kcc bullseye - kindergarten ela - turner usd 202

KCC Bullseye ‐ Kindergarten ELA

Standard ELA Standards: Reading for Literature - Kindergarten I. II. III. IV. V. Vocabulary Student Essentials Big Idea Content & Process Real World Instructional Example Date Percent

ProficientLevel I-V

Percent Mastery

Level I-V

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

8. N/A

Range of Reading and Level of Text Complexity

Standard ELA Standards: Reading for Informational Text - Kindergarten Vocabulary Student Essentials Big Idea Content & Process Real World Instructional Example Date Percent

ProficientLevel I-V

Percent Mastery

Level I-V


Prior to reading a text, teacher will guide the students to generate questions that they want answered from the text. During reading of the text, students will provide and record answers to questions based on the text. After reading create a list of additional thoughts and questions.

The student can ask and answer questions before, during, and after reading a text.

key detail, before, during, after1. With prompting and support, ask and answer questions about key details in a text.

K.RL.1

Students can use a familiar story's illustration to retell the story.

The student can listen to a text and retell the key details.

key detail, retell2. With prompting and support, retell familiar stories, including key details.

K.RL.2

unknown The student can identify unknown words in a text, and ask and answer questions about those words.

K.RL.5

5. Recognize common types of texts (e.g., storybooks, poems). text, storybook, poem, play The student can recognize when a text is a storybook, a poem, or a play.

Teacher reads The Three Billy Goats Gruff, a poem about goats, and has a Reader's Theater version of the story. As a class fill out a graphic organizer and disucss the similarities and differeneces between the three.

K.RL.4

4. Ask and answer questions about unknown words in a text.

After reading The Three Little Pigs students will draw and label illustrations that include the characters (3 pigs, wolf), the setting (3 houses), and interactions between the characters (wolf and the pigs).

3. With prompting and support, identify characters, settings, and major events in a story.

K.RL.3

character, setting, event The student can define and identify character, setting, and major event in a story.

Students select illustrations that support the text.

Students compare and contrast a character in given texts. (There Was an Old Lady that Swallowed a _____ )

The student can tell how the adventures and experiences of characters are alike and different.

character, adventure, experience, compare, contrast

K.RL.9

7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

6. With prompting and support, name the author and illustrator of a story and define the role of each in the story.

K.RL.6

author, illustrator The student can explain that authors write the book and the illustrators create the pictures of a text.

Students will author a story about animals then find a peeto illustrate the story. After going on a field trip, students write a "flip-flop" book where one class authors a short story about the trip and another class adds the illustrations.

K.RL.7

illustration The student can explain how illustrations help them understand the text.

The student can model the rules the teacher gives for listening and and answering questions and participate in group discussion of a text.


K.RL.KS11

K.RL.10

10. Actively engage in group reading activities with purpose and understanding.

Encounter a diverse range of engaging and culturally sensitive text and media that motivate the desire to be literate.

attentively, eye contact, mimic

attentively, eye contact, mimic The student can model the rules the teacher gives for listening and and answering questions and participate in group discussion of a text.


After reading 3 animal books (one reptile, one mammal and one bird), students complete a graphic organizer about habitat, diet and characteristics of each animal group.

Student will use photographs and illustrations to retell andidentify details of a text.

Prior to reading a text, teacher will guide the students to generate questions that they want answered from the text. During reading of the text, students will provide and record answers to questions based on the text. After reading create a list of additional thoughts and questions.

1. With prompting and support, ask and answers questions about key details in a text.

K.RI.1

key, detail, before, during, after The student can ask and answer questions before, during, and after reading a text.

The student can listen to a text and retell the key details.

main topic, retell, key detail2. With prompting and support, identify the main topic and retell key details of a text.

K.RI.2

K.RI.3

3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

individual, event, idea/piece of information, connection

The student can describe a connection between individuals, events, or ideas in a text.


Craft and Structure



Standard ELA Standards: Foundational Skills - Kindergarten Vocabulary Student Essentials Big Idea Content & Process Real World Instructional Example Date Percent

ProficientLevel I-V

Percent Mastery

Level I-V

Print Concepts1. Demonstrate understanding of the organization and basic features of print.

a. Follow words from left to right, top to bottom, and page by page.

K.RF.1.a

K.RF.1.b

Teacher will assess student's ability to track print left to right; top to bottom; and page by page. Can be monitored by having students read a text or read their own writing aloud.

The student can follow words from left to right, top to bottom, and page by page.

right-side up, left, right, top, bottom

b. Recognize that spoken words are represented in written language by specific sequences of letters. order, letters, sequence The student can recognize that spoken words are represented in written language by specific sequences of letters.

Teacher models speaking/writing a daily Morning Message.

Class creates a "Shared Pen Morning Message" on SMARTBoard or chart paper.

The student can demonstrate the ability to recognize and name all upper- and lowercase letters of the alphabet.

The student can recognize and name all upper- and lowercase letters of the alphabet.

uppercase letter, lowercase letter

spaces, words The student can understand that words are separated by spaces in print.

K.RI.KS11

K.RI.10

K.RI.9

K.RI.8

K.RI.7

K.RI.6

c. Understand that words are separated by spaces in print.

d. Recognize and name all upper- and lowercase letters of the alphabet.

K.RF.1.d

K.RF.1.c

K.RI.5

K.R.I.4

4. With prompting and support, ask and answer questions about unknown words in a text. unkknow, text The student can identify unknown words in a text, and ask and answer questions about those words.

Using the vocabulary from the story, "The Bundle of Sticks" (read aloud anthology), students will raise their hands when they hear the vocabulary words, then use context clues to define unknown vocabulary words.

5. Identify the front cover, back cover, and title page of a book. The student can identify the front cover, back cover, and title page of a book.

6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

front cover, back cover, title page

author, illustrator, photographer, photos

The student can identify the front cover, backcover, and title page of a book.

The student can explain that authors write the book, the illustrators create the pictures, and the photographer adds the pictures of a text.

7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

illustration

Students will author a story about animals then find a peeto illustrate the story. After going on a field trip, students write a "flip-flop" book where one class authors a short story about the trip and another class adds the illustrations.

point, reason

alike, different

The student can explain how illustrations help them understand the text.

Students select illustrations that support the text.

The student can identify the points the author makes and tells the reason the points are important.

Teacher reads a book about healthy eating habits and students help make a list of author's reasons for making healthy food choices.

The student can identify how two texts on the same topic are alike and different.

Teacher reads a fiction and a non-fiction story/text (Three Little Bears, story about bears) students will create a venn diagram to show similarities and differences.

9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

8. With prompting and support, identify the reasons an author gives to support points in a text.

attentively, eye contact The student can model the rules the teacher gives for listening and and answering questions and participate in group discussion of a text.



10. Actively engage in group reading activities with purpose and understanding.


Phonological Awareness

Phonics and Word Recognition

Fluencysight word, retell The student can read and understand an

emergent-reader text that includes common sight words, illustrations, and pictures.

Students can read and understand an emergent-reader text.

Students participate in whole group activity which initial, medial, and/or final sounds are changed to make a new.

Students can read a list of high-frequency words.

K.RF.4

4. Read emergent-reader texts with purpose and understanding.

b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

K.RF.3.b

K.RF.3.c

K.RF.3.d

Students identify the short or long vowel sounds when given a word or individual vowel patterns.

The student can associate the long and short sounds with common spellings (graphemes) for the five major vowels.

The student can read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

The student can distinguish between similarlyspelled words by identifying the sounds of the letters that differ.

long vowel sound, short vowel sound

sight words, high-frequency words, tricky words, power words

similar, different

3. Know and apply grade-level phonics and word analysis skills in decoding words. The student can demonstrate basic knowledge of one-to-one letter-sound correspondence.

consonant, sound, vowel During Jolly Phonics students will identify sounds to match the letters.

a. Demonstrate basic knowledge of one-to-one letter-sound correspondence by producing the primary or many of the most frequent sound for each consonant.

K.RF.3.a

e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

K.RF.2.e

d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes in three-phoneme (consonant/vowel-consonant, or CVC) words.

c. Blend and segment onsets and rimes of single-syllable spoken words.

b. Count, pronounce, blend, and segment syllables in spoken words.

a. Recognize and produce rhyming words.

K.RF.2.d

K.RF.2.c

K.RF.2.b

Do ______ and _____ rhyme? Tell me a word that rhymes with _______.

end sound, rhyme The student can recognize and produce rhyming words.

2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

K.RF.2.a

Use student names to count, pronounce, blend, and segment syllables.

Model using word families.

Use kinesthetic cues of head, waist, knees to break a simple CVC word into initial, medial, and final sounds.

Quick erase: Students will write a word on a white board and have a student change a sound by erasing and adding the new sounds.

The student can add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

substitute, add, change

syllables, blend, segment (break it down)

The student can count, pronounce, blend, and segment syllables in spoken words.

syllables, blend, segment (break it down)

The student can blend and segment onsets and rimes of single-syllable spoken words.

vowel, beginning, middle, end, consonant

The student can isolate and pronounce the initial, medial vowel, and final sounds (phonemes in three-phoneme (consonant/vowel-consonant, or CVC) words.


StandardELA Standards: Writing - Kindergarten

I. II. III. IV. V. Vocabulary Student Essentials

Big Idea Content & Process

Real World Instructional ExampleDate Percent

ProficientLevel I-

VPercent Mastery Level I-V

Text Types and Purposes

Production and Distribution of WritingK.W.4 4. (Begins in grade 3)

Research to Build and Present Knowledge

K.W.9 9. (Begins in grade 3)

Range of WritingK.W.10 10. (Begins in grade 3)

opinion, topic, preference (like or dislike)

2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

K.W.1

1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . . ).

During journal activity the student will write and/or draw about a given topic. (family, animals, transportation, etc.)

The student can use words or drawings to write a story or explain a topic.

During journal activity the student will write and/or draw about a given topic in addition student will add at least one detail about the topic.

K.W.2

K.W.3

3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

The student can use words and/or drawings to retell the events of a story or communicate feelings about the story.

Students will use graphic organizers to write and/or draw about three sequential events in a story. (example, Gingerbread man retelling)

topic, information

The student can use words or drawings to share an opinion or preference about a topic or book.

The student can work with the teacher and others to learn about digital tools that produce and publish digital writing.

K.W.6

digital tool, publish

6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Whole class will critique student work and recommendadditions or changes.

topic, detail

first, next, last

K.W.5

5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

After reading several Dr. Seuss books, students will begrouped according to interests based on favorite book and produce a product that expresses their opinion about the story.

research, topic7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

The student can work with others to write about a research topic.

Students work together to create a class story that includes photostory, clip-art, and/or document camera images. (for example, alphabet book, back to school routines, field trip, animals, community helpers, etc.)

The student can add at least one detail to a story after input from adult and/or peers.

K.W.8

K.W.7

8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

The student can answer questions using information recalled or gathered.

Students will share product from K.W.7 and answer peer and adult questions.

recall


StandardELA Standards: Speaking and Listening - Kindergarten

I. II. III. IV. V.Vocabulary Student

Essentials Big Idea Content & Process Real World

Instructional Example Date Percent Proficient

Level I-V

Percent Mastery

Level I-V

Comprehension and Collaboration

Presentation of Knowledge and Ideas

The student can listen to others and take turns in discussions.

Students participate in Think-Pair-Share on a given topic.

discussion, idea, taking turns, listening to othersK.SL.1a

1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

b. Continue a conversation through multiple exchanges.

K.SL.2

a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

K.SL.1

K.SL.1b

discussion, idea, taking turns, listening to others, continue

media, key detail, presentation

Students participate in a mystery bag (provided by teacher) related to class theme/topic. Students will ask and answer questions about the mystery bag object.

Students participate in class discussions. (ex, class meetings)

The student can ask and answer questions about a text read aloud or information presented through other media.

The student can ask and answer questions that help them get information when they do not understand.

After a read aloud of The Little Red Hen , students will use visuals to retell the story to a partner.

The student can listen to the comments of others and share their own ideas.

K.SL.3

3. Ask and answer questions in order to seek help,get information, or clarify something that is notunderstood.

information, clear

The student can identify and use detail to describe familiar people, places, things, or events.

During morning message students will describe people, places, things, or events prompted by the message.

K.SL.5

K.SL.6

The student can create drawings or add visual displays to add details to their work.

5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

K.SL.4

4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

familiar, people, place, thing, event, detail

Students will add drawings or other visual displays to add details to their journal ideas.

presentation, detail, visual display, illustration

During class meetings, students share their thoughts, feelings, and ideas to the class.

thought, feeling, idea, clearly

6. Speak audibly and express thoughts, feelings, and ideas clearly. The student can share thoughts, feelings, and ideas clearly when speaking.


StandardELA Standards: Language - Kindergarten


Big Idea Content & ProcessReal World


Level I-V

Percent Mastery

Level I-V

Conventions of Standard English1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Print many upper- and lowercase letters. The student can identify and print the differences between upper- and lowercase letters.K.L.1a

Students observed using nouns and verbs in journal writing and speaking activities.

The student can make the correct plural noun when writing or speaking by adding s or -es.

noun, verb

K.L.1

uppercase, lowercase Students will write upper- and lowercase letters.

K.L.1c

plural Students observed using nouns and verbs in journal writing and speaking activities.

The student can use common nouns and verbs correctly when writing or speaking.

c. Form regular plural nouns orally by adding /s/or /es/ (e.g., dog, dogs ; wish, wishes ).

K.L.1b

K.L.1d

K.L.1e

d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how ).

b. Use frequently occurring nouns and verbs.

Students work with a partner to give directions on where to position a given object.

prepositions

The student can use question words correctly when writing or speaking.

Students participate in mystery bag activity related to topic/theme.

question words

e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with ).

The student can use common prepositions correctly when writing or speaking.

b. Recognize and name end punctuation.

K.L.2a

capitalize, pronoun, first

The student can share ideas and respond to questions using complete sentences.

The student can capitalize the first word in a sentence and the pronoun I.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

K.L.1f

f. Produce and expand complete sentences in shared language activities.

K.L.2

Using a morning message, students will correct or locate and findcorrect conventions.

Students will work with a partner to use high-frequency words to create a sentence and partner will expand or add-on to the sentence.

complete sentence

a. Capitalize the first word in a sentence and the pronoun I .

question mark, exclamation point, period, end

Using a morning message, students will correct or locate and findcorrect conventions.K.L.2b

The student can recognize and name end punctuation such as question mark, exclamation point, and period.


Knowledge of LanguageK.L.3 3. (Begins in grade 2)

Vocabulary Acquisition and Use

d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

K.L.2c

The student can write the letter or letters for consonants and vowel sounds.

Using individual whiteboards, students will write the given letter sound.

c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).

consonant sound, vowel sound

K.L.2d

spell

K.L.4

K.L.4b

K.L.4a

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

b. Use the most frequently occurring inflections and affixes (e.g., -ed , -s , re -, un -, pre -, -ful , -less ) as a clue to the meaning of an unknown word.

The student can spell words by matching sounds to letters.

Students will use letter tiles to spell given words.

The student can identify and use accurately words with more than one meaning.

During a lesson of the seasons, students will identify and/or demonstrate the two meanings of "fall." (Fall the season, fall to the ground)

prefix, suffix, ending, (affix)

a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck ).

Student will take a group of given objects tied to class theme or topic and sort and explain their categories.

Through daily clothing routines students will show understanding of untie, unzip, retie, one glove/two gloves, etc.

The student can identify and use affixes to help define unknown words.

K.L.5

The student can sort and use words to explain what the objects have in common.

5. With guidance and support from adults, explore word relationships and nuances in word meanings.

K.L.5a

opposite (antonym)

K.L.5b

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

Using Harry the Dirty Dog, students will identify opposites clean/dirty; spots/spotless; lost/found; happy/sad

The students can connect words that have been heard or have been read to the real world.

During SmartStart unit, students participate in school tour to connect new school vocabulary with the real world.

The student can identify the opposite of a word.

sort, common, categoriesa. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

K.L.6

c. Identify real-life connections between words and their use (e.g., note places at school that are colorful ).

Students will use new vocabulary learned in themes/topics in their conversations and/or in their writing.

list, phrase6. Use words and phrases acquired throughconversations, reading and being read to, andresponding to texts.

The student can discover and use new words and phrases through reading, listening, and conversations.

connections

During the animal unit, students will act out animal movements such as slither like a snake, prance like a horse, waddle like a duck, drag like a seal.

The students can recognize verbs that have similar meanings and act out the meanings to show the differences.

similar, different, meaning, acting out

K.L.5d

K.L.5c

d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance ) by acting out the meanings.

KCC Bullseye ‐ 1st Grade ELA

Standard ELA Standards: Reading Literature - 1st Grade I. II. III. IV. V. Vocabulary Student Essentials

Big Idea Content & Process Real World Instructional Example Date Percent Proficient Level I-V Percent Mastered Level I-V


Craft and Structure


1.RL.8 8. N/A


Standard ELA Standards: Reading Informational Text - 1st Grade I. II. III. IV. V. Vocabulary Student Essentials

Big Idea Content & Process Real World Instructional Example


retell, details, main idea

After a read-aloud, students will sketch a key detail in the story. For example, in the story of "The Three Bears", a key detail could be that the bears left the house for a walk.

SWBAT answer questions about and identify key details in a text

details, events 1. Ask and answer questions about key details in a text.

2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

3. Describe characters, settings, and major events in a story, using key details.

4. Identify words and phrases in stories or poems that suggested feelings or appeal to the senses.

After reading the story Alexander and the Terrible, Horrible, No Good, Very Bad Day, students will identify words that suggest how Alexander is feeling. Students will draw a picture of him and write how his feelings change throughout the story.

SWBAT identify words or phrases that suggest feelings or apply to the senses.

identify, feelings, appeal to senses, poem

SWBAT retell a story, including the main idea and details

The student will verbally retell a story, including details, characters, setting and the correct sequence of events.

characters, setting, major events, details

SWBAT describe characters, settings, and major events.

The student will verbally retell a story, including details, characters, setting and the correct sequence of events or use an illustration to do the same.

Using the Oral Vocabulary Cards, "How Beetle Got His Coat", have students identify who is telling the story at different points.

SWBAT identify who is telling the story at various points in the text.

character, point of view

After reading the story The Tiger Cub Grows Up (nonfiction) and a fiction story of your choice about a tiger, students will complete a Venn diagram comparing the two stories.

SWBAT explain differences between books that tell stories and books that give information.

story, information

6. Identify who is telling the story at various points in a text.

7. Use illustration and details in a story to describe its characters, setting or events.

5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

During shared reading, students will read prose and poetry written at an On Grade Level complexity.

poetry

After the story "When Sophie Gets Angry, Really Really Angry" students can use a graphic organizer table to illustrate how she feels at each point in the story and why.

9. Compare and contrast the adventures and experiences of characters in stories.

compare, contrast, events, characters

illustration, details, character,setting, event

SWBAT use the illustrations and details in a story to describe its characters, setting, or events.

