for key words that may lead you to the information you want. Scanning can be used effectively when readers skim test questions first

LANGUAGE III SDC

and then scan for key words that will help them quickly answer those questions. Like skimming, scanning is not a substitute for in depth reading.

- Timed Reading: Students can chart their own progress in reading quickly under pressure if given repeated opportunities to read leveled texts collected expressly for this purpose.

Visualizing and Verbalizing (VV) Language Comprehension:

• The inability to visualize is called weak concept imagery. Most students can visualize but have never been told or taught to do it. Other students have great difficulty or cannot make an image of what they have heard or read. This weakness causes individuals to get only “parts” of the whole picture, such as few facts and not usually the most important facts. An example of weak concept imagery is students who do not follow oral directions well.

• The basic concept of VV strategies is to first develop student’s ability to visualize the concepts and content of verbal and written communication and to move students to main idea and other higher order thinking skills and inference skills. To develop visualization, students start working with pictures to verbalize the concepts and content of the pictures and move to single words, phrases, sentences, multiple sentences, paragraphs, pages, and chapters. These strategies are excellent to use with masterpiece sentences, grammar, and read aloud activities.

• Overview of Steps:

- Climate (Anticipatory Set) - Picture to Picture – Verbalize from a given picture to confirm that students have enough oral

language and can discern the most important parts of a picture. - Word Imaging – Group or personal image from a known noun. The goal is to visualize and verbal-

ize from a generated image. - Sentence Visualizing and Verbalizing – Generate a group or personal image for a single sentence. - Sentence by Sentence Imaging – Begin gestalt processing or processing or the whole. From a

paragraph, VV each sentence individually. - Sentence by Sentence with HOTS (Higher Order Thinking Skills) – Begin critical thinking (infer-

ence questions) from the developed whole. - Multiple Sentence with HOTS – Read several sentences (2-3) at a time to extend language/text

input. - Whole paragraph with HOTS – Can begin introducing text from content sources. - Paragraph by Paragraph with HOTS –From selections with multiple paragraphs, read one para-

graph, VV it, and read the next paragraph. - Whole Page with HOTS

• Necessary vocabulary – VV Structure Words: The VV Structure Words provide a guide for

including details in visualizing and verbalizing. The words are divided into two categories: gross and fine. The meaning of the words may be introduced during the Picture to Picture step one or two at a time or all at once. The words are: Gross: what size color number shape where Fine: movement mood background perspective when sound

LANGUAGE III SDC

EVALUATION: Student achievement in this course will be measured using multiple assessment tools.

Diagnosis Pre-Assessment Data

Monitor Mid-Year Assessment

Data

Evaluate Post Year Assessment

LANGUAGE! A Literacy Intervention Curriculum

• Encoding tests • Decoding tests • Grammar tests

• Mastery Tasks • Fluency Builders • Student Notebooks • Journal

Wring/Activities • Summative Test G

& H

• Mastery Tasks • Summative Test I

District Developed Assessments

• Timed Writing Prompt: CAHSEE released prompt



Input data into LROIX: Pre-Assessment Data

Mid-Year Assessment Data

Post Year Assessment Data

• Encoding • Grammar • Decoding

• Summative Tests G & H

Summative Test I

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Assessment Due Date Two Week Window* Pre-Assessments:

• Encoding • Grammar • Decoding

9/24

9/24-10/08

Summative Test G 12/10

12/10-1/7

During The Year Assessments: Summative Test G Summative Test H

Summative Test H 3/18

3/18-4/1

Post Year Assessments: Summative Test I

6/10

6/10 - 6/16

* Data must be recorded into LROIX during this two-week window.