1.RL.3

1.RL.2

1.RL.1

SWBAT read prose and poetry of appropriate complexity for grade 1 with prompting and support.



1.RL.10

1.RL.9

1.RL.7

1.RL.6

1.RL.5

1.RL.4

10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.

SWBAT compare and contrast the adventures and experiences of characters in stories.

Students compare the adventures of "Olivia" versus Peter from "Whistle for Willie" (or any two characters) using a Venn Diagram.

Read—both independently and collaboratively—print, non-print, and multi-modal works proficiently and critically to be media literate.

1.RL.KS12


1.RL.KS11



1. Ask and answer questions about key details in a story.

1.RI.1

SWBAT answer questions about and identify key details in a text

After an informational text read-aloud, students will sketch a key detail in the story. For example, in the story "Fruit is a Suitcase for Seeds", a key detail could be that the strawberry has seeds in the outside instead of the inside.

details


Craft and Structure



StandardELA Standards: Reading Foundational Skills - 1st Grade



After reading two informational texts about two different inventors, the student will construct a connection chain with each inventor on one side and links that connect them that represent a piece of information.

SWBAT describe the connection between two people or things, events, ideas, or pieces of information in a text.

connection, event, information

After listening to a read-aloud of a non-fiction book, the student will verbally report what the main topic was, as well as some key details.

When a student is unsure of a word's meaning, he/she will ask the teacher what it means. Then, the teacher will respond by asking, "How can you figure that out on your own?" They can then discuss strategies to finding the word's meaning.

SWBAT ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

meaning

1.RI.2

2. Identify the main topic and retell key details of a text.

3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

1.RI.3

4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

1.RI.4

main idea, retell, key details

SWBAT identify the main idea and retell key details of an informational text.

7. Use the illustrations and details in a text to describe its key ideas.

1.RI.7

After reading the story A Prairie Dog Home, students will create a diagram of a prairie dog's home using the information from the text and the illustrations.

SWBAT use the illustrations and details in a text to describe its key ideas.

6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

1.RI.6

5. Know and use various text features (headings, table of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

1.RI.5

Read the story A Prairie Dog Home aloud to the students without showing the illustrations. Then, the students will use a T-chart to record the information they obtained from illustrations during their reread. Then, they will contrast that information vs. the information they obtained from the text and add that information to their T-chart.

SWBAT distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

picture, illustration, difference

While reading the story The World of Insects, students will discuss text features (headings and labels). They will then create and label their own picture of an insect.

SWBAT know and use various text features (headings, table of contents, glossaries, labels) to locate key facts or information in a text.

text feature, heading, table of contents, glossary, label

1.RI.9

8. Identify the reasons an author gives to support points in a text.

1.RI.8

After reading A Fruit is a Suitcase for Seeds and another nonfiction selection on plants, compare/contrast the two texts using a Venn diagram.

SWBAT identify similarities in and differences between two texts on the same topic.

compare, contrast, similarities, differences

illustration, detail, key idea

During shared reading, students will read informational text written at an On Grade Level complexity.

SWBAT read informational text of appropriate complexity for grade 1 with prompting and support.



informational text

After reading the Meet Ellen Ochoa interview, the class will discuss why the author interviewed Ellen Ochoa, why she asked the questions she did, and create of list of what questions they would like to ask Ellen.

SWBAT identify the reasons an author gives to support the points in a text.

point, reason

10. With prompting and support, read informational texts appropriately complex for grade 1.

1.RI.10

9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

1.RF.1a


1.RI.KS11



1. Demonstrate understanding of the organization and basic features of print.

1.RF.1

1.RI.KS12


a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

The student can look at a piece of writing (Morning Message) and circle or hilight the first words of the sentence, capital letters, and ending punctuation.

SWBAT recognize the distinguishing features of a sentence

capitalization, ending punctuation


Phonological Awareness


Fluency

2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

1.RF.2

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

1.RF.2c

1.RF.2a

a. Distinguish long from short vowel sounds in spoken single-syllable words.

b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

1.RF.2b

Students engage in a game called "My turn, Your turn". In this game one student will say a word and the other student will identify the beginning, middle, and end sounds.

SWBAT isoalte and pronounce beginning, middle, and end sounds.

beginning, middle, and ending sounds

Students will make a foldable to sort long and short vowel words. The students will create 5 short vowel picture cards and 5 long vowel picture cards to sort.

Students will create a mystery word game to play with their peers. Example: My mystery word has these sounds /c/ /a/ /t/. What word is it?

SWBAT orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

single syllable words, blending sounds

short vowel sound, single syllable words

SWBAT distringuish long from short vowel sounds in spoken single-syllable words.

d. Segment spoken single-syllable words into their complete sequences of individual sounds (phonemes).

1.RF.2d

1.RF.3

The student models the segmentation of words by touching their head (beginning), waist (middle), and feet (end).

SWBAT segment spoken single-syllable words into their complete sequences of individual sounds (phonemes)

segment, individual sounds

a. Know the spelling-sound correspondence for common consonant digraphs. 2nd grade doesn't address digraphs.

1.RF.3a

1.RF.3b

Students will demonstrate their understanding of sh, th, wh, and ch words through either dictated sentences or journal writing.

SWBAT apply the spelling-sound correspondence for common consonant digraphs.

consonant digraphs

3. Know and apply grade-level phonics and word analysis skills in decoding words.

Students will read A Cap For Pam, decoding all of the CVC words.

SWBAT decode regularly spelledone-syllable words

decode, one-syllable

b. Decode regularly spelled one-syllable words. 2nd grade needs to be able to decode two-syllable words with long vowels.

1.RF.3c

Given a two-syllable word on a sentence strip, students will physically cut the word into syllables.

SWBAT use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

syllable, sound, vowel

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

1.RF.3d

Students will demonstrate their understanding of long vowel words through either dictated sentences or journal writing.

SWBAT know final -e and common vowel team conventions for representing long vowel sounds.

long vowel soundsc. Know final -e and common vowel team conventions for representing long vowel sounds.

g. Recognize and read grade-appropriate irregularly spelled words.

1.RF.3e

When shown a word card with an -ing, -ed, -s, -er, -est ending, the student will act out the word.

SWBAT read words with inflectional endings.

endings (-ing, -ed, -s, -er, and -est)

f. Read words with inflectional endings.

1.RF.3f

When given decodable two-syllable words (happy, puppy, handy, lucky) the student will sort the words into basic patterns, read the words orally, and illustrate the words.

SWBAT decode two-syllable words following basic patterns by breaking the words into syllables

syllablee. Decode two-syllable words following basic patterns by breaking the words into syllables.

a. Read on-level text with purpose and understanding.

1.RF.3g

4. Read with sufficient accuracy and fluency to support comprehension.

1.RF.4

Shown flashcards of grade level required sight words, either electronically or hand printed, students will read the sight words.

SWBAT read sight words. sight words

1.RF.4a

Students will participate in a reader's theater activity.

SWBAT read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

timing, accuracy, and expression.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

1.RF.4c

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

1.RF.4b

Examples of self-correcting: Teacher modeling, peer modeling, reader asks themselves - "Does the sentence make sense?"

SWBAT use context to confirm or self-correct word recognition and understanding, rereading as necessary

self-correct, reread

After the student reads an on-level text, they will complete a written book report or verbally retell the story to their classmates.

SWBAT read on-level text with purpose and understanding

purpose, understanding


Standard ELA Standards: Writing - 1st Grade I. II. III. IV. V.

Vocabulary Student

Essentials Big Idea Content & Process Real World Instructional Example Date Percent Proficient Level I-VPercent

Mastered Level I-V


Production and Distribution of Writing

After reading The Three Little Pigs and The True Story of the Three Little Pigs the students will choose which story they believe is true. They will then compose a writing that states their opinion and why they chose that opinion.

1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

opinion, conclusion, reason

1.W.1

SWBAT write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure

2. Write informative/explanatory texts in which they name a topicsupply some facts about the topic, and provide some sense of closure.

SWBAT write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some senseof closure

1.W.3

3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

sequence, conclusion

After completing a study of the moon the students will complete a writing that provides facts about the moon.

SWBAT write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order,

Following the class field trip, the student will write a narrative story in which they recount two or more appropriately sequenced events, includesome details regarding what happened, use temporal words to signal event order (first, next, then, last), and

1.W.4

4. (Begins in grade 3)

1.W.KS11

Create—both independently and collaboratively—technical, non-print, digital, and multimodal versions of text types and purposes outlined in standards 1, 2, and 3.

1.W.2

topic, facts, conclusion

1.W.KS12

The whole class will critique student work and recommend additions or changes.

1.W.5

1.W.6

6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

SWBAT to use a variety of digital tools to produce and publish writing, inclusing collaboration with peers.

digital tools Students work together to create a class story that includes PhotoStory, Clip Art, document camera, SmartBoard, etc….

SWBAT to use conferencing skills to strengthen writing.

5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details tostrengthen writing as needed.

conferencing

Strengthen writing craft—both independently and collaboratively—through a recursive writing and revision process and the use of the common vocabulary of the 6-Trait model.



Range of Writing

SWBAT recall information from experiences or gather information from provided sources to answer a question1.W.8

8. With guidance and support from adults, recall information fromexperiences or gather information from provided sources to answer a question.

recall, answer

SWBAT to participate in shared research and writing projects.

1.W.7

1.W.10

sequencing, how-to, instructions

Students will explore a number of “how-to” books on a given topic and use them to write a sequence of instructions. For example, the teacher might use Peanut Butter and Jelly.

7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

1.W.9


Following the class field trip, the student will write a narrative in response to the question "What did you like most about the field trip?"



Standard ELA Standards: Speaking and Listening - 1st Grade I. II. III. IV. V. Vocabulary Student Essentials

Big Idea Content & Process Real World Instructional Example Date Percent Proficient Level I-V

Percent Mastered Level I-V



1.SL.1a

a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

1.SL.1

1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

rules, discussions

b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

1.SL.1c

c. Ask questions to clear up any confusion about the topics and texts under discussion.

1.SL.1b

aloud, ask, answer

By listening to a text read aloud, students will complete a KWL chart as a class. (before, during, after reading)

clarify

conversation, respond

1.SL.2

2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

visual, clarify

question, clarify

1.SL.3

3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

6. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)

complete sentences

1.SL.4

5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

1.SL.6

describe, express, feelings

4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

1.SL.5

SWBAT follow agreed-upon rules for discussions.

SWBAT build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

SWBAT ask questions to clear up any confusion about the topics and texts under discussion.

Depending on the topic (fire safety, weather), students will have the opportunity to ask questions of a speaker (firefighter, meteorologist).

Students will be given three "talking chips". The teacher will begin a conversation about one topic (e.g. things you like about school). Students will use one "talking chip" for each idea that they would like to express.

Create a set of class discussion rules. Students will follow the agreed upon rules.

During class meetings and discussions, students share their thoughts, feelings, and ideas by speaking in complete sentences.

SWBAT produce complete sentences.

SWBAT add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

SWBAT describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

SWBAT ask and answer questions about key details in a text read aloud or information presented orally or through other media.

SWBAT ask and answer questions about what a speaker says in order to gather additional information or clarifysomething that is not understood.

Students will describe a family member, their home, or their favorite toy/book clearly by including relevant details and how they feel about that person, place, or thing.

Students will add drawings or other visual displays to add details to their journal ideas.

Students will determine the solution to the mystery bag game by asking questions to clear up any confusion.


Standard ELA Standards: Language - 1st Grade I. II. III. IV. V. Vocabulary Student Essentials


Real World Instructional Example Date Percent Proficient Level I - V Percent Mastery Level I - V

Conventions of Standard English


sentence, question, exclamation, simple sentence, compound sentence

Given a prompt (ie, Field day was _______. ) , students will write about their experience using different types of sentences using a variety of punctuation.

SWBAT produce various types of sentences.

1.L.2

1.L.1j

j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

In journal writing, students will use a, an, and the correctly in their sentences.

In journal writing, students will use prepositions correctly in their sentences.

SWBAT use prepositions.

preposition

1.L.1h

h. Use determiners (e.g., articles, demonstratives).

i. Use frequently occurring prepositions (e.g., during, beyond, toward).

1.L.1i

determiner, noun SWBAT use determiners (the, an)

1.L.1g

Following the class field trip, the student will write a narrative in response to the question "What did you like most about the field trip?" Students will use conjuctions correctly in the narrative.

conjunctiong. Use frequently occurring conjunctions (e.g., and, but, or, so, because).

SWBAT use conjunctions.

adjective Using a picture about a given topic (animal, habitat) students can brainstorm a list of words that describe the picture. Students will then use the words to write sentences about the picture.

1.L.1e

e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

1.L.1f

f. Use frequently occurring adjectives.

verb, past tense, present tense, future tense

SWBAT use verbs to convey past, present, and future.

1.L.1d

d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).

b. Use common, proper, and possessive nouns.

1.L.1b

c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

1.L.1c

1.L.1

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

1.L.1a

a. Print all upper- and lowercase letters.

Students will use common, proper, and possessive nouns in journal writing and speaking activities.

Students will write all uppercase and lowercase letters.

uppercase, lowercase, letters

SWBAT print all upper and lowercase letters.

Students will use personal, possessive, and indefinite pronouns in journal writing and speaking activities.

SWBAT use pronouns.

pronoun

noun, singular, plural, verb

SWBAT use common, proper, and possessive nouns.

noun, common noun, proper noun, possessive noun

SWBAT use singular and plural nouns with basic sentences.

Students will use singular and plural nouns with the correct matching verbs in their daily writing and speaking.

Students will create a flipbook to write verb tense in the past, present , and future.

SWBAT use adjectives.


Knowledge of Language


1.L.4b

b. Use frequently occurring affixes as a clue to the meaning of a word.

affix (un, re) SWBAT use frequently occuriing affixes as a clue to determine word meaning.

c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

SWBAT identify frequently occuriing root words and their inflectional forms.

root word, inflectional form

1.L.4

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

SWBAT use context clues to determine meaning.

context clues

1.L.4a

a. Use sentence-level context as a clue to the meaning of a word or phrase.

1.L.3


Writing a letter to pen pal or buddy classroom, students will include correct conventions.

period, question mark, exclamation mark, punctuation

SWBAT capitalize dates and names of people.

capitalize, date, name

Writing a letter to pen pal or buddy classroom, students will include correct conventions.

SWBAT use end punctuation for sentences.

SWBAT use sound spelling to spell untaught words.

When writing an unknown word, students will use phonetic spelling.

Students will use conventional spelling in their narrative writing, as well as spelling high frequency words correctly.

SWBAT use conventional spelling for words with common spelling patterns and sight words.

spelling pattern, sight words

Students will write the date at the top of their journals, assignments, etc. Students will make a list of their favorite foods using commas correctly.

comma, date, series SWBAT use commas in dates and to separate single words in a series.

inventive (sound) spelling

b. Use end punctuation for sentences. (End punctuation is not addressed after first grade.)

c. Use commas in dates and to separate single words in a series.

d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

1.L.2e

1.L.2d

e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

1.L.2c

1.L.2a

1.L.2b

a. Capitalize dates and names of people.

Given a word with the prefix un or re, students will act out the word. (ie, zip/unzip)

It was so breezy outside that the leaves were blowing all around. Students use clues in the sentence to determine the meaning of breezy.

During a group read aloud, students will locate and record on white boards words ending with (ed, ing, or s). Then, they will circle the root word.

1.L.4c


Using flashcards with number words and color words, students will sort the words into correct categories and explain their catergories.

1.L.5

5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

SWBAT sort words into categories to gain a sense of the concepts the categories represent.

1.L.5a

a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

sort, category

Students can make a list of items/things that fall into particular category (i.e. cozy).

1.L.5b

b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

SWBAT define words by categories and attributes.

c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).

connection

1.L.5c

SWBAT identify real-life connections between words and their use.

During the animal unit, students will work with a partner to sort animals into groups and label the group. Then, the partners will choose one animal out of a group and identify one unique characteristic about that animal.

define, trait

verb, adjective, meaning

Students can act out the meaning of verbs differing in manner (ie, stomp, walk, tiptoe) and illustrate closely related adjectives.

SWBAT distinguish shades of meanings between different verbs.

Students can record new words that they are introduced to in their "Word Books" or personal dictionaries. They can then use these new words in the future when they are writing journal entries or stories.

SWBAT use words and phrases to signal simple relationships.

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

1.L.5d

d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

word, phrase, conjunction, list

1.L.6

KCC Bullseye ‐ 2nd Grade ELA

Standard ELA Standards: Writing (W) I. II. III. IV. V. Vocabulary Student Essentials Big Idea Content & Process Real World Instructional Example Date Percent Proficient Level (I-V) Percent Mastery Level (I-V)




Students will write a narrative about their first day of second grade (other examples: about a field trip/field day). They will include how they felt and things they did. They will also include temporal words (first, next, then, finally), and provide a sense of closure.

Students can write a detailed narrative story with events placed in the correct order, and provide a sense of closure.

narrative, event, temporal word, closure

Students can write a journal entry about what their favorite subject is in school. They will include reasons to back up their opinion.

Students can write an opinion piece with an introduction, supporting reasons, and a concluding statement/section. Students can link their opinions and reasons with connecting words.

Students can write a report on an animal that they are interested in after studying animals in Science.

Student can present facts and information in writing and provide a concluding statement or section.

topic, fact, definition, concluding statement/section

opinion, reason, link, connection, introduction, concluding statement/section

2.W.3

2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points , and provide a concluding statement or section.

3. Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings , use temporal words to signal event order, and provide a sense of closure.

2.W.2

2.W.1

1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reason s that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons , and provide a concluding statement or section.

2.W.4


2.W.KS11


6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Students can identify and use digital tools to produce and publish their writing while collaborating with others.

draft, revise, edit, errors, spelling, capitalization, punctuation

Students will type a story that they have written. They will turn it into a PhotoStory.

Students can revise and edit their writing with the help of others.

digital tools, publish, collaborate

Students will share a piece of their writing with a teacher or a peer and receive feedback (using a rubric). They will then revise and edit their work based upon the suggestions of the teacher/peer.

2.W.KS12


2.W.5

2.W.6

5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing .

Students can work with others to write about a research topic.

2.W.8

research, topic

Students can answer questions using information recalled or gathered.

Students work with a team to research and write a report.

recall

2.W.7

7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

2.W.9


8. Recall information from experiences or gather information from provided sources to answer a question.

Students will complete a KWL chart about a specific topic.


Standard ELA Standards: Reading Literary Text (RL) I. II. III. IV. V.Vocabulary Student

Essentials Big Idea Content & Process Real World Instructional Example Date Percent Proficient Level (I-V) Percent Mastery Level (I-V)


Craft and Structure



Students will read and comprehend stories and poems found in their Treasures book, awell as leveled reader stories.

reading strategyRead—both independently and collaboratively—print, non-printand multi-modal works proficiently and critically to be media literate.

2.RL.KS11

Students can recognize when a text is too easy or too difficult for them. Students can use reading strategies to help them underderstand difficult texts.

2.RL.KS12

2.RL.10


reading strategy Students will read and comprehend stories and poems found in their Treasures book, awell as leveled reader stories.


10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

reading strategy Students will read and comprehend stories and poems found in their Treasures book, awell as leveled reader stories.


2.RL.9

9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

version, compare, contrast Construct a Venn Diagram using several different versions of Cinderella, or LonPoPo and Little Red Riding Hood.Versions are in the Anthology.

7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Students can compare two or more versions of the same story. Students can contrast two or more versions of the same story.

Students can define a point of view, a character's point of view in a story. Students can show points of view by changing their voicwhen reading dialogue for each character.

Report information received from the illustrations that are not told in the story by usinthe story Officer Buckle and Gloria.

2.RL.7

Students can identify illustrations that support a story. Students can explain how illustrations add meaning to the words in a storyStudents can use illustrations and words in a story to help describe the characters, setting or plot.

illustration, character, setting plot

2.RL.6

Students will read aloud a play to a classmate changing their voice when reading dialogue for different characters.

Point of view, dialogue6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

2.RL.3

rhythm, beat, alliteration, rhyme

2.RL.5

Students can recognize that a story has a beginning, middle and end. Students can describe how the characters, setting, and actionare introduced in a story. Students can describe how the events athe end of a story let them know what happened to the character.

Respond to the beats , rhymes and repeated lines of a story or poem using the books- You Read to Me, I'll Read to You.

Students can identify words and phrases that create beat, alliteration, rhymes in a poem, story or song. Students can describe how words and phrases create rhythm and add meaning.

2.RL.4

4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

After reading the story Mice and Beans, students will complete a story map.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

structure, introduce, character, setting, action

3. Describe how characters in a story respond to major events and challenges.

character, event, challenge

After reading the story, Babu's Song, students will complete a Problem/Solution graphic organizer. Students will then explain how the character handled the problem to a partner.

Students can identify characters in a story. Student can describe how characters react to events and challenges in a story.

recount, central message, lesson, moral, detail, fable,folktale

2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

2.RL.1

2.RL.2

After reading the story, David's New Friends, students will ask and answer questions about the text.

Who, what, where, when, how, why

Students can identify who, what, where, when, why and how questions about a text. Students can ask and answer questions before, during and after reading a text.

1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students can recount/retell. Students can define lesson or moral. After listening to a fable or a folktale from the Read Aloud Anthology (Treasures), students will retell the story and identify the central message.


Standard ELA Standards: Reading Informational Text (RI) I. II. III. IV. V. Vocabulary Student Essentials

Big Idea Content & Process Real World Instructional Example Date Percent Proficient Level (I-V) Percent Mastery Level (I-V)


Craft and Structure



Students will read and comprehend informational texts found in their Treasures book, as well as leveled reader stories.

Students can recognize when a text is too easy or too difficult for them. Students can use reading strategies to help them understandifficult texts.

2.RL.KS12

Read—both independently and collaboratively—print, non-printand multi-modal works proficiently and critically to be media literate.

reading strategy


2.RL.KS11


reading strategyEncounter a diverse range of engaging and culturally sensitive text and media that motivate the desire to be literate.



2.RI.10

Students can identify, compare, and contrast the most important points of two texts on the same topic.

9. Compare and contrast the most important points presented by two texts on the same topic.

10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

reading strategy

In the text, Stirring Up Memories, students will identify and share with a partner the reasons why the author decided to become a writer.

reasons, point8. Describe how reasons support specific points the author makes in a text.

2.RI.9

After reading two texts about the same topic, students will complete a venn diagram comparing and contrasting the two informational texts.

important point, compare, contrast

Students can explain how the images in text add meaning to the words.

Students can identify and describe the reasons the author uses to support specific points in a text.

2.RI.8

After reading the story Music of the Stone Age, students will be able to identify the main purpose of the text, and what the author wanted the reader to learn.

2.RI.7

Using an informational text with diagrams, students will tell how the diagram helps explain the text.

7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

image, informational text, diagram

author's purpose, inform, explain, persuade

2.RI.6

Students can identify purposes for reading. Students can read a text and identify the author's purpose.

6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

After reading an informational text about a specific topic, students can determine the meaning of a word or a phrase by using context clues.

Students can use information in a text to determine the meaning of words/phrases about the topic.

After reading and discussing the story The Tiny Seed, students will describe how to plant a seed by illustrating the steps.

3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

2.RI.4

4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

5. Know and use various text features (e.g.,captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

2.RI.5

specific, topic, subject

event, idea, concept, step, process, connect, history/historical

text feature, captions, bold print, subheadings, glossaries, index

While reading the story African American Inventors, students will discuss text features.They will then locate key information using the text features.

Students can identify text features. Students can locate key facts and information about a topic by using text features.

2.RI.3

After reading the Time for Kids article, A Trip to the Emergency Room, students will identify the main idea of the article.

Students can identify who, what, where, when, why, and how to answer questions about a text.

topic, main idea, focus, paragraph

key detail, who, what, where, how, when, why

Students can define topic or main idea and determine the topic or main idea of a text.

After reading the text, The Alvin Ailey Kids, students will ask and answer key questions about the text.

2.RI.2

2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

2.RI.1

1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Students can identify and explain the connection between historical events, scientific ideas or concepts, and the steps in a process.


Standard ELA Standards: Reading Foundational Skills (RF) I. II. III. IV. V. Vocabulary Student Essentials



2.RF.33. Know and apply grade-level phonics and word analysis skills in decoding words.

Fluency

2.RF.44. Read with sufficient accuracy and fluency to support comprehension.

Examples of self-correcting: Teacher modeling, peer modeling, reader asks themselve"Does the sentence make sense?"

Students can read second grade level text fluently.

After the student reads an on-level text, they will complete a written book report or verbally retell the story to their classmates.

Students will participate in a Reader's Theater activity.

Students can self-correct misread or misunderstood words using context clues.

Students can read and understand second grade text.

self-correct, rereading

fluent, voice, timing, expression, context clue

fluent, voice, timing, expression, context clue

2.RF.3e

2.RF.4a

2.RF.4c

2.RF.4b

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.



Students can identify words with similar patterns that create different sounds.

Shown flashcards of grade level required sight words, either electronically or hand printed, students will read the sight words.

Students can read irregularly spelled words.irregularly spelled words, sight words

2.RF.3f

f. Recognize and read grade-appropriate irregularly spelled words.

In guided reading groups, students will read a leveled reader conaining two-syllable long vowel words aloud to a partner or teacher.

prefix, suffix In guided reading groups, students will read a leveled reader containing common prefixes and suffixes aloud to a partner or teacher.

e. Identify words with inconsistent but common spelling-sound correspondences.

spelling pattern, irregular Given a list of words with similar vowel patterns (now/snow, out/ought), students will read and sort the words by vowel sounds.

2.RF.3d

c. Decode regularly spelled two-syllable words with long vowels.

Students can decode two-syllable long vowel words.

Students can decode words with common prefixes/suffixes.

syllable, long vowels

d. Decode words with common prefixes and suffixes.

2.RF.3c

a. Distinguish long and short vowels when reading regularly spelled one-syllable words. Review

2.RF.3b

2.RF.3a

b. Know spelling-sound correspondences for additional common vowel teams

short and long vowel pattern, vowel team, syllable

Students can identify common vowel teams (e.g., ea, oi, oo) and say the individual sounds they create.

Given a list of long and short vowel one syllable words, students will read and sort the words by vowel patterns. (ie, cap/cape, hop/hope)

vowel teams Students will demonstrate their understanding of common vowel teams through either dictated sentences or journal writing.

Students can distinguish between words with short and long vowel patterns.

KCC Bulllseye ‐ 2nd Grade ELA

Standard ELA Standards: Speaking and Listening (SL) I. II. III. IV. V. Vocabulary Student Essentials




2.SL.4

During class meetings and discussions, students share their thoughts, feelings, and ideas and respond to questions by speaking in complete sentences.

complete sentence, clarification

Students can speak using complete sentences when asked to provide details or clarification.

2.SL.5

2.SL.6

6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.)

5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

Students will share an experience they had over abreak including relevant details and speaking audibly in complete sentences.

Students can tell a story or share an experience using complete sentences and speaking in a clear voice.

relevant, descriptive detail, complete sentence, audience

Students will create a digital story about an experiernce they had over a break including drawings or other visual displays to add details.

Students can create audio recordings of stories and poems. Students can add drawings/visual displays to clarify their ideas and thoughts.

pace, visual display

By listening to a text read aloud, students will complete a non-linguistic organizer about the text.

Students can ask and answer questions about a speaker's presentation.

Depending on the topic (fire safety, weather), students will have the opportunity to ask questions of a guest speaker (firefighter, meteorologist).

Students can identify and describe key ideas and details from a text or presentation.

presentation

format, key idea, detail

2.SL.3

3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

2.SL.2

2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences

idea, topics, discussion

Students can make connections between the comments of others.

After studying a given topic in Science or Social Studies, students will ask questions when they donot understand something about the topic.

Students can ask questions when they do not understand something.

After reading the story, David's New Friends, the students will have a small group discussion about how they felt on their first day of school (makingsure to take turns in the discussion).

connection

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion)

Create a set of class discussion rules. Students will follow the agreed upon rules.

Students can identify and follow agreed upon rules for discussion.

discussion, rules, listening, speaking, topics

c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

2.SL.1c

b. Build on others’ talk in conversations by linking their comments to the remarks of others.

2.SL.1

2.SL.1a

1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

2.SL.1b


Standard ELA Standards: Language (L) I. II. III. IV. V. Vocabulary Student Essentials

Big Idea Content & ProcessReal World Instructional

ExampleDate Percent Proficient Level (I-V) Percent Mastery Level (I-V)


2.L.2

f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).


2.L.1f

a. Capitalize holidays, product names, and geographic names.

adjective, adverb

Students can identify adjectives and adverbs and use them correctly.

Using a picture, students will write a descriptive paragraph highlighting adjectives and adverbs.

simple sentence, compound sentence, expand, rearrange

capitalize

Students will write a journal entry about their family (field trip, school day, favorite toy) using both simple and compound sentences.

Students will create a travel poster, calendar with holidays, or new product. Students will capitalize all proper nouns.

Students can create simple and compound sentences. Students can expand and rearrange simple and compound sentences.

Students can capitalize proper n

2.L.1e

e. Use adjectives and adverbs, and choose between them depending on what is to be modified.

Create "Verb Man" out of two pipe cleaners. "Verb Man" acts out the action (verb). Anything "Verb Man" can do is a verb. Today he runs. Yesterday he ran.

Students can identify irregular verbs in the past tense and use them correctly.

irregular verb, past tense

d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

reflexive pronoun

Students can identify and use reflexive pronouns correctly.

Students will use reflexive pronouns (e.g. myself, ourselves) correctly when writing and speaking.

irregular plural noun

Students can identify and use irregular plural nouns correctly.

Students will make a flip chart using one foot/two feet, one tooth/two feet, etc…

2.L.1c

2.L.1d

c. Use reflexive pronouns (e.g., myself, ourselves).

Students will use collective nouns (e.g. group) correctly when writing and speaking.

2.L.1b

b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

collective noun Students can use collective nouns correctly.

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2.L.1a

a. Use collective nouns (e.g., group).

2.L.1

2.L.2a




2.L.2c

apostrophe, contraction, possessive

comma, greeting, closing

Students will write a letter to a friend or a family member using commas correctly.

Using a writing sample, students will edit for apostrophes and make corrections (D.O.L., morning message)

Students can place a comma after the greeting and closing ofletters.

Students can use apostrophes when writing contractions and frequently occurring possessives.

2.L.2b

b. Use commas in greetings and closings of letters.

c. Use an apostrophe to form contractions and frequently occurring possessives.

e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

2.L.2e

Students will look up unfamiliar words in the dictionary or Word Book so they know how to spell them correctly.

Students can identify misspelled words and use a dictionary to spell them correctly.

reference materials, dictionary

2.L.2d

d. Generalize learned spelling patterns whenwriting words (e.g., cage → badge; boy → boil).

spelling pattern Students can use common spelling patterns when writing words.

Students will apply common spelling patterns when writing stories.

formal English, informal English

Students can use formal and informal English when appropriate.

2.L.3

3. Use knowledge of language and its conventionswhen writing, speaking, reading, or listening.

2.L.4

2.L.3a

a. Compare formal and informal uses of English.

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

Students will be able to use correct English when they are speaking and writing.


b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

2.L.4a

The two of them are usually civil, but today they were quite impolite to one another. Students use clues in the sentence to determine the meaning of civil.

context clue, phrase

Students can determine the meaning of unknown words using context clues in a sentence.

Students can recognize and define common prefixes(e.g., un-, dis-,re-).

Students will generate a list of new words after learning the meaning of a prefix.

prefix

2.L.4b


2.L.4c

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Students will act out or illustrate words (e.g. happy/unhappy) to show that they know they understand how the prefix changes the meaning of the root word.

Students can break down unknown words into units of meaning (prefix, root) to determine definitions.

root word

2.L.4d

d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

compound word

Students can determine the meaning of an unknown word by using glossaries and beginning dictionaries.

Students will look up the meaning of weekly vocabulary words in a glossary or dictionary. Students will then draw a picture depicting the word or use it in a sentence.

Students can recognize compound words and predict the meaning using the individual words.

Students will identify the two words that make up compound words and use that information to define the compund word. Examples: backpack, cupcake, snowstorm.

Students can make a real-life connection (text to self) to words they hear and read.

Students can make a list of items/things that fall into particular categories (i.e. spicy, juicy, sour).

5. Demonstrate understanding of word relationships and nuances in word meanings.

2.L.5a

2.L.4e

glossary, dictionary

e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

2.L.5

Students can record new words that they are introduced to in their "WordBooks" or personal dictionaries. They can then use these new words in the future when they are writing journal entries or stories.

a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

2.L.5b

Students can recognize verbs and adjectives the have similar meanings and choose the one that best fits the action or description.

Students can create a foldable book with illustrations identifying closely related verbs and adjectives.

connection

2.L.6

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Students can discover new words and phrases through reading, listening, and conversation. Students can use the new words when speaking and writing.

phrase, adjective, adverb

b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

verb, adjective

KCC Bullseye ‐ 3rd Grade ELA

ELA Standards: Reading Literature (RL) I. II. III. IV. V. Vocabulary Student Essentials Big Idea Content & Process Real World Instructional Example Date Percent Proficient Level (I-V) Percent Mastery Level (I-

V)


Craft and Structure


3.RL.8 (Not applicable to literature)


3.RL.1

Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

3.RL.2

3.RL.3

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3.RL.4

Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

details, text, demonstrate, explicit, 5 W's

recount (retell), lesson, moral, fable, folktales (folklore) myth, key ideas, cultures, diverse

characters, motivation, traits

literal language, non-literal language, context clues, interpret, phrases

The student will determine the meaning of words and phrases as they are used in the text. Define and distinguish literal and non-literal words and phrases.

Meanwhile, the bird's frantc parents were watching from the willow tree. They shrieked and screamed and darted about in the branches while the young bird swam on. What mood does the author create by writing that the bird's parents shrieked and screamed?

In the poem Everytime I Climb a Tree by David McCord, how does the author'feelings about climbing a tree change from the first to the last stanza in the poem?

The student will refer to parts of stories, dramas, and poems when writing or speaking about a text using terms such as chapter, scene, and stanza. The student will describe how each part builds on earlier sections.

drama, poems, chapter, scene, stanza

Based on the story, describe how Beatrice's life was different after she got Mugisa (the goat)? Refer explicitly from the text as a basis for your answer.

After Reading the story Seven Spools of Thread, explain the lesson that the brothers learned from trying to make gold.

What kind of person is Juno (Dear Juno)? Discuss how the kind of person Juno is supports the sequence of the events of the story. Use details from the story tsupport your answer.

The student will describe the character of the story based on their traits, motivations, or feelings, and analyze how the characters actions contribute (support) to the sequence of events.

The student will recount stories including, fables, folktalkes, and myths from divers cultures. Determines the central messages, lessons, or morals from folktales, fables, or myths.

The student will ask and answer questions based on the text.

3.RL.5

Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

3.RL.10

3.RI.KS11


Distinguish their own point of view from that of the narrator or those of the characters.

3.RL.6

TBD at a later date (referring to protected novels shift).

In the story First Day Jitters, Sarah feels nervous for the first day of school. Compare how you feel about the first day of school to how Sarah feels on the first day of school.

The student will determine his/her own point of view, the character's point of view, and distinguish between both points of view.

point of view, distinguish, narrator, character, opinion

In a book series (Cam Jansen, Marvin Redpost, Magic Tree House, etc), compare and contrast the plot, settings, and themes of the different books in the series.

The student will identify plot, setting, or theme from stories written by the same author about the same or similar characters. The student will compare/contrast a plot, setting, or theme of a story written by the same author about the same or similar characters.

compare, contrast, author, plot, setting, series, theme, characters


3.RI.KS12

Looking at the illustrations on page 297 of the story Stone Soup, how do the villagers feel about the fire in the large pot? How do you know?

The student will explain how parts of a text's illustations contribute to what is conveyed by words in a story. The student will explain how part of a text's illustrations contribute to the mood of the story or emphasize aspects of a character or setting.

illustrations, characters, mood, setting

Compare and contrast the themes, settings, and plots of stories written by the same author about the same orsimilar characters (e.g., in books from a series).

3.RL.9

Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

3.RL.7


ELA Standards: Reading Informational Text (RI) I. II. III. IV. V. Vocabulary Student Essentials Big Idea Content & Process Real World Instructional Example Date Percent Proficient Level (I-V) Percent Mastery Level (I-

V)


Craft and Structure



Distinguish their own point of view from that of the author of a text.

By the end of the year, read and comprehend informational texts, including history/social studies, science, atechnical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

3.RI.KS12


3.RI.10

3.RI.KS11


3.RI.1

3.RI.2

Determine the main idea of a text; recount the key details and explain how they support the main idea.

In the story The Perfect Pet, why was Doug the perfect pet for Elizabeth?The student will ask and answer questions about the text, referring explicitly to the text as a basis for the answer.

text demonstrate, explicit, details, 5 W's (who, what, when, where, why), how

main idea, recount, key details, support, paragraph

The student will identify the main idea of the text. The student will recount (describe) the key details. The student will explain how key details support the main idea.

After reading pages 230-232 of The Planets of the Solar System, what is the main idea? What are three important supporting details?

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

3.RI.3

(Domain Specific) The Kern River Preserve keeps the environment safe for plants and animals that live there. What is a preserve? (General Academic) The birds have suffered because their nests are destroyed or lost. What does suffered mean? (Refer to page 342 in Teasures story For the Birds!)

The student will determine the meaning of general academic and domain specific words and phrases relevant to a 3rd grade topic.

general academic language, domain specific language, dictionary, glossary

After reading the story Penguin Chick, explain the scientific process of the development of a penguin chick.

The student will determine the realtionship between a series of historical events, scientific ideas, or technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

histroical events, technical procedures, cause and effect, time, sequence, connection, relationship, language

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

3.RI.4

3.RI.5

Look at the map on page 81 of "Whose Habitat is it?". What does it tell you about black bears?

The student will use information gained from illustrations and the words in a text to demonstrate understanding of the text.

illustrations, maps, photographs, graphs, italics, subheading, bold face

Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

3.RI.7

In the article "Child's Call to Aid the Zoo," identify what text features would help you to understand how Angel collected the money to save the Zoo. (Refer to page 98 in the story Here's My Dollar)

The student will identify text features and search tools and use them to locate information relevant to a certain topic.

text features, search tools, sidebars, hyperlinks, text structure, caption, bold print, subheadings

Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

In the article "What's in Store for the Future?", identify the author's point of view and compare it to your own point of view.

The student will identify his/her own point of view, the author's point of view, and distinguish between both points of view.

distinguish, point of view, author, compare, contrast, opinion

3.RI.6

3.RI.8

3.RI.9

Compare and contrast the most important points and key details presented in two texts on the same topic.

After reading and summarizing the story WOLF!, choose the BEST word to begin this sentence, ________________ the other animals asked the wolf to join them for a picnic. ANSWER CHOICES: (first, next, then, or finally).

The student will describe the logical connections between particular sentences and paragraphs in a text. The student will use words to show comparisons, sequence, and cause and effect to demonstrate a connection between sentences and paragraphs in a text.

Describe the logical connection between particular sentences and paragraphs in a text(e.g., comparison, cause/effect, first/second/third in a sequence).

comparison, sequence, logical connections, cause and effect, paragraph, text, transition words

compare, contrast, key details, main idea, topic The student will use two texts on the same topic, compare and contrast the important points and details presented.

Using a Venn Diagram, compare and contrast the important points and details presented by the two texts. (Compare Fairy Tales such as Cindy Ellen and Bubba: A Cinderella Story or The Stinky Cheese Man.)


ELA Standards: Reading Foundational Skills (RF) I. II. III. IV. V. Vocabulary Student Essentials Big Idea Content & Process Real World Instructional Example Date Percent Proficient Level (I-V) Percent Mastery Level (I-

V)


FluencyStudents will read on-level text with purpose and understanding as measured by comprehension assessments (RC tests with Treasure series stories).

Assess student's accuracy and rate (110 words per minute by Dibels measurement) by the end of the third grade with an on-level prose and poetry text.

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Use site word strategies or Guided Reading strategies such as think of a word that makes sense, or skip and reread. Apply the words on a Word Wall. Have students practice writing the words. Repeated exposure to the words.

How should the word chambers be divided into syllables?

3.RF.4b

3.RF.4c

Examples of self-correcting: Teacher modeling, peer modeling, reader asks himself "Does the sentence/paragraph make sense?", check for understanding bencouraging the reader to reuse the incorrect word in a new context.

The student will read with sufficient accuracy and fluency to support comprehension. The student will read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

self-correct, context


The student will use context to self-correct and confirm word recognition and understanding (rereading as necessary).

on-level text, rate, expression, poetry, prose

3.RF.4a


on level text, purpose The student will read with sufficient accuracy and fluency to support comprehension. The student will read on-level text with purpose and understanding.

3.RF.3d

d. Read grade-appropriate irregularly spelled words.

irregularly spelled The student will read grade appropriate irregularly spelled words (although, science, stomach, machine).

3.RF.3c

c. Decode multisyllable words (Review). The student will decode multi-syllable words.

multi-syllable

3.RF.3a

3.RF.3b

The student will decode words with common latin suffixes (-tion/-sion, -ture, -tive/-sive, -ify, -ity, -ment).

Which of the following means to cooperate? ANSWER CHOICES (coop, cooperative, collide, or combine)

suffixes, decode

b. Decode words with common Latin suffixes.

a. Identify and know the meaning of the most common prefixes and derivational suffixes.

prefix, derivational suffix, root word, before, begin, end, chunk

Looking at the words audible, auditorium, or audience, what does the prefix audio- mean?

The student will identify and know the meaning of the most common prefixes and derivational suffixes.

3.RF.3

Know and apply grade-level phonics and word analysis skills in decoding words. (Review)


Standard ELA Standards: Writing (W) I. II. III. IV. V. Vocabulary Student Essentials Big Idea Content & Process Real World Instructional Example Date Percent Proficient Level (I-V) Percent Mastery Level

(I-V)


3.W.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

3.W.2c

c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

3.W.2b

b. Develop the topic with facts, definitions, and details.

3.W.1a

a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

3.W.2a

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

3.W.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

3.W.1d

d. Provide a concluding statement or section.

3.W.1c

c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

3.W.1

Write opinion pieces on topics or texts, supportinga point of view with reasons.

concluding statement

Write a letter to your teacher stating your opinion as to what pet you would purchase for the class with $50 dollars. Make sure to include reasons why this would be the best

choice for a class pet.

introduction, use an illustraion

include facts, definitins and details

use linking words to connect ideas

state opinion in graphic organizer

opinion, introduction, topic, organizing structure, concluding

statement, linking words and phrases, point of view, reason

use connection words

informative, explanitory, linking words and phrases, concluding

statement

Investigate and write an article informing the class of an endangered animal. Include

details explaining why they are endangered and what we can do to help



3.W.KS12


3.W.5

technology, publish, keyboarding skills

Podcasts, pen pals through e-mail, publish class newscast, blog or newspaper. See Writing Appendix B

With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

3.W.6

The student will use technology to produce and publish writing with guidance and support from adults. The student will use technology to interact and collaborate with others.

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)

revising, editing Peer editing, small group editing, teacher conference (writing), examine and discuss class examples of strong and weak writing.

The student will develop and strengthen writing as needed by planning, revising, and editing with guidance and support from peers and adults.

Given a list of requirements for each type of writing, students will state opinions, and write narrative and expository text. Writing Appendix A

The student will produce writing in which development and organization are appropriate to task and purpose.

development, organization, graphic organizer, purpose, task, writing style

3.W.4

With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

3.W.KS11


situation, characters, narrative, event sequence, narrator,

dialogue, temporal words, plot, conclusion

conclusion statement

Write about a time that you worked really hard to do something well.

3.W.3d

d. Provide a sense of closure.

c. Use temporal words and phrases to signal event order.

3.W.3c

dialogue, descriptions, thoughts and feelings

temporal (sequence words)

3.W.3b

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

3.W.3a

a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

graphic organizer with situation, narrator, characters, sequence of events



3.W.9 (Begins in grade 4)

Range of WritingWrite routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.3.W.10

Students can keep writing journals, complete writing projects that address specific prompts, and participate in research projects. See Writing Appendix D

The student will write routinely over shorter or extended time frames for a rancge of disciplines-specific tasks, purposes, and audiences.

routinely, research, reflection, revision, discipline specific

Conduct short research projects that build knowledge about a topic.

3.W.7

Provide students with different texts on a topic (pull ideas from Treasures, or science and social studies topics). Students will take notes and then write a summary of what they learned. See Writing Appendix C

The student will build knowledge about a topic by conducting short research projects.

research, project

Choose 3 types of media that address a similar topic: excerpt from a speech, photograph, political cartoon, video, or sign, etc. Put students into three groups. Teacher prepares questions relating to the media. Divide students into three groups to discuss and answer questions based on the media on their chart. Students should work in each group to design a summary statement based on the media they have. Once students have finished, use Comparison Matrix to compile and sort responses and compare and contrast information from the different media sources to find an overall summary statement

3.W.8

Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

print source, digital source, evidence, categories

The student will recall information from experiences. The student will develop an understanding of printed and digital sources, using them to gather information, take notes, and sort evidence into categories.



Big Idea Content & Process Real World Instructional Example Date Percent Proficient Level (I-V)

Percent Mastery

Level (I-V)


3.SL.1b

The student will be prepared. Question: As a result of the group discussion, students should be able to extend their ideas on the subject being discussed. 3.SL.1a

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

Activities to facilitate group discussions.

3.SL.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

The student will follow rules.

Information Gap activities– Each student in a group has only on or two pieces of information needed to solve the puzzle or problem. Students must work together, sharing information while using critical thinking skills.

3.SL.1d

d. Explain their own ideas and understanding in light of the discussion.

explicitly, collaborate

The student will explain their ideas.

3 Step Interview– Students are paired. Each student listens to the other as they respond to a topic question. At the end of 3 minutes, each pair joins another pair of students and shares what their partners said.

3.SL.1c

The student will ask questions and stay on topic.

main idea, supporting details, graphically, visually, orally, quantatively, diverse media

The student will determine the main idea and supporting details of a text read aloud or information presented in diverse media and formats visually, quantatively, and orally.

Students can answer comprehension questions about a given visual and then explain why the author chose to present information the way they did. See Speaking/Listening Apendix A

3.SL.3

Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

elaboration, detail The student will ask and answer questions about information from a speaker giving appropriate elaboration and detail.

Presentation Questions for students: 1. What did the speaker say? 2. Can I explain (elaborate) on what the speaker said? 3. Can I repeat what the speaker said in my own words? 4. Can I ask questions about the presentation? 5. Can I elaborate on the ideas of the speaker? 6. Did I give enough important details in my answer?

3.SL.2

Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.



3.SL.4

Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

recount, relevant, facts, report, descriptive details

The student will demonstrate an understanding of how to report, tell a story, or recount an experience on a topic or text with appropriate facts and relevant descriptive details, while speaking clearly at an understandable pace.

Oral book report (costume optional). Lots of teacher and peer modeling.

The student will create fluentlyread audio recordings of stories or poems. Adding visual displays to enhance facts/details is optional.

3.SL.5

Readers theatre, blabberize, songify (Ipad), photo stories, sonic pics (Ipad).

fluid reading, pace, visual displays

Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

Students will be given many oppportunities to orally present information to their classmates. Their presentations could be scored using a rubric so that they know exactly what they need to work on. See Speaking and Listening Appendix B

task, situation, clarification

Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Speak in complete sentences when appropriate totask and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

3.SL.6




Real World Instructional Example

Date Percent Proficient

Level (I-V)

Percent Mastery

Level (I-V)


3.L.1i

i. Produce simple, compound, and complex sentences. simple, compound, complex sentences

adjectives, adverbs

3.L.1h

h. Use coordinating and subordinating conjunctions.

coordinating, subordinating

conjunctions

3.L.1g

subjegreementct-verb agreement, pronoun-antecedent

3.L.1e

e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

3.L.1f

subjegreementct-verb agreement, pronoun-antecedent

f. Ensure subject-verb and pronoun-antecedent agreement.*

comparative, superlative

verbs

3.L.1c

c. Use abstract nouns (e.g., childhood).

verb form verb tenses

3.L.1d

d. Form and use regular and irregular verbs.

regular, irregular

Nouns, adjectives, pronouns, adverbs, verbs, function

3.L.1b

b. Form and use regular and irregular plural nouns.

regular, irregular plural nouns

Nouns, adjectives, pronouns, adverbs, verbs, function 3.L.1a

a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

Use Grammar Book, DOL,and any other stories on the topics.

simple, compound, complex sentences

3.L.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

abstract abstract nouns



3.L.3b

Thesauruseffect, phrases

Choose words and phrases for effect.

3.L.3a

a. Choose words and phrases for effect.(This skill is particularly likely torequire continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.)

Oral presentations and journal entries

conventions

b. Recognize and observe differences between the conventions of spoken and written standard English.

conventions in spoken and written standard English

3.L.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Use Spelling Book, word sorts, DOL, dictionaries, and any other books on the topics.

3.L.2g

g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

dictionaries spelling references

3.L.2f

Use Grammar Book, DOL,and any other stories on the topics.

possessivespossessives

c. Use commas and quotation marks in dialogue.

prefix, suffix, base word high-frequency words, adding suffixes to base words

word families spelling patterns

a. Capitalize appropriate words in titles.

f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

3.L.2a

capitalize, titles

capitalize appropriate words in titles

commas in addresses

commas and qoutations in dialogue

addresses

dialogue, quotation marks

3.L.2b

b. Use commas in addresses.

3.L.2c

3.L.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

3.L.2d

d. Form and use possessives.

3.L.2e

e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).



What root word has something to do with writing? (graph)

Use root words to find the meaning of unknown words with the same root.

Complete a word web (read and make connections with academic vocabulary).

Discuss real life situations and explain the degree of intensity for descriptive words. Example, horrified feels more intense than scared. (Alexander and the

Read aloud stories, interactive story websites.

descriptive words

Use printed and digital (online) glossary or dictionary.

glossary, dictionary, digital

3.L.6

make connections to academic vocabulary

3.L.5c

Acquire and use accurately grade-appropriate conversational, general academic, and domainspecific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

General academic vocabulary, Domain-specific words, Spatial relationships, Temporal relationships

c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected,heard, wondered).

States of mind, degrees of certainty

intensity of synonymns, antonymns

3.L.5a

b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

real-life connections

3.L.5b

a. Distinguish the literal and nonliteral meanings of words and phrases incontext (e.g., take steps).

literal, nonliteral, context

Brainpop, books on idioms, websites on idioms.

idioms

3.L.5

Demonstrate understanding of word relationships and nuances in word meanings.

d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

3.L.4b

Using printed and digital glossaries or dictionaries to determine precise meaning of key words

3.L.4d

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

root word

3.L.4c

If the prefix –inter means between, the trade between nations is referred to as _____________?

b. Determine the meaning of the new word formed when a known affix iadded to aknown word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

prefix, suffix affix

context clues

There were lemonade and cookies on the refreshment table.

What does the underlined word mean?

3.L.4a

context clues


3.L.4

Determine or clarify the meaning of unknownand multiple-meaning worand phrases basedon grade 3 reading and content, choosing flexibly from a range of strategies.

Standard ELA Standards: Reading Literature (RL) I. II. III. IV. V. Vocabulary Student Essentials


DatePercent Proficient Level I - V

Percent Mastery

Level I - V


Craft and Structure


Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

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

4.RL.1

Summarize the text story from beginning to end in a few sentences.

The student will analyze the summary in order to determine the theme.

summary, theme, friendship, acceptance, cooperation, honesty, kindness, perseverance, responsibility, courage, compassion

What are the most important events that happened in the story? How do you know? When answering questions, students point to answers, highlight them, or use post-its to take notes. Phrases students could use when proving their answers could be because, for instance, for example, the author said, according to the text, it said on page, from my reading I know that...

The student will use details and examples from the text to explain the text and draw conclusions.

inference, explicit, drawing conclusions

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

4.RL.2

Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

4.RL.3

What other words could you use in place of (Herculean) effort.

The student uses various strategies to determine the meaning of unknown phrases.

context clues, restating, examples, definitions

Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).4.RL.4

Can you tell me the reasons why the character said….?

The student uses specific details to describe character, setting, or events.

character, setting, plot, event

4.RL.7

Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings,descriptions, dialogue, stage directions) when writing or speaking about a text.

4.RL.5

Have students make comparisons between a novel and it's movie (Because of Winn Dixie). Have students create a visual representation of a story; PowerPoint, poster, comic, skit, etc.

The student determines similarities and difference between a written text and its visual or oral representation.

connection, visual representation

Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

4.RL.6

Use a Venn Diagram to compare and contrast a poem to a drama. "What makes this format more appropriate for 5-year-olds and this one more appropriate for 10-year-olds?"

The students can identify and explain the characteristics of different types of genre including poetry, drama, fables, fantasies, chapter books, fiction, and non-fiction. I can tell that this is an example of drama because there are characters, dialogue, etc.

drama, setting, dialogue, prose, poem, verse, rhythm, meter

Compare a story presented from different points of view. Example - Three Little Pigs vs. The True Story of the Three Little Pigs.

The student will compare and contrast points of view.

first-, second-, and third-person, narrate, point of view, compare, contrast

4.RL.8

Investigate and contrast different versions of Cinderella.

The student compares and/or contrasts how stories from different cultures treat the theme, topic, and patterns of events.

theme, culture, myth, pattern of events

(Not applicable to literature)

Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

4.RL.9





Craft and Structure


4.RL.10

The student will be able to read and comprehend a variety of informational texts.


4.RL.11

Students pass Reading Counts quizzes over books at their grade level.

The student will be able to read and comprehend 4th grade level text.

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

4.RL.12

What are the most important events that happened in the story? How do you know? When answering questions, students point to answers, highlight them, or use post-its to take notes. Phrases students could use when proving their

The student will use details and examples from the text to explain the text and draw conclusions.

inference, explicit, drawing conclusions

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

4.RI.1



4.RI.2

Students create a concept map or idea web to organize and categorize events, procedures, or ideas.

The student will use specific information in a text to explain what happened and why.

event, procedure, idea, concept

Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.4.RI.3

Students can use post-it notes or different colored highlighters to identify main idea and details. Anchor questions such as "What is this passage mainly about?"

The student will examine text to find the main idea, supporting details, and summarize a text.

main idea, details, support, important

Determine the main idea of a text and explain how it is supported by key details; summarize the text.

4.RI.4

Discuss with the students that writers use text structures to organize information. How is the information presented/organized in this text? What signal words were used? Use graphic organizers for each structure.

The student will describe different text structures including sequence, compare/contrast, cause/effect, and problem/solution.

text structure, compare, contrast, sequence, cause, effect, problem, solution, and signal words for each

Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

4.RI.5

Underline or highlight the words in the text that help them figure out the meaning of the word.

The student uses various strategies to determine the meaning of unknown phrases.

context clues, restating, examples, definitions

Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

4.RI.6

Examine visual information and generate questions based on the text features.

The student will generate conclusions from informational text features and tell how those features contribute to the meaning of the text.

conclusion, graph, diagram, timeline, chart, caption, heading

Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.4.RI.7

Compare an autobiography to a biography, or a witnessed event on the playground to just hearing about what happened.

The student will compare and contrast first and secondhand accounts of the same event.

compare, contrast, similarities, differences, firsthand, secondhand account

Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

4.RI.8

Research a topic from multiple sources and merge information into one report (presentation, speech, photo story).

The student will be able to use at least two texts to write about a topic knowledgably.

research, summarize, combine

Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

4.RI.9

Can you find the reasons the author gives for his thinking? Choose a point of view based on the text. Do you agree with it? Explain why.

The student will explain how an author uses reasons and evidence to support particular points in a text.

reason, evidence, support, claim, point of view

Explain how an author uses reasons and evidence to support particular points in a text.





Fluency

4.RI.10



4.RI.11

Use Weekly Reader\Time for Kids to report the information.


By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

4.RI.12

Know and apply grade-level phonics and word analysis skills in decoding words.

4.RF.3



Students will given root words and use different prefixes and suffixes to change ether meaning of the word. (as a center activity)

The student will be able to analyze word structure to determine the meaning of ;unknown words.

consonant blend, long vowel pattern, short vowel pattern, root, prefix, suffix syllable

a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.4.RF.3a

4.RF.4c


4.RF.4b

4.RF.4a

Students will read a piece of poetry to an audience. Perform a poetry slam for parents. Have students write their own poems and perform. Students can write their own poetry and create an MP3, photo-story, keynote or movie.

The student will be able to read poetry aloud with appropriate pace, phrasing, expression, projection, enunciation, and automaticity.

fluency, pace, expression, context, easy, smooth, and automatic

Read with sufficient accuracy and fluency to support comprehension.

4.RF.4

Students will reread passage to add expression. Students could record their reading or perform reader's theater. Perform running records for assessment (DIBLES)

Monitor students as they read aloud and provide feedback. Model reading and self-correcting.

The student will use context clues, self-correction, and reading skills to comprehend text, rereading if necessary.

self-correct, fluency, context clues, reread



The student will be able to read text with appropriate pace, phrasing, expression and automaticity.

fluency, pace, expression, context, easy, smooth, and automatic

KCC Bullseye ‐ 4th Grade ELA

Standard ELA Standards: Writing (W) I. II. III. IV. V. Vocabulary Student Essentials

Big Idea Content & Process Real World Instructional Example Date Percent Proficient Level I - V Percent

Mastery Level I - V


topic, main idea, author's purpose, fact, opinion, support, organize

Introduce samples of writing where author's are presenting an opinion or persuading an audience. Use a graphic organizer or prewriting tool to have students identify the structure and organization. Have students choose their own point of view or topic and create a similar graphic organizer. Then write an organized piece themselves.

The student will introduce a topic, form an opinion about the topic, and group ideas together in an organized manner to support the writer's purpose.

4.W.1

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

b. Provide reasons that are supported by facts and details.

topic, main idea, author's purpose, fact, opinion, support, organize

The student will provide reason for their opinions with facts and details.

Students will form an opinion on a topic then support it with three or more statements.

When students are writing, require them to use at least two linking words or phrases. Create an anchor chart with linking words and phrases. Add to chart throughout. Have students use a page in their writers notebook to list linking words and phrases.

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

The student will link opinion and reasons with linking words and phrases

for instance, in order to, additional

The student will write a conclusion sentence related to their opinion.

d. Provide a concluding statement or section related to the opinion presented.

c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition)

Students will write a concluding statement.

topic, main idea, paragraph, organization, illustrations, captions, format, text features

Have students research and write a non-fiction piece. This could be in any subject area. Use multi-media to present report. Keynote, I movie, photo story, publisher, or word document.

The student will write a informative or explanatory text that contain a clear topic, organization, and illustrations with the audience in mind.

4.W.2a


a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

4.W.2

conclusion, statement


4.W.2b

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

4.W.2c

another, for example, also, because

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

Facts, topic, definitions, quotes, concrete details,

The student will gather and use linking words to connect categories of information

When students are writing, require them to use at least two linking words or phrases. Create an anchor chart with linking words and phrases. Add to chart throughout. Have students use a page in their writers notebook to list linking words and phrase

Use lessons from Writing Fix For example the lesson using the Wilford Gordon McDonald Partridge http://writingfix.com/Picture_Book_Prompts/Wilfrid2.htm

The student will write a narrative with setting characters and plot that unfolds naturally.

The student will write a colluding statement that restates their main idea

Have students write about science or social studies topic using content required vocabulary

Have students create a newspaper article that includes quotes and pictures. Have students research and write a non-fiction piece. This could be in any subject area. Use multi-media to present report. Keynote, I movie, photo story, publisher, or word document.

The student will write about a topic that includes facts, details, definitions, specific details, quotations, or other information related to the topic.

Students will include concluding statements in their writing and presentations.

Use lessons from Writing Fix http://writingfix.com/Picture_Book_Prompts.htm For example the lesson using the text Nothing Ever Happens on 90th Street

The student will use dialogue and descriptions to explain the experiences, events or characters.

4.W.2d

The student will use precise language and vocabulary about the topic in their writing.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

vocabulary

4.W.2e

e. Provide a concluding statement or section related to the information or explanation presented.

conclusion, statement

4.W.3


sequence, before, after, then , next, finally,

4.W.3a

4.W.3b

quotations marks, dialogue, descriptions

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

sequence, narrator, character, setting, plot, events, conflict, resolution, problem, solution

Use lessons from Writing fix. For example The Little Bug that Went Ka-Choo http://writingfix.com/Picture_Book_Prompts/Because_Little_Bug_Went_Kachoo2.htm

c. Use a variety of transitional words and phrases to manage the sequence of events.

The student will use a variety of transition words to show sequence

4.W.3c



4.W.3e

e. Provide a conclusion that follows from the narrated experiences or events.

Conclusion

4.W.3d

d. Use concrete words and phrases and sensory details to convey experiences and events precisely

sensory words, smells, feelings, tastes,

The student will write a satisfying conclusion that provides a sense of closure.

Prove examples of satisfying conclusions. Model several conlusion for a piece of writing and have students choose the one that is most satisfying.

the student will use concrete words sensory details to convey experiences and events.

Have students complete a five senses graphic organizer. Use lesson form Writing Fix using the text The Important Book http://www.writingfix.com/Picture_Book_Prompts/ImportantBook1.htm Do a monster exchange type project with another class http://www.monsterexchange.org/index.asp

4.W.KS11


4.W.5

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on pages 28 and 29.)

4.W.4

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Use the RAFT (Role, Audience, Format, Topic) model to create a piece of writing. Example http://www.readwritethink.org/professional-development/strategy-guides/using-raft-writing-strategy-30625.html

The student will organize writing and create ideas appropriate to the task purpose and audience.

author's purpose, audience, writing style

rewrite, revise, edit, plan

The student will recognize that a well-written piece of writing requires more than one draft. They will plan, revise, edit, and rewrite multiple drafts to develop and strengthen their writing skills with guidance from peers and adults.

Model and use the writing process. Model editing and revising. Conference with students about their writing.

Guide students to collaborate and publish their text using technology.

The student will choose appropriate technology and use skills such as keyboarding, word processing, or researching with the internet, to produce and publish writing. Students will also collaborate with others.

publish, compose, keyboarding, credible website

Strengthen writing craft—both independently and collaboratively—through a recursivewriting and revision process and the use of the common vocabulary of the 6-Trait model.

4.W.6

With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

4.W.KS12



Range of Writing

4.W.10

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

4.W.9b

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

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

The student will write short and long pieces of writing depending on different tasks, purposes, and audiences.

Have students write about various topics and complete projects through out the year.

Watch a brain pop video and take notes. Use notes to write a summary. Write an ABC book about a curriculum topic. Do a sort of important and unimportant details about a curriculum topic. When reading The Raft from the Treasures book bring in or list camping supplies. have students choose the five most important items and explain why they chose those items. Resources - http://www.ohiorc.org/adlit/strategy/strategy_each.aspx?id=000005 from the Reading Lady http://www.readinglady.com/index.php?module=pagemaster&PAGE_user_op=view_page&PAGE_id=4

task, purpose, audience

reasons, evidence, author's purpose

The student will investigate and complete a short research project about a topic

Have students write research projects across the curriculum. Use writing fix lesson How I Became a Pirate http://writingfix.com/picture_book_prompts/howpirate1.htm

textual evidence, analysis, reflection, research

The student will recall important informational a passage or from experiences, take notes, and provide a list of sources. The student will gather, organize, and tell the difference between important and unimportant information from print and digital resources.

4.W.7

research, facts, prove, important details, multiple sources, plagiarism

Conduct short research projects that build knowledge through investigation of different aspects of a topic.

4.W.8

While reading have students identify and highlight evidence from the test. Model how to use evidence in writing about a topic. Have students write research projects across the curriculum. Use writing fix lesson How I Became a Pirate

While reading have students identify and highlight evidence from the test. Model how to use evidence in writing about a topic. Have students write research projects across the curriculum. Use writing fix lesson How I Became a Pirate

4.W.9

The student will use evidence from text to analyze, reflect, and research grade level narrative text.

4.W.9a

exedence, reflection, analysis, research

The student will use evidence from text to analyze, reflect, and research grade level informational text.

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




Example Date Percent Proficient Level I - V Percent

Mastery Level I - V


4.SL.2

Model paraphrasing and have students restate each others ideas for understanding

paraphrase, restate,

Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

The student will paraphrase part of a text presented in a variety of formats. (orally, media, charts, graphs, websites, speeches)

Identify the reasons and evidence a speaker provides to support particular points.

4.SL.3

4.SL.1d

d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

4.SL.1c

c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

Summarize important learning and ideas of discussions. Have exit slips after a discussion.

summarize, connect

The student will identify key ideas of a discussion and stay on topic during discussions.

The student will read and study materials to discuss topics with peers.

rules, roles, respect

Literature circle discussions Jigsaw reading and presentations

The student will follow group discussion rules to perform a role or task in a group discussion

discussion, ideas, connection, piggy-back ideas

4.SL.1b

Establish rules and roles for discussion of various topics and in various situations

thick and thin questions

Model and create thick and thin questions about a topic. Have students create questions to prepare for a discussion.

The student will contribute to group discussions by asking and answering questions

b. Follow agreed-upon rules for discussions and carry out assigned roles.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.4.SL.1a

4.SL.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

reason, evidence The student will evaluate the point of view and the evidence use to support a speaker's point.

Use video clips to show different sides of an issue. Have students use evidence to determine their own opinion about the topic. Use the books Ike for Mayor or Duck for President and have students present evidence from the book.



The student will determine when to use formal and informal speech

include students in informal, small-group discussions as well as formal large group presentations.

informal, formal

audio, video, main idea, theme, visual display, enhance

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

4.SL.5

Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

4.SL.6

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 on pages 28 and 29 for specific expectations.)

Model speaking clearly and expressively. Have students practice or read presentation with a partner before presenting to audience.

The student will speak clearly to report on a topic, tell a story, of recall an experience

recount,

4.SL.4

The student will add audio and visual aids to presentations

Have students use visual aids to present on a topic

KCC ‐ 4th Grade ELA

Standard ELA Standards: Language (L) I. II. III. IV. V. Vocabulary Student Essentials Big Idea Content & Process Real World Instructional Example Date Percent Proficient Level I - V Percent

Mastery Level I - V


4.L.1c

c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

4.L.2


b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

4.L.1a

4.L.1b

a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

4.L.1


Grammar Tales books, Brainpop and Brainop Jr. movies, Treasures grammar book


The student will use correct verb tense in writing and speaking

verbs, tense, progressive

pronouns, who, whose, whom, which, that, adverbs, where, when, why

The student will use relative pronouns and adverbs.


The student will use can, may and must appropriately to conveymood or tense.

can, may, must

prepositional phrases, of to, in , on, at

The student will be able to identify and use prepositional phrases when writing and speaking.


Grammar Tales books, Brainpop and Brainop Jr. movies, Treasures grammar book have students write adjetives about themselves and their classmates include these in making a wordle http;//wordle.net

The student will use multiple adjectives in the correct order when writing and speaking

adjectives

Dear Deer book Have student act out homophones in pairs Grammar Tales books, Brainpop and Brainop Jr. movies, Treasures grammar book

4.L.1e

e. Form and use prepositional phrases.

f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

homophones, to/two/too The student can correctly use homophones and commonly confused words when writing.

Have students identify, sort and correct several sentences. Grammar Tales books, Brainpop and Brainop Jr. movies, Treasures grammar book

The student will produce complete sentences and be able to correct fragment and run-on sentences with correct punctuation.

complete sentence, fragment, run-on

4.L.2a

a. Use correct capitalization.

4.L.1f

g. Correctly use frequently confused words (e.g.,to, too, two; there, their).*

4.L.1g

The student will use correct capitalization

Grammar Tales books, Brainpop and Brainop Jr. movies, Treasures grammar book Teach editing marks

Capitalization, titles, proper nouns

d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).4.L.1d




4.L.2c

c. Use a comma before a coordinating conjunction in a compound sentence.

4.L.4

4.L.4c

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

b. Use commas and quotation marks to mark direct speech and quotations from a text.

4.L.2b

The book Yo, Yes Teach editing marksThe student will use commas andquotation marks in dialogue

commas, quotations marks,

The book Yo, Yes Teach editing marks Grammar Tales books, Brainpop and Brainop Jr. movies, Treasures grammar book

The student will use comma before a conjunction in a compound sentence

conjunction, compound sentence

d. Spell grade-appropriate words correctly, consulting references as needed.

4.L.2d

4.L.3


dictionary The student will identify and spell 4th grade words and use a dictionary if needed

Have students do a dictionary scavenger hunt Grammar Tales books, Brainpop and Brainop Jr. movies, Treasures grammar book

a. Choose words and phrases to convey ideas precisely. (In Language standards 1–3, are particularly likely to require continued attention in higher grades asthey are applied to increasingly sophisticated writing and speaking.)

4.L.3a

4.L.3b

b. Choose punctuation for effect. (In Language standards 1–3, are particularly likely to require continued attention in higher grades as they are appliedto increasingly sophisticated writing and speaking.)

word choice activities Writing fix, word choice activitesThe student will choose specific and descriptive words to convey ideas precisely when writing or speaking.

Yo, Yes book Grammar Tales books, Brainpop and Brainop Jr. movies, Treasures grammar book

c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

4.L.3c

Have students talk with or write to a variety audeincesThe student will use language appropriately in different settingsand for different purposes

Formal and informal

The student will choose all types of punctuation correctly

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

The student will use reference materials to find the meaning of words and phrases

The student will use words parts, such as affixes and root words, to find the meaning of a word.

dictionary, glossary, thesaurus, on-line dictionaries

The student will use context clues to determine the meaning ofa word or phrase

context clues,

Have students create different words with root words, and affixes

a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.4.L.4a

4.L.4b

Close activites, context clues challenge http://www.brighthubeducation.com/high-school-english-lessons/6323-teaching-context-clues-activity/

have students complete a dictionary scavenger hunt, teach students to alphabetize

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).


4.L.6

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal preciseactions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

4.L.5b

4.L.5c

c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identicalmeanings (synonyms).

The student will explain the meanings of simple similes and metaphors

similes, metaphors, compare, contrast

idioms, adages, proverbs

synonym, antonym

The student will recognize and explain the meaning of common idioms, adages and proverbs

Make a foldable with synonyms and antonyms,

Have students write and illustrate idoms, adages and proverbs

The student will use synonyms and antonyms to understand and explain the meaning of words

4.L.5

b. Recognize and explain the meaning of common idioms, adages, and proverbs.

a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

The student will use grade level words and recognize the difference between general words, precise words and academic words

Have students write poetry using similies and metaphors

4.L.5a




Real World Instructional Example Date Percent Proficient

Level (I-V) Percent Mastery Level

(I-V)


Craft and Structure




Read and view the movie version of "Bud, Not Buddy". Students will compare what they see and hear from the text to what they see and hear in the movie using images, sounds, and movements as points of discussion.

The student will recognize the benefit of using multimedia elements in text

5.RL.7

Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

tone, pleasant, meaning, media

Find an example of figurative language in the text. Explain the meaning of the words or phrase.

When students read and interpret excerpts from two different literary texts, they will compare how patterns of events in the texts are similar.

The student will be able to explain the structure in a piece of text.

stanza, chapter, text structure, relationship, narrative, fiction

When students read and interpret excerpts from two different literary texts, they will compare how patterns of events in the texts are similar.

The student will describe the influence of the narrarators point of view

point of view, influence, impact, narrator

5.RL.6

Describe how a narrator’s or speaker’s point of view influences how events are described.

metaphor, simile, figurative language, context clues

Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

5.RL.4

5.RL.3

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

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

5.RL.5

Compare and contrast characters, events, or settings based on specific details. Use details from the passage to support your answer.

The student will determine the theme of a text

inference, draw conclusions,specific, accurate, explain

Select a quote from a passage to explain how a character felt.

characters, theme, summarize

The student will draw inferences from the text

The student will compare and contrast characters, setting, and events in a text.

Based upon the passage, explain how a character responds to a challenge/conflict.5.RL.2

5.RL.1

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

compare, contrast, characters, setting

KS 5.RL.12

compare, contrast, genre, theme, topic

The student will compare and contrast same genre stories

Think about fairytales or fables you have read. Use a venn diagram to compare and contrast themes and topics from the text.

5.RL.9

Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

5.RL.10

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

Show student a short clip of the movie "Shiloh" before reading the Treasures story, "Shiloh". Students can then read the novel to gain interest and desire in on-level text and media.

cultural, media, literate Students will be exposedto engaging and diverse text that motivates desire for literacy.


Students will not simply read on-level but be proficient.

Use TFK to have students read at grade level and identify various modalities of media.

media, collaboratively, Read--both independently and collaboratively-- print, non-print, and multi-modal works proficiently and critically to be media literate.

KS 5.RL.11






(I-V)


Craft and Structure


Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

quote, accurate, explicit, inference

Which detail from the article "What isan Ecosystem?" helps show how a seaotters diet can protect kelp forest?A. Seals live in the kelp forests.B. Sea urchins eat and destroy kelp.C. Shrimp-like animals eat dead kelp.D. Fish make their homes in kelp forests.Answer: B

Have students read a passage, determining the main idea of each paragraph discussing supporting details for each main idea. Discuss the overall summary of the text, in addition to the main ideas.

The student will draw inferences from the text

5.RI.3

Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

explain, relationships, events, concepts, historical, scientific

Students will be able to explain relationships and events in the text

Use a historical fiction text, comparing the events in text and discussing relationships throughout.

The student will determine main idea and supporting detail.

5.RI.2

Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

5.RI.1

Students will use a graphic organizer to compare elements of text structure.

Have students determine meaning of unknown words using context clues.

The student will determine key vocabulary in a text

academic language, domain-specific words, key vocabulary

Determine the point of view

5.RI.6

Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

5.RI.7

text features, print, digital sources, skim, scan

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

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

main idea, details

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to agrade 5 topic or subject area.

5.RI.4

5.RI.5

Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,problem/solution) of events, ideas, concepts, or information in two or more texts.

5.RI.8

integrate, genre, draw conclusions

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

5.RI.9

chronology, comparison, cause, effect, problem, solution

The student will describe organizational structure

The student will draw conclusions

Create a research-based project, using multiple text sources based on a social studies indicator (ex: native Americans)

The student will use multiple sources to gather information

When students prepare for BSSE, have them use multiple sources (laptops, atlas, peers, etc.) to completepassports

Using a persuasive text, identify the evidence the author is using to support the main idea (or their point of view).

The student will identify supporting details

reasons, evidence, support, identify, support details







(I-V)


Fluency


5.RI.10

5.RL.KS11

By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

cultural, media, literate

Model syllabic breaks in words and allow students to practice using word sorts.

5.RL.KS12

Read--both independently and collaboratively-- print, non-print, and multi-modal works proficiently and critically to be media literate.

Know and apply grade-level phonics and word analysis skills in decoding words.

5.RF.3

Show student a short clip of the movie "Shiloh" before reading the Treasures story, "Shiloh". Students can then read the novel to gain interest and desire in on-level text and media.

Students will be exposedto engaging and diverse text that motivates desire for literacy.

5.RF.3a

The student will use knowledge of all letter-sound correspondences

a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

syllabication patterns, roots and affixes, multisyllabic, context, word analysis.

fluency, consonant, vowel, syllables, blends, digraphs

Read with sufficient accuracy and fluency to support comprehension. Students will read at read-level fluency with comprehending the text.

Use TFK to have students read at grade level and identify various modalities of media.

media, collaboratively, Students will not simply read on-level but be proficient.



Complete a running record for students using the IRI model.



Standard ELA Standards: Writing (W) I. II. III. IV. V. Vocabulary Student Essentials Big Idea Content & Process

Real World Instructional

ExampleDate Percent

ProficientLevel (I-

V)Percent Mastery

Level (I-V)


The student will provide logically ordered reasons

reasoning, view point

concluding, statement

Write an opinion on a grade leveltopic that shows mastery of learning targets(ex: Should students be required to wear uniforms?).

Write an informative/explanatory text on grade appropriate topic that shows mastery of the learning topics(ex: research/writeon a founding father) using the writing process to publish and complete the piece.

facts, definitions, concrete details, quotations, examples

The student will develop the topic

5.W.1

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

5.W.1a

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

The student will write opinion pieces

opinion, point of view

introduce, opinion, organization, structure, logical, writer's purpose

The student will create an organizational structure

b. Provide logically ordered reasons that are supported by facts and details.

5.W.1b

5.W.1c

c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

5.W.1d

The student will link opnions and reasons

The student will provide a concluding statement

d. Provide a concluding statement or section related to the opinion presented.

phrases, clauses, consequently,specifically

5.W.2


informative, explanatory, convey

The student will convey ideas and information clearly

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.5.W.2a

5.W.2b

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

The student will introduce a topic clearly

introduce, observation, focus, format, illustration, multimedia

precise language, doman-specific vocabulary

The student will inform about or explain a topic

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

5.W.2c

5.W.2d


The student will link ideas within and across categories

categories, phrases, clauses

e. Provide a concluding statement or section related to the information or explanation presented.

5.W.2e

The student will provide a concluding statement

concluding, section



(Ex: Daily journal)

Write a narrative piece based on prompt (rooted in personal experience)placing emphasis on word choice.

Students will create a brochure for a colony, including persuasive, expository, and narrative texts.

Students will create a project- independently or with a group- using multiple media outlets.

Students will create a written piece using the six-trait model.

The student will develop and strengthen writing

5.W.3


introduction, organization, events, sequence, narrarator, characters,

The student will organize awritten piece that will unfold naturally

5.W.3b

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

dialouge, character response, description

The student will use a variety of narrative techniques to show responses of characters to situations

5.W.3a

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

5.W.3c

The student will mange the sequence of events in their writing

transitional words, phrases, clauses

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

5.W.3d

concrete words and phrases, sesory details

The student will convey experiences and events precisely

5.W.3e


The student will provide a conclusion to their piece.

conclusion

d. Use concrete words and phrases and sensory details to convey experiences and events precisely.

5.W.KS11

The student will produce clear and coherent writing

coherent writing, development, organization, task, purpose, audience5.W.4

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specificexpectations for writing types are defined in standards 1–3 above.)

technical, digital, multi-modal, collaboratively, independently

Create-both independently and collaboratively- techincal, non-print, digital, and multi-modal versions of text types and purposes outlined in standards 12, and 3.

The student will use technology to produce and publish writing

Six-Trait Writing Process-Using a prompt or project-based

collaborate, key boarding skills

5.W.6

With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

plan, revise, edit, rewrite

5.W.5

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.)

5.W. KS12

Strengthen writing craft- both independently and collaborativelythrough a recursive writing and revision process and the use of common vocabulary othe six-trait model.

revision, organization, voice, ideas and content, conventions,sentence fluency, and word choice



Range of Writing

research, investigation The student will conduct a short research project

Students will research colonization during specific eras(including texts, laptops, photographs, etc.)

5.W.7

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

5.W.8

Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Students use a graphic organizerwhile reading a passage to take notes on relevant information. They will then use the GO to create a summary.

The student will recall relevant information

paraphrase, summarize

analysis, reflection, research The student will draw evidence from text

5.W.9

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

a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).

5.W.9a

Use a poem (ex: Eraser and School Clock) to compare and contrast characters, settings, andevents. http://www.doe.mass.edu/mcas/2008/release/g5ela.pdf

The student will compare and contrast details in the text

compare, contrast, character, setting, details

informational text, reasons, supporting evidence

The student will explain how an author supports points in a text

5.W.9b

b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

Journal entries, research project,look above,darn it!

5.W.10


The student will write routinely over a variety of time frame

research, reflect, revise




Real World Instructional Example Date Percent

ProficientLevel (I-

V)Percent Mastery

Level (I-V)



5.SL.6

Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

5.SL.5

Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

5.SL.3

Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

formal english The student will use Formal English when appropriate

Provide students with situation cards and have them orally respond to a variety of audiences regarding the same situation.

To conclude a unit, have students create a powerpoint on information they've collected/learned.

The student will include multimedia components to enhance the development of main ideas or themes

The student will report on a topic in a clear and understandable manor

When students study oceans, have them present individually on an ocean animal.

opinion, sequence, logic, main ieas, themes

multimedia components, graphics, visuals displays

5.SL.4

Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

The student will summarize and explain claims made by a speaker

Show studentsMLK Speech and have them write a summary supporting his points made.

5.SL.2

5.SL.1d

Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

summarize, reason, evidence

Show a brainpopover a given subject. Have students givean oral summary.

The student will review the key ideas expressed in a discussion

summarize, diverse media formats, visual, quantitative, oral

Draw conclusionsbased on information from discussion.

The student will summarize text presented in a variety of formats

key ideas, draw conclusions,

rules, roles

The student will pose and respond to questions

Follow discussionguidelines.

5.SL.1c

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

b. Follow agreed-upon rules for discussions and carry out assigned roles.

respond, elaborate

The student will follow discussion rules

Contributethroughtfully to discussion in agiven group.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

5.SL.1b

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

5.SL.1a

5.SL.1

The student will come to discussions prepared

Students willbe preparedfor discussion(ie: read passageassigned).

ideas, discussion, prior knowledge





Level (I-V)

Percent Mastery

Level (I-V)


Combine two short sentences into one sentence using a conjunction.

The student will explain the function of conjunctions, prepositions, and interjections

conjunctions, prepositions, interjections

5.L.1


a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

5.L.1a

Create a "verb search" having students replace missing verbs with the correct tense.

Give examples of past, present, andfuture tenses of given verbs.

The student will form and use verb tenses

verb tense, sequence, states, conditions

5.L.1b

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

c. Use verb tense to convey various times, sequences, states, and conditions.

5.L.1c

perfect tense The student will use perfect verb tenses

verb tense The student will recognize and correct inappropriate shifts in verb tense

Practice pages (Esther Morris- Grammar Bk p71-75)

Grammar Book (p14)

The student will use correlative conjunctions

correlative conjunctions, either/or, neither/nor

5.L.1d

d. Recognize and correct inappropriate shifts in verb tense.*

practice using commas

The student will use correct punctuation

punctuation, series

ex: "Hi, My name…"The student will use a comma to separate to separate the introduction from the rest of the sentence

comma, introductory element

5.L.2


5.L.1e

e. Use correlative conjunctions (e.g., either/or, neither/nor).

5.L.2b

b. Use a comma to separate an introductoryelement from the rest of the sentence

5.L.2a

a. Use punctuation to separate items in a series.*




Students practicewriting dialogue.

The student will use a comma to set off tag questions and indicate direct address

tag question, direct address

quotation marks, italics The student will properly indicate titles of works

Use to TFK to identifytext features including title

cause, effect, camparisons, context clues

Use a grade-level passageto find the meaningof unknown wordsusing context clues.

Use basal lists providedto have weekly tests

The student will spell grade appropriate words correctly

consulting

conventions

The student will expand, combine, and reduce sentences

CONSTANT MODELING

Original- "The girl walked in the room and everyone looked." Expanded- "The beautiful woman with flowing blonde hair strutted into the room. All of the others jaws dropped as they gawked at her beauty."

The student will use knowledge of language and its conventions

expand, combine, reduce

The student will use grade appropriate Greek and Latin prefixes and roots for word decoding

Use grade-level spelling words

affixes, roots,

5.L.2d

5.L.2e

5.L.2c

c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tagquestion from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?)

d. Use underlining, quotation marks, or italics to indicate titles of works.

5.L.3

5.L.3a

a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.


5.L.4


b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

5.L.4a

5.L.3b

b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

5.L.4b

e. Spell grade-appropriate words correctly, consulting references as needed.

Use an excerpt from "Shiloh" and an excerpt from "Tuck Everlasting" to compare the differences in dialect.

a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

compare, contrast, dialects, registers,

The student will compare and contrast the varieties of English

The student will use context clues to determine meaning of words


Students can identify synonyms, antonyms, and homographs

The student will understand relationships between words

synonym, antonym, homograph

signal words and phrases The student will recognize and use general academic vocabulary words that show logical relationships

Students will be encouraged/modeled to use appropriate grade-level vocabulary (ex: keep a journal with necessary vocabulary)

The student will interpret figurative language

The student will use reference materials to determine meanings of words

figurative language, relationships, nuances

The student will know the meaning of common idioms, adages, and proverbs

Identify similes (slick as ice) and/or metaphors (he's a snake!) using a grade-level passage

similes, metaphors

The student will demonstrate understanding of language usage

Use a Thanksgiving dictionary search to have students find words to determine pronounciation and syllables of words.

dictionary, glossary, thesaurus, pronunciation

Students can identify idioms (Raining cats and dogs), adages (That's the way the cookie crumbles), and proverbs (Absence

idioms, adages, proverbs

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

5.L.5a

a. Interpret figurative language, including similes and metaphors, in context.

5.L.4c

5.L.5

5.L.6

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

5.L.5c

c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

5.L.5b

b. Recognize and explain the meaning of common idioms, adages, and proverbs.



Standard Reading Literature (RL) I. II. III. IV. V. Vocabulary Student Essentials Big Idea Content & Process Real World Instructional Example Date Percent Proficient

Level I-V

Percent Mastery

Level I-V


Craft and Structure


Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

6.RL.9

genre, compare and contrast, approach to theme/themes

The student will understand the overall approach taken by an author or narrator (e.g. point of view, kinds of evidence used) in uncomplicated passages.

The student will use context to determine the appropriate meaning of some figurative and nonfigurative words, phrases, and statements in uncomplicated passages.

Share a video…Analyze how the multimedia elements (sounds, colors, etc.) contributes to the meaning and tone of the story.

(Not applicable to literature).

6.RL.8

6.RL.7

Compare and contrast the experience of reading a story, drama or poem to listening to or viewing an audio, video or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.

audio, video, live version of a text

point of view

6.RL.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

figurative meaning, connotative meaning, specific word choice

The student will understand the overall approach taken by the author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages.

Describe how the author establishes the point of view of (character). Use evidence from the text to support your answer.

Explain how an author develops the point of view of the narrator or speaker in a text.

Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

6.RL.5

6.RL.6

The student will use context to determine the appropriate meaning of some figurative and non-figurativewords, phrases and statement in uncomplicated passages.

The following lines are from the poem:… Choose an image from these lines and explain what it shows about the speaker's experience.

The student will understand the overall approach taken by the author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages.

development of theme, plot and setting

The theme of the story is that sometimes men can act like fools but really be very wise. Analyze how this theme is developed over the course of the story. Use evidence from the text to support your answer.

The student will identify the central idea or main topic of a straight forward piece of writing. Determine relevency when presented with a variety of sentence level details.

theme, central idea, summary

unfolds, episodes, characters respond/change

The student will identify clear relationships between people, ideas, and so on in uncomplicated passages.

Describe how the author develops the plot using examples from the story. Explain how Hank's feelings about the wolf change as the story progresses. Use evidence from the text to support your answer.

Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

6.RL.1

6.RL.2

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

textual evidence, explicitly stated evidence, inferred evidence

6.RL.3

The student will locate important details in uncomplicated passages. Make simple inferences about how details are used in passages.



Standard ELA Standards: Reading Informational Text (RI) I. II. III. IV. V. Vocabulary Student Essentials Big Idea Content & Process Real World Instructional Example Date Percent Proficient

Level I-V

Percent Mastery

Level I-V


Craft and Structure


21

central idea, summary

key individual, event, idea

The student will identify the central idea or main topic of a straightforward piece of writing. Determine relevancy when presented with a variety of sentence-level details.

figurative, connotative, technical meanings

The student will use context to determine the meaning of figurative and nonfigurative words, phrases, and statements in uncomplicated passages.

Explain what the author means when she says the slamming doors symbolized the closing of the door of life. Use evidence from the text to support your answer.

Textual evidence, inferences drawn from text

The student will locate important details in uncomplicated passages. Make simple inferences about how details are used in passages.

Explain why…use evidence from the text.

Analyze how details develop a central idea. Use evidence from the text to support your answer.

Explain how _____ led to ______. Use evidence from the text to support your answer.

The student will identify clear cause-effect relationships in uncomplicated passages.

author's point-of-view, author's purpose

The student will understand the overall approach taken by the author or narrator. (e.g., point of view, kinds of evidence used) in uncomplicated passages.

Compare and contrast the points of view of the authors in providing information on William Wegman. Use evidence from the text to support your answer.

Describe the organization of the text. Explain why the author chose to use headings. Use evidence from the text to support your answer.

The student will understand the overall approach taken by the author or narrator. (e.g., point of view, kinds of evidence used) in uncomplicated passages.

structure of texts, development of ideas

6.RI.6

6.RI.5

6.RI.4

Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise

Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Use DVD and text versions of a biography. Compare and contrast the stories. Point out which details are emphasized in each version. Evaluate which version unfolds a clearer account of his/her life. Use evidence from the text to support your answer.

Identify the opinions the author concludes using facts from the text. Determine if the opinion of the author has been justified using examples from the story.

Explain how two or more characters' attitudes differ at the beginning of the story. Describe how reading one text helped in understanding a related text. Use evidence from the texts to support your answer.

different media formats, visually, quantitatively

argument, claims

The student will draw simple generalizations and conclusions using details that support the main points of more challenging passages.

The student will identify clear cause-effect relationships between people, ideas and so on in uncomplicated passages.

presentation of events

The student will determine relevancy when presented with a variety of sentence-level details.

Integrate information presented in different media or formats (e.g., visually, quantitatively)as well as in words to develop a coherent understanding of a topic or issue

Trace and evaluate the argument and specific claims in a text, distinguishing claims that aresupported by reasons and evidence from claims that are not.

Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

6.RI.9

6.RI.8

6.RI.7

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of thetext.

Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

6.RI.3

6.RI.2


6.RI.KS12

6.RI.KS11


text complexity band, scaffolding

By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

6.RL.10



6.RI.KS11

6.RI.10


6.RI.KS12


By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

text complexity band, comprehend, proficiency


Standard Writing (W) I. II. III. IV. V. Vocabulary Student Essentials Big Idea Content & Process Real World Instructional Example Date Percent Proficient

Level I-V

Percent Mastery

Level I-V


The way we write in academic and scientific settings differs greatly from the way we write to a friend or close one. The tone, vocabulary, and syntax, all change as the occasion changes.

6.W.1e

e. Provide a concluding statement or section that follows from the argument presented.

arguments, support, relevant evidence, concluding statements or section

The student will provide a concluding statement.

Teach students specific strategies for closing.

arguments, support, relevant evidence formal style

The student will establish and maintain a formal style in their writing.

6.W.1d

d. Establish and maintain a formal style.

c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

arguments, support, relevant evidence, credible sources

The student will use credible sources to demonstrate an understanding of the topic or text.

Students can look at a website or URL and determine several important pieces of information.

Teach students common transitional words that can be used to cue readers in a given way.

The student will use words, phrases and clauses to clarify th erelationships among claims and reasons.

arguments, support, relevent evidence, relationships among claims, relationships among reasons

6.W.1b

b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

6.W.1c

arguments, support, relevant evidence, organize

The student will show understanding of the persuasive purpose of the task by taking a position on the issue in the prompt.

Write an editorial for your school newspaper clearly stating your thoughts and position on an issue. Think of some possible concerns and counter-arguments that might arise from those who have a differing opinion and address them.

6.W.1

Write arguments to support claims with clear reasons and relevant evidence.

6.W.1a

a. Introduce claim(s) and organize the reasons and evidence clearly.

Write informative/explanatory texts to examine atopic and convey ideas, concepts, and informationthrough the selection, organization, and analysisof relevant content6.W.2

a. Introduce a topic; organize ideas, concepts,and information, using strategies such as definition, classification, comparison/contrast,and cause/effect; include formatting (e.g.,headings), graphics (e.g., charts, tables),and multimedia when useful to aidingcomprehension.6.W.2a

informative/explanatory text, examine, relevant content, use strategies, formatting

Teach common transitional words that can be used to cue readers in a given way.

Teach strategies for developing paragraphs.

The student will develop the topic with relevant facts, definitions, concrete details, quotations, and other information or examples.

informative/explanatory text, examine, relevant content, use strategies, develop the topic

informative/explanatory text, examine, relevant content, appropriate transitions, clarify relationships

The student will use appropriate transitions to clarify relationships among ideas and concepts.

The student will introduce a topic, organize ideas, use strategies including formatting, graphics, and multimedia to aid comprehension.

Write an article for the newspaper in which you report on the current acceptable fads at your school. Include information on which fads were popular last year but are no longer "in."

c. Use appropriate transitions to clarify the relationships among ideas and concepts.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

6.W.2b

6.W.2c


informative/explanatory text, examine, relevant content, precise language, domain specific language

The student will use precise language and domain specific vocabulary to inform or explain the topic.

Limit the use of adjectives and adverbs.

The student will establish and maintain a formal style in their writing.

Examples of formal writing assignments include: articles, reviews, proposals, abstracts, editorials, letters

Teach students strategies to avoid when concluding.

The student will provide a concluding statement or section that follows from the information or explanation presented.

informative/explanatory text, examine, relevant content, formal style

informative/explanatory text, examine, relevant content, concluding statement or section

First, provide students a sentence without a transition. Add transitional words and phrases to the sentence to demonstrate the kind of logical relationship you want to convey.

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

The student will engage and orient reader by establishing context, introducing narrator and characters. Organize an event sequence that unfolds naturally and logically.

Choose one skill that you've learned or mastered. Write about what that skill was and what steps you needed to take in order to learn this skill. Be sure to tell your readers where you were, who helped you, and how you felt while you were working on acquiring this new skill.

The student will use narrative techniques,such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

A transcription of a conversation would be completely boring to read. Edit out the filler words and unessential dialogue--that is, the dialogue that doesn't contribute to theplot in some way.

The student will use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

narrative; effective techniques; relevent; descriptive details; well-structured event sequences; transition words, phrases, and clauses; time frame or setting

f. Provide a concluding statement or section that follows from the information or explanation presented

e. Establish and maintain a formal style.


6.W.2d

6.W.2e

narrative, effective techniques, relevent, descriptive details, well-structured event sequences, engage, orient reader, establish context, introduce narrator or characters

narrative; effective techniques; relevent, descriptive details; well-structured event sequences; narrative techniques

6.W.2f

6.W.3

6.W.3a

6.W.3b

6.W.3c




Range of Writing

Develop and strengthen writing by planning, revising, editing, rewriting, or trying an new approach with guidance from adults and peers.

strengthen writing, new approach

The student will develop and strengthen writing.

Provide sample narratives demonstrating specific strategies used to write closing. For example, in the sample provided on the note page, the writer returns to the introductory paragraph to make a lasting connection with the reader.

Show adequate use of language to communicate by using precise nouns in well-structured sentences.

The student will use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events

narrative; effective techniques; relevant, descriptive details; well-structured event sequences; precise; sensory language; convey experiences or events

clear/coherent writing The student will produce clearand coherent writing.

Produce clear and coherent writing appropriate to task, purpose, and audience.6.W.4

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.)

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Essays should be typed, double-spaced on standard-sized paper with 1" margins on all sides. You should use 10-12pt. Times New roman font or a similar font.

The student will use technology to produce and publish writing.

produce/publish writing; interact;collaborate; keyboarding skills

Write an informational article that compares the Culture of South Africato that of your school.

Research the following topic: Should the United States rely on alternative energy sources instead of fossil fuels?

short research projects, refocus inquiry, refocus-restate the question as needed, question

The student will conduct a short research project to answer a question.

Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.

a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).

6.W.9a

support analysis, support reflection, support research

The student will draw evidence from literary or information texts to support analysis, relfection, and research.

Generate various writing samples to include: entrance/exti slips, on demand prompts, open response questions, essays, reports, interactive content notebooks.

6.W.10


b. Apply grade 6 Reading standards to literarynonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence fromclaims that are not”)

6.W.9b

information sources, literary non-fiction

The student will trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

Select an article for students to read. Based on information from the article, should good sportsmanship be taught in school? Support your answer with evidence.

The students will provide a conclusion that follows from the narrated experiences or events.

d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

6.W.3d

write routinely, extended and shorter time frames

Write routinely over extended time frames.

print and digital sources, credibility, quote/paraphrase data and conclusions, avoid plagiarism, bibliographic information

The student will gather relevant information from multiple print and digital sources.


Gather relevant information from multiple printand digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

6.W.7

6.W.8

6.W.9

Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

6.W.5

6.W.6


6.W.3e

narrative; effective techniques; relevant, descriptive details; well-structured event sequences; conclusion


Standard Speaking and Listening (SL) I. II. III. IV. V. Vocabulary Student Essentials



Proficient Level I-V Percent Mastery Level I-V


The student will distinguish among claims by reason and evidence of a speaker's argument.

After listening to a speech, students explain what the point the speaker is making and describe the evidence that supports the claim.

6.SL.2

Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study

delineate claims, interpret, evidence

Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

6.SL.3

diverse media, diverse formate, contribute to issue

The student will interpret and explain information presented in a diverse format.

Watch President Obama's speech to American students. Explain the President's message and how the information he presents clarifies his message.

d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

6.SL.1d

collaborative discussions, probe and reflect on ideas, collegial discussions, multiple perspectives

The student will demonstrate understanding of key ideas through paraphrasing and summarizing.

Prepare a brief summary of the day's reading.

c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

6.SL.1c

The student will interact appropriately in group setting.

Participate fully by actively listening, speaking from own experiences, and respectfully challenging the views of another without having to agree.

Identify important aspects of an assigned texts and develop questions.

The student will react to major themes in the text and discuss in a group setting.

collaborative discussions, probe and reflect on ideas, collegial discussions, multiple perspectives

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

6.SL.1b

collaborative discussions, explicitly draw, referring to evidence, probe and reflect

collaborative discussions, collegial discussions, multiple perspectives

The student will use class discussion to connect the world of the novel with his/her own experiences.

Following class discussion over a novel, student respond to ideas raised by classmates and then rethink their understanding based on those comments.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

6.SL.1

6.SL.1a

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.



Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.)6.SL.6

Create a speech using the following website http://speeches.com/speeches/577/Menu/d/speech5777.aspx

The students will verbally present a speech.

sequencing ideas, pertinent descriptions, facts, details, appropriate eye contact, adequate volume, clear pronunciation

Present claims and findings, sequencing ideaslogically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

6.SL.5

multimedia components, visual displays

The student will create digital media or visual display to accompany a presentation.

6.SL.4

Create a speech demonstrating command of formal English when appropriate.

The student will use formal English to adapt speech to a variety of contexts and tasks.

formal English, adapt speech

Using an IPAD app, students will create a visually enhanced presentation.


Standard Language (L) I. II. III. IV. V. Vocabulary Student Essentials



ProficientLevel I-V

Percent Mastery

Level I-V


6.L.1

6.L.1a


a. Ensure that pronouns are in the proper case (subjective, objective, possessive).

Use the following website for practice of standard English grammar.

The student will ensure that pronouns are in the proper case (subjective, objective, possessive)

pronouns, subjective pronouns, objective pronoun, possessive pronoun

6.L.1b

6.L.1c

pronouns, subjective pronouns, objective pronoun, possessive pronoun

The student will use intensive pronouns when writing or speaking.

c. Recognize and correct inappropriate shifts in pronoun number and person.*

inapproriate shifts, pronoun number and person

The students will recognize and correct inappropriate shifts.

b. Use intensive pronouns (e.g., myself, ourselves).

6.L.2

The student will recognize variations from standard English in their own and others' writing.

Http://www.internet4classrooms.com/skill_builders/nouns_pronouns_language_arts_eighth_8th_grade.htm


standard English

d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*

6.L.1d

6.L.1e

e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.*

The student will recognize and correct vague pronouns.

vague pronouns ambiguous pronouns


*Skills marked with an asterisk (*) in Language standards 1–3, are particularly likely to require continued attention in higher grades as they

are applied to increasingly sophisticated writing and speaking.



The student will spell correctly.

Write frequently and use correct spelling.

6.L.2a

b. Spell correctly.

6.L.2b

commas, parentheses, nonrestrictive elements, parenthetical elements

The student will use punctuation correctly.

Write frequently and use correct punctuation.

a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*

6.L.3a

sentence patterns, style, tone

The student will vary sentence patterns.

Have students write using combination of a variety of sentence types. (Simple, complex, compound, compound-complex)

a. Vary sentence patterns for meaning, reader/ listener interest, and style.*

6.L.3


sentence patterns, style, tone

The student will maintain consistency in style and tone.

Assign writing exercises with varying scenarios for students to practice maintaining consistency in style and tone.

6.L.3b

b. Maintain consistency in style and tone.*

Determine or clarify the meaning of unknown andmultiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

6.L.4

The student will context clues to determine meaning.

Use context to determine appropriate meaning of some figurative and nonfigurative words, phrases, and statements in uncomplicated

6.L.4b

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

Greek or Latin affixes, Greek or Latin roots

The student will use Greek and Latin affixes and roots to determine meaning of a word.

The word malnourished is made from adding the Latin word mal to the word nourished. The Latin word mal most nearly means_______.

context, multiple meaning words

6.L.4a

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.


c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

6.L.4c

reference materials, pronunciation, precise meaning, part of speech

The student will use reference materials to determine pronunciation, meaning and part of speech.

Read a dictionary entry and choose the best definition of a word used in sentence from multiple definitions.

verify, preliminary determination

The student will verify the preliminary meaning of a word or phrase.

Based on context clues, define the meaning of a word. Then read the dictionary entry and choose the closest meaning of a word.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

6.L.4d

Use the word or phrase most consistent with the style and tone of a fairly straightforward essay.6.L.5a

a. Interpret figures of speech (e.g., personification) in context.


6.L.5

6.L.5b

b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

figurative language, word relationships, figures of speech, nuances

The student will interpret figures of speech in context.

6.L.6

6.L.5c

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

figurative language, word relationships, figures of speech, denotations/connotations

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Use the word or phrase most consistent with the style and tone of a fairly straightforward essay.

The student will distinguish among the connotations of words with similar denotations.

academic vocabulary, domain specific vocabulary

The student will use grade appropriate, general academic words and phrases.

Be able to use words as defined in a grade level glossary.

figurative language, word relationships, figures of speech, nuances

The student will use relationships between particular words to better understand each of the words.

Use the word or phrase most consistent with the style and tone of a fairly straightforward essay.

KCC ‐ 7th Grade ELAReading

12.7.11

Standard ELA Standards: Reading Literature (RL)I. II. III. IV. V.

Vocabulary Student Essentials Big Idea Content & Process Real World Instructional Example Date Percent Proficient Level I-V Percent Mastery Level I-V


7.RL.1Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

explicitly stated evidence textual evidence, analyze, inference

The student will draw conclusions and make inferences using evidence the text.

Student selects quote or statement from the text illustrates how it supports the meaning of the text.

7.RL.2Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

theme, central idea, opinion, objective, summary

The student will be able to determine the theme, central idea, and summarize text.

Creative alternative title that demonstrates the theme and compose a story/book cover review of the text.

7.RL.3Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

story, drama elements, interact The student will analyze how the elements of the story or drama interact.

Students change the setting of the story and explain how that would change the other elements of the story.

Craft and Structure

7.RL.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

Impact, figurative language, literal language, denotative meaning, connotative meaning

The student will determine the meaning of words and phrases in a text.

Analyze and illustrate song lyrics of choice.

7.RL.5

Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. form/structure, drama, poem The students will analyze the structure of text in a drama or poem

Match poem to appropriate structure or form. (ie…poetry memory game.)

7.RL.6

Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

point of view, first person, third person limited, third person omniscient

The student will analyze how the author uses point of view to develop characters and narrators in a text.

Write a journal from the character's point of view through out the story.


7.RL.7Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version,analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

compare, contrast, medium The students will evaluate diverse media and formats and their techniques used in texts.

Using a Venn Diagram the students compare and contrast the movie version of a story to the written version.


7.RL.9

Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

historical fiction, compare, contrast The students will compare/contrast a fiction and historical account of the same time period and understand how authors use history.

Read a newspaper article from history and a story from the same time period and create a GO represent the similarties and differences.


7.RL.10By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Standard ELA Standards: Reading Informational Text (RI) I. II. III. IV. V. Vocabulary Student Essentials Big Idea Content & Process Real World Instructional Example


7.RI.1Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

textual evidence, analyze, inference,explicity

The students will draw conclusions and make inferences using evidence from the text.

Using a current newspaper article to draw a conclusion or make an inference about what really happened.

7.RI.2Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of thetext.

central idea, summary, objective The students will determine the theme, central idea, and summarize the text.

Read a newspaper article and write a Tweet (140 characters) summarizing the central ideas.

7.RI.3

Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

interaction, infer The students will analyze the interactions between individuals,events, and ideas in atext.

Read an account of a historical figure and create a facebook profile.

Craft and Structure

7.RI.4

Determine the meaning of words and phrases as they are used in a text, including figurative,connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

figurative, literal, denotative, conotative, tecchnical, tone, mood

The students will interpret meanings of words or phrases in a text.

Read a techinical manuel for electronic device and create word maps for unknown words.

7.RI.5

Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

organization structure The students will analyze the organizationstructure of the text and effects the bigger meaning.

Using SQ3R the students create a summary of a chapter of their science book.

7.RI.6

Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

point of view, purpose, position The students will analyze the author's purpose and point of view effects the meaning of the text.

Read 2 articles related to a current controversial issue and determine the difference in point of view to convey their purpose for writing.


7.RI.7

Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

multimedia, medium, format, compare, contrast

The students will evaluate diverse media and formats and their techniques used in texts.

Read an article about a current event and watch a news video about the same event and evaluate the similarities and differences in the portrayal of the subject.

7.RI.8Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

argument, credibility, claim, fact, opinion, relevant, suffcient

The students will evaluate arguments and claims in a text and determine the validity.

Participate in a class debate about a relevant topic and support claims with logical and sound evidence.

7.RI.9

Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

point of view, evidence, compare, contrast, interpretation

The students will analyze multi authors purposes and points of view and how that effects the meaning of the text.

Read 2 similar articles by to different authors related to a current controversial issue and determine the difference in point of view to convey their purpose for writing.

Range of Reading and Level of Text Complexity7.RI.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band

proficiently, with scaffolding as needed at the high end of the range.reading, strategy, comprehension

KCC ‐ 7th Grade ELAWriting

12.7.11

Standard ELA Standards: Writing (W)I. II. III. IV. V.

Vocabulary Student Essentials Big Idea Content & ProcessReal World Instructional

Example Date Percent Proficient Level I-V Percent

Mastery Level I-V


7.W.1


7.W.1a

a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

claim, evidence, argument, alternate, opposting

The students will introduce claims and organize supporting evidence.

Write an opening statement for a debate over a controversial issue.

7.W.1b

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

claim, evidence, source, logical reasoning, relevant, credible

The students will incorporate supporting evidence and cite credible, relevant sources.

Support their opening statement with research based evidence and incorportate them into their written debate arguments.

7.W.1c

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

argument, evidence, transition/cohesive, clarify, relationship

The students will use specific word choice that is cohesive and clarifying to their argument or claim.

Edit and incorporate relevant terms and transitional words into their written debate arguements

7.W.1d

d. Establish and maintain a formal style. formal style, maintain The students will write in a formal style.

Highlight and edit word choice and style in written debate argument.

7.W.1e

e. Provide a concluding statement or section that follows from and supports the argument presented.

conclusion The students will write a conclusion to restate and support their original claim.

Write a closing argument and restate their opinion.

7.W.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis orelevant content.

Write a how-to speech.

7.W.2a

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Introduction, preview, concepts, classification, organizational structures, compare/contrast, cause/effect, format, graphics

The student will create an outline of their ideas and compose an introduction that includes a thesis statement.

Compose an organized outline over a how-to topic and create an introduction of their topic of choice.

7.W.2b


relevant, concrete, quotations The student will compose an informative/explanatory body using strong details and examples.

Compose a body for their how-to speech.

7.W.2c

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

transitions, cohesion, clarify, concepts

The students will use appropriate transistions and word choice for theirinformative/explanatory body.

Edit and incorporate transitiosn intohow-to speech.

7.W.2d


precise language, domain-specific, word choice

The students will use topic relate vocabulary and language to explain the topic.

Edit speech for vocabulary and topic specific language.


12.7.11

7.W.2e

e. Establish and maintain a formal style. writing styles (formal style, informal style)

The students will write in a formal style.

Edit speech for style.

7.W.2f

f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

conclusion, support The students will write a conclusion for their informative/explanatory text.

Compose a conclusion to their how-to speech

7.W.3


Create their own myth

7.W.3a

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

engage, hook, context, point of view, narrator, sequence of events, logical, plot

The students compose a introduction that engages the reader and introduces story elements.

Write an introduction that includes a hook and introduces story elements for a myth/fairy tale.


12.7.11

7.W.3b


narrative techniques, dialogue, pacing, description

The students will incorporate narrative techniques throughout the story.

Write vivid character descriptions with dialogue.

7.W.3c


transitions, sequence The students will write in a logical sequence and use appropriate transitions.

Edit the story so that it follows specific or logical seqence using transition words.

7.W.3d

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

precise, relevant, descriptive, sensory language

The students will write with precise and relevant evocabulary and incorporate sensory language that is descriptive and vivd.

Edit and incorporate vivid imagery within their story.

7.W.3e

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

conclusion The students will compose a conclusions that reflecting on the events of the story.

Compose a logical and reflective ending with a moral or lesson.


7.W.4


coherent writing, purpose, audience, writing style

The students will produce clear, coherent, and appropriate writing for the task assigned.

Respond to a writing prompt

7.W.5

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 52.)

develop, planning, revising, editing, rewriting

The students will practice the entire writing process.

Write a letter and edit a letter to an author of their choice and particpatein peer editing.

7.W.6

Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

cite sources, collaborate, publish, credible websites

The students will incorporate technology as sources, to publish and to collaborate when writing.

Write and publish a blog post.


7.W.7

Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

research, central question, source, investigation

The students will research and find credible sources.

Create a tesearch paper on a topic of their choice.

7.W.8

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

print sources, credibility, plagiarism, paraphrase

The students will research and paraphrase relevant quotations and avoid plagarism.

Include research and citations in research paper.

7.W.9


7.W.9a

a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrasta fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

analyze, reflection, textual evidence, fiction

The students will draw evidence from literary texts to support thoughts or claims.

Reflect on assigned reading or characters within a novel.

7.W.9b

b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is soundand the evidence is relevant and sufficient to support the claims”).

non-fiction, analyze, research, reflection

The students will draw evidence from informational text to support thoughts or claims.

Respond to others arguments withinclass debate.

Range of Writing

7.W.10


writing format, writing style, tast, purpose audience

The students will write in various types of genres of writing.

Research papers, debate, how-to speech, myths, stories, letters

KCC ‐ 7th Grade ELASpeaking and Listening

12.7.11

Standard ELA Standards: Speaking and Listening (SL)I. II. III. IV. V.

Vocabulary Student Essentials





7.SL.1

Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacherled) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

7.SL.1a

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

explicit, researched material

The student will be able to particpate in discussions about novels.

Use sticky notes to mark important details within text.

7.SL.1b

b. Follow rules for collegial discussions, track progress toward specific goals and deadlines,and define individual roleas needed.

collegial, collaborate The students will follow set procedures for class discussions.

The students create their own set of class norms for class discussions.

7.SL.1c

c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

elaborate, relevant observations

The students will pose discussion questions and respond effectively

Parking lot activity (where students post questions that they think of during the lesson.)

7.SL.1d

d. Acknowledge new information expressed by others and, when warranted, modify their own views.

acknowledge, warrented, modify

The student will acknowledge and respond to opinions from others.

Participate in peer editing

7.SL.2

Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

main idea, supporting detail, diverse media, quantitatively

The students present main ideas.

Present how-to speech

7.SL.3

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

delineate, argument, claim, fact, opinion, credibility

The students analyze others arguments.

Small group discussion following class procedures for discussion.


7.SL.4

Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

salient, claim, finding, pertinent, sequence

The students present arguments using appropriate speaking techniques.

Students evaluate each other using a speech rubric and give constructive criticism.

7.SL.5

Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

media component, salient, clarification

The students will incorporate visual elements into presenting.

Students use a video add to their speech presentation.

7.SL.6

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 on page 52 for specific expectations.)

adapt, formal, informal The student will adapt presentation for oral speaking.

Present a Smart Board Presentation.

KCC ‐ 7th Grade ELALanguage

12.7.11

Standard ELA Standards: Language (L)I. II. III. IV. V.

Vocabulary Student Essentials Big Idea Content & ProcessReal World


Level I-V Percent Mastery

Level I-V


7.L.1


7.L.1a

a. Explain the function of phrases and clauses in general and their function in specific sentences.

phrase, clause The student will understand the correct use of phrases and clauses.

Identify errors in a short sentence. (BW)

7.L.1b

b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

simple, compound-complex, compound, complex sentence structure.

The student will identify sentence types.

Classify a type of sentence in BW.

7.L.1c

c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*

misplaced modifier, dangling modifier

The student will place modifiers correctly in sentence.

Identify errors and correct short sentences in BW.

7.L.2


7.L.2a

a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

coordinate adjectives, non-coordinate adjectives

The student will correctly use commas to separate coordinateadjectives.

Correctly writes character descriptions using commas.

7.L.2b

b. Spell correctly. The student will edit for spelling.

Uses spell check and edits work.

*Skills marked with an asterisk (*) in Language standards 1–3, are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking


7.L.3


7.L.3a

a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

precise, concise, wordiness, redundancy

The students will use appropriate vocabulary and word choice for writing.

Enhance vocabulary through editing.


7.L.4


7.L.4a

a. Use context (e.g., the overall meaning of asentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

context clues, multiple meanings The students will use context clues to find meaning of word or phrase.

Read short sentences and determine word meaning through context.

7.L.4b

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

affixes, roots The students will use Greek or Latin affixes and roots to determine meaning of word.

Read short sentences and determine word meaning from affixes and roots knowledge.

7.L.4c

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

reference materials, precise meaning, parts of speech

The students will utilize reference materials

conduct library research

7.L.4d


verify, preliminary, word meaning The student will make predictions or inferences aboutvocabulary.

Predict unknown vocabulary in their own novels.

KCC ‐ 7th Grade ELALanguage

12.7.11

7.L.5


7.L.5a

a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

figures of speech The students will interpret figures of speech.

Discuss figures of speech within fairy tales and myths.

7.L.5b

b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

synonym, antonym, analogy The students will use word relationships to make inferences about unknown words.

Present ideas to add to the word wall.

7.L.5c

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

connotation, denotation The students distinguish between connotative and denotative words.

Create word maps of possible meanings.

7.L.6

Acquire and use accurately grade-appropriate general academic and domain-specifiwords and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

general academic words, domain spcific words

The students will utilize grade specific academic vocabulary.

KCC Bullseye ‐ Advanced 7th Grade ELA

Standard Reading Literature (RL)I. II. III. IV. V.



Example Date Percent Proficient Level I-V Percent Mastery Level

I-V


Craft and Structure




story, drama elements, interact

The student will analyze how the elements of the story or drama interact.

Students change the setting of the story and explain how that would change the other elements of the story.

7.RL.1

explicitly stated evidence textual evidence, analyze, inference

The student will draw conclusions and make inferences using evidence the text.

Student selects quote or statement from the text illustrates how it supports the meaning of the text.

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

7.RL.2

7.RL.3

Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

7.RL.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

Analyze and illustrate song lyrics of choice.

Impact, figurative language, literal language, denotative meaning, connotative meaning

The student will determine the meaning of words and phrases in a text.

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

theme, central idea, opinion, objective, summary

The student will be able to determine the theme, central idea, and summarize text.

Creative alternative title that demonstrates the theme and compose a story/book cover review of the text.

Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

7.RL.5

Match poem to appropriate structure or form. (ie…poetry memory game.)

form/structure, drama, poem

Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

The student will analyze how the author uses point of view to develop characters and narrators in a text.

point of view, first person, third person limited, third person omniscient

The students will analyze the structure of text in a drama or poem

Using a Venn Diagram the students compare and contrast the movie version of a story to the written version.

compare, contrast, medium


Read a newspaper article from history and a story from the same time period and create a GO represent the similarties and differences.

7.RL.10

7.RL.6

Write a journal from the character's point of view through out the story.

Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

7.RL.7

By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

The students will compare/contrast a fiction and historical account of the same time period and understand how authors use history.

7.RL.9

Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

historical fiction, compare, contrast

7.RL.KS12



7.RL.KS11


Standard Reading Informational Text (RI) Vocabulary Student Essentials


Example


Craft and Structure



central idea, summary, objective

Read an account of a historical figure and create a facebook profile.

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

7.RI.1

Using a current newspaper article to draw a conclusion or make an inference about what really happened.

textual evidence, analyze, inference, explicity

The students will draw conclusions and make inferences using evidence from the text.

figurative, literal, denotative, conotative, tecchnical, tone, mood

The students will interpret meanings of words or phrases in a text.

Read a techinical manuel for electronic device and create word maps for unknown words.

Read a newspaper article and write a Tweet (140 characters) summarizing the central ideas.

7.RI.3

Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

The students will analyze the interactions between individuals,events, and ideas in a text.

interaction, infer

The students will determine the theme, central idea, and summarize the text.7.RI.2

Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of thetext.

Using SQ3R the students create a summary of a chapter of their science book.

Read 2 articles related to a current controversial issue and determine the difference in point of view to convey their purpose for writing.

The students will analyze the author's purpose and point of view effects the meaning of the text.

point of view, purpose, position

7.RI.5

Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

7.RI.6

Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

organization structure The students will analyze the organization structure of the text and effects the bigger meaning.

7.RI.4

Determine the meaning of words and phrases as they are used in a text, including figurative,connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

7.RI.7

Read an article about a current event and watch a news video about the same event and evaluate the similarities and differences in the portrayal of the subject.

multimedia, medium, format, compare, contrast

Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).


Participate in a class debate about a relevant topic and support claims with logical and sound evidence.

7.RI.9

Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

Read 2 similar articles by to different authors related to a current controversial issue and determine the difference in point of view to convey their purpose for writing.

point of view, evidence, compare, contrast, interpretation

The students will evaluate arguments and claims in a text and determine the validity.7.RI.8

Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

argument, credibility, claim, fact, opinion, relevant, suffcient

reading, strategy, comprehension

The students will analyze multi authors purposes and points of view and how that effects the meaning of the text.

7.RI.10

By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

7.RI.KS12



7.RI.KS11


Standard Writing (W)I. II. III. IV. V.

Vocabulary Student Essentials Big Idea Content & ProcessReal World Instructional

Example Date Percent Proficient Level I-V Percent Mastery Level I-V


7.W.1


7.W.1a

7.W.1b

Write an opening statement for a debate over a controversial issue.

argument, evidence, transition/cohesive, clarify, relationship


7.W.1c

Highlight and edit word choice and style in written debate argument.

The students will use specific word choice that is cohesive and clarifying to their argument or claim.

Support their opening statement with research based evidence and incorportate them into their written debate arguments.

The students will introduce claims and organize supporting evidence.

The students will incorporate supporting evidence and cite credible, relevant sources.

claim, evidence, argument, alternate, opposting

a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.


claim, evidence, source, logical reasoning, relevant, credible

7.W.1e

The students will write a conclusion to restate and support their original claim.

conclusion


Edit and incorporate relevant terms and transitional words into their written debate arguements

formal style, maintain


Write a closing argument and restate their opinion.

7.W.1d

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

7.W.2a

7.W.2b

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.


Write a how-to speech.

The student will create an outline of their ideas and compose an introduction that includes a thesis statement.

Introduction, preview, concepts, classification, organizational structures, compare/contrast, cause/effect, format, graphics

7.W.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Edit and incorporate transitiosn intohow-to speech.

transitions, cohesion, clarify, concepts

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

The students will use appropriate transistions and word choice for their informative/explanatory body.

The student will compose an informative/explanatory body using strong details and examples.

Compose an organized outline over a how-to topic and create an introduction of their topic of choice.

Compose a body for their how-to speech.

relevant, concrete, quotations

7.W.2d


7.W.2c

Edit speech for vocabulary and topic specific language.

precise language, domain-specific, word choice


The students will use topic relate vocabulary and language to explain the topic.

Edit speech for style.writing styles (formal style, informal style)

7.W.2e




Compose a conclusion to their how-to speech

conclusion, support The students will write a conclusion for their informative/explanatory text.


The students compose a introduction that engages the reader and introduces story elements.

Create their own myth

7.W.2f

The students will incorporate narrative techniques throughout the story.

Edit the story so that it follows specific or logical seqence using transition words.

Write an introduction that includes a hook and introduces story elements for a myth/fairy tale.

engage, hook, context, point of view, narrator, sequence of events, logical, plot

7.W.3c


7.W.3b



7.W.3

7.W.3a


transitions, sequence

narrative techniques, dialogue, pacing, description

The students will write with precise and relevant evocabulary and incorporate sensory language that is descriptive and vivd.

Edit and incorporate vivid imagery within their story.

conclusion

Write vivid character descriptions with dialogue.

The students will write in a logical sequence and use appropriate transitions.

7.W.3d

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

precise, relevant, descriptive, sensory language

7.W.4


coherent writing, purpose, audience, writing style


7.W.3e

7.W.KS11


Respond to a writing prompt

Compose a logical and reflective ending with a moral or lesson.

The students will produce clear, coherent, and appropriate writing for the task assigned.

The students will compose a conclusions that reflecting on the events of the story.

7.W.6


7.W.KS12

Write a letter and edit a letter to an author of their choice and particpate in peer editing.

develop, planning, revising, editing, rewriting

cite sources, collaborate, publish, credible websites

The students will practice the entire writing process.

7.W.5


Write and publish a blog post.The students will incorporate technology as sources, to publish and to collaborate when writing.

Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.



Range of Writing

Create a tesearch paper on a topic of their choice.

research, central question, source, investigation

The students will research and find credible sources.

The students will research and paraphrase relevant quotations and avoid plagarism.

Include research and citations in research paper.


Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.7.W.7

The students will draw evidence from literary texts tosupport thoughts or claims.7.W.9a

print sources, credibility, plagiarism, paraphrase

a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

analyze, reflection, textual evidence, fiction

7.W.8

7.W.9


Reflect on assigned reading or characters within a novel.

Respond to others arguments within class debate.

non-fiction, analyze, research, reflection

b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is soundand the evidence is relevant and sufficient to support the claims”).

The students will draw evidence from informational text to support thoughts or claims.

Research papers, debate, how-to speech, myths, stories, letters

writing format, writing style, tast, purpose audience

The students will write in various types of genres of writing.7.W.10


7.W.9b


Standard Speaking and Listening (SL)I. II. III. IV. V.




ProficientLevel I-V

Percent Mastery

Level I-V



7.SL.6


The student will adapt presentation for oral speaking.

adapt, formal, informal

7.SL.5

media component, salient, clarification

Students use a video add to their speech presentation.

Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Present a Smart Board Presentation.

The students will incorporate visual elements into presenting.

Students evaluate each other using a speech rubric and give constructive criticism.

The students present arguments using appropriate speaking techniques.

Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

salient, claim, finding, pertinent, sequence

7.SL.4

7.SL.1d

delineate, argument, claim, fact, opinion, credibility

Small group discussion following class procedures for discussion.

The students present main ideas.

7.SL.2

main idea, supporting detail, diverse media, quantitatively

Present how-to speechAnalyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

7.SL.3

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

The students analyze others arguments.

Parking lot activity (where students post questions that they think of during the lesson.)

c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

d. Acknowledge new information expressed by others and, when warranted, modify their own views.

acknowledge, warrented, modify

Participate in peer editing

The students will pose discussion questions and respond effectively

The student will acknowledge and respond to opinions from others.

collegial, collaborate

7.SL.1c

elaborate, relevant observations

The students create their own set of class norms for class discussions.

7.SL.1a

Use sticky notes to mark important details within text.

explicit, researched material


The students will follow set procedures for class discussions.7.SL.1b

b. Follow rules for collegial discussions, track progress toward specific goals and deadlines,and define individual roles as needed.

7.SL.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

The student will be able to particpate in discussions about novels.


Standard Language (L) I. II. III. IV. V. Vocabulary Student Essentials Big Idea Content & ProcessReal World Instructional

Example Date Percent Proficient Level I-V Percent

Mastery Level I-V


*Skills marked with an asterisk (*) in Language standards 1–3, are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.


a. Explain the function of phrases and clauses in general and their function in specific sentences.

7.L.1a

7.L.1


phrase, clause The student will understand the correct use of phrases and clauses.

Identify errors in a short sentence. (BW)

7.L.1b

b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

simple, compound-complex, compound, complex sentence structure.

The student will identify sentence types.

Classify a type of sentence in BW.

The student will place modifiers correctly in sentence.

Identify errors and correct short sentences in BW.

The student will correctly use commas to separate coordinate adjectives.

Correctly writes character descriptions using commas.

7.L.2b

b. Spell correctly.

a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).


c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*

misplaced modifier, dangling modifier

7.L.1c

7.L.2

7.L.2a

The student will edit for spelling. Uses spell check and edits work.

coordinate adjectives, non-coordinate adjectives

Enhance vocabulary through editing.

The students will use appropriate vocabulary and word choice for writing.

precise, concise, wordiness, redundancy

7.L.3


a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

7.L.3a



general academic words, domain spcific words

The students will utilize grade specific academic vocabulary.

Create word maps of possible meanings.

Present ideas to add to the word wall.

7.L.6


7.L.5

Demonstrate understanding of figurative language, word relationships, andnuances in word meanings.

c. Distinguish among the connotations (associations) of words with similardenotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

7.L.5c

connotation, denotation

synonym, antonym, analogy The students will use word relationships to make inferences about unknown words.

The students distinguish between connotative and denotative words.

a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

7.L.5a

b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

7.L.5b

The students will interpret figures ofspeech.

figures of speech Discuss figures of speech within fairy tales and myths.

verify, preliminary, word meaning The student will make predictions orinferences about vocabulary.

Predict unknown vocabulary in their own novels.

d. Verify the preliminary determination of the meaning of a word or phras(e.g., by checking the inferred meaning in context or in a dictionary).

7.L.4d

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation ofa word or determine or clarify its precise meaning or its part of speech.

7.L.4c

reference materials, precise meaning, parts of speech

The students will utilize reference materials

conduct library research

7.L.4b

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

Determine or clarify the meaning of unknown and multiple-meaning wordand phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

7.L.4

7.L.4a

a. Use context (e.g., the overall meaning of asentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Read short sentences and determine word meaning from affixes and roots knowledge.

context clues, multiple meanings The students will use context clues to find meaning of word or phrase.

Read short sentences and determine word meaning through context.

affixes, roots The students will use Greek or Latinaffixes and roots to determine meaning of word.


Standard Reading Literature (RL) I. II. III. IV. V. Vocabulary Student Essentials

Big Idea Content & Process Real World Instructional Example Date Percent Proficient Level (I-V) Percent Mastery Level

(I-V)


Craft and Structure




By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

8.RL.10

1) Compare and contrast a visual representation with a written text. 2) Identify techniques used by the directors and actors.

Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

8.RL.9 allusions, compare, contrast

TSWBAT: Analyze how modern fiction draws on a previous source and how the material is rendered new.

1) Identify the themes, patterns, characters, and stories from previous source as are found in modern works of fiction. 2) Compare and contrast a modern work with a previous or original source.

POV, perspective, suspense, humor, irony

Structure of text, compare contrast

TSWBAT: Compare and contrast text structures and how it effects meaning and style.

analyze, compare/ contrast

TSWBAT: Analyze similarities and differences between visual representations and the written text. 2) TSWBAT: Identify choices made by directors and actors.

Cite specific quotations or examples from assigned texts to prove student's position.

1) Summarize the text 2) Identify the main idea or theme 3) State the inter-relationship of characters, setting, and plot

1) Create and label a plot diagram. 2) Analyze how plot reveals character

TSWBAT: analyze the rising action of a story or drama.

TSWBAT determine themes or main ideas of a text and summarize. TSWBAT: analyze character, setting, and plot to help determine theme.

TSW cite evidence from the text to support analysis and inferences.

point out, infer, cite, educated guess

theme, main idea, objective summary bias

reveal character, cause and effect, provoke a decision, propel, drama

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.8.RL.1

8.RL.2Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.8.RL.3

Figurative and connotative meaning

TSW: determine figurative and connotative meanings of words and phrases. TSW: analyze the impact of word choice (including analogy and allusion) on tone and meaning.

1) Analyze how and why author's chose to use figurative language and allusions. 2) Understand what figurative language words or phrases mean.

Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

8.RL.7

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

8.RL.4

8.RL.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

8.RL.6

Compare and contrast texts.

Recognize how different points of view effect the story.

TSWBAT: Analyze various points of view and how they create effects such as suspense and humor.


Strand Reading Informational Text (RI) I. II. III. IV. V. Vocabulary Student Essentials

Big Idea Content & Process Real World Instructional Example Date Percent Proficient Level (I-V) Percent Mastery Level

(I-V)


Central idea, summary

TSWBAT: determine the main idea of the text and summarize.

Summarize the text and identify the main idea.8.RI.2

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

TSW: cite evidence from the text to support analysis and inferences.

Cite specific quotations or examples from assigned tests to prove student's position.

8.RI.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

text evidence, support, cite, prove, logical

Read—both independently and collaboratively—print, non-print, and multi-modal works proficiently and critically to be media literate.8.RL.KS12

8.RL.KS11 Encounter a diverse range of engaging and culturally sensitive text and media that motivate the desire to be literate.


Craft and Structure





8.RI.KS12

8.RI.KS11

8.RI.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

8.RI.9 matter of fact, interpretation

Can evaluate pros and cons of using different mediums for presentations.

TSWBAT: Analyze conflicting texts on the same topic and identify disagreements from fact or interpretation.

Compare and contrast texts and how they approach the same topic differently.

1) Evaluate an argument using the evidence an author used to determine if it is sufficient to support a claim 2) I can recognize when an author introduces irrelevant evidence

8.RI.7

8.RI.8Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

relevant, irrelevant, credibility, reasoning, fact, opinion

TSWBAT: 1) evaluate the argument or claims from a text and assess if the reasoning and evidence is sound 2) recognize when irrelevant experience is present

advantages, disadvantages, evaluate, analyze, media types

TSWBAT: evaluate the advantages and disadvantages of using different media mediums to present a particular topic or idea.

Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

Verify the author's point of view and how they respond to conflicting evidence.

TSWBAT: determine figurative and connotative meanings of words of phrases. 2) TSWBAT: analyze the impact of word choice (including analogy and allusion) on tone or meaning and technical terms.

denotation, connotation, tone, mood

TSWBAT: analyze paragraph structure and development.

TSWBAT: determine the point of view and analyze how the author addresses conflicting evidence.

POV, purpose, analyze

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

8.RI.3

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

8.RI.4

Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.8.RI.5 structure, detail, set-

up, refine

1) Understand what figurative language words or phrases mean. 2) Analyze how and why the author chose to use figurative language and allusions. 3) Recognize words that have technical meaning and understand their purpose.

Analyze and explain paragraph structure and how topic sentences and supporting detail further the author's key concepts.

Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.8.RI.6

1) Explain how the individuals, events, and/or ideas in a text affect one another. 2) I can analyze how an author makes connections and distinctions between individuals, ideas, or events through comparison.

Compare, categorize, connotation

TSWBAT: analyze connections and distinctions between individuals, ideas, and events


Standard Writing (W) I. II. III. IV. V. Vocabulary Student Essentials



ProficientLevel (I-V)

Percent Mastery

Level (I-V)



a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

TSWBAT: Produce a conclusion that supports the argument

I can create a conclusion thatsupports my argument using supporting details that serve as transitions.

introduction, preview, organize, formatting

1) I can select a topic and gather relevant information to share with my audience 2) I can determine if various structures and media would better allow me to organize my information.'

1) Introduce a topic, preview