LANGUAGE III SDC

GRADING POLICY:

A common grading policy ensures consistency between schools and classrooms across the district

GRADING SCALE Letter grade Percentage

Four Point

Rubric score Advanced Proficient

A 100-90% Advanced Proficient

4 B 89–80%

Proficient C 79-70%

Proficient

3 Partially Proficient D 69–60% Partially Proficient

2 Non or Limited

Proficient F Below 60% Non or Limited Proficient

1

*Teachers are encouraged to use plus and minus scores when using the four-point rubric

1. Students Mastery Books/LANGUAGE! Mastery Tasks • Sequential, cumulative mastery books assess a student’s mastery of unit concepts and content. • Each assessment consists of tasks for mastery in broad areas such as: reading, spelling, writing, and

English/language arts. • Mastery tasks are on-going assessments that are administered to students throughout the instructional process

in each unit. • The assessments are designed to drive instruction and assess for mastery of each unit. • Each task should be mastered by earning 80% or better. If students do not demonstrate proficiency on a task,

they should have an opportunity to retake the task after re-teaching. 2. LANGUAGE! Summative Tests • Summative Tests assess the ability to use discrete skills to read and answer questions that require application

and integration of skills. • The Summative Tests will be used as the mid-term. • The Summative Tests have three parts: -Required: Multiple Choice (recorded in LROIX)

Advance Proficient 45-41 100%-90% Proficient 40-36 89%-80% Partially Proficient 35-32 79%-70% Non-Proficient 31-0 69%-0%

-Optional: Oral Fluency Reading This part is replaced with timed writing assessments. See Writing Curriculum Map on page 81. 3. Journal Writing/Activities Students respond daily to journal activities that align with the unit of study as well as journal writing that promotes fluency, grammar, and vocabulary. 4. Summary Writing Students write summaries from J&J Reader, read aloud/shared reading, and/or independent reading materials. 5. Fluency Builders Fluency Builders are built-in practice pages and assessments of automatic recognition of specific words and patterns based on onset, rime, syllable, or morphological changes. 6. Mid-Term Exam

LANGUAGE III SDC

Summative Test – Book G 7. Final Summative Test – Book I 8. Other Assessments • SSR/Independent reading • Home reading and completion of logs • Homework – reinforcement activities • Daily attendance • Class participation (active participation) • Student/Teacher conferences • Quality and quantity of work completed • Self-evaluations • Changing student’s attitude toward reading as reflected in additional surveys • Into, through and beyond activities related to read alouds/shared reading • Culminating projects/tasks related to read alouds/shared reading

RECOMMENDED PROFESSIONAL READING FOR TEACHERS:

• It’s Never Too Late; Janet Allen • On the Same Page, Janet Allen • Words, Words, Words; Janet Allen • Yellow Brick Roads; Janet Allen • Words Their Way; Donald R. Bear, Marcia Invernizzi, Shane Templeton, Francine Johnston • When Kids Can’t Read: What Teachers Can Do; Kylene Beers • Reading Reminders: Tools, Tips, and Techniques; Jim Burke • Strategic Teaching and Learning: Standards-Based Instruction to Promote Content Literacy in Grades

Four Through Twelve; California Department of Education • 6+1 Traits of Writing: The Complete Guide; Ruth Culham • Reading Reasons, Motivating Mini-Lessons for Middle and High School; Kelly Gallagher • Strategies that Word; Stephanie Harvey and Anne Goudvis • Tools for Teaching; Fred Jones • Improving Reading: A Handbook of Strategies; Jerry Johns & Susan Davis Lenski • Mosaic of Thought; Ellen Keene and Susan Zimmerman • Reading & Learning Strategies for Middle & High School Students; Susan Davis Lenski, • Mary Ann Whan, and Jerry L. Johns • A Framework for Understanding Poverty; Ruby K. Payne • The SSR Handbook: How to Organize and Manage a Sustained Silent Reading Program; Janice

Pilgreen • Teaching Reading in Middle School; Laura Robb • Sound It Out! Phonics in a Balanced Reading Program; John Savage • Reading for Understanding; Ruth Schoenbach • I Read It, But I Don’t Get It; Cris Tovani • The Read-Aloud Handbook; Jim Trelease

Submitted by: Veronica Evans and Joanne Murphy School/Office: 6-12 Literacy Office and Special Education Curriculum Office Original Date: 3/04 Revised Date: 7/19/10

History/Data/Ronnie/Language III SDC 10 11

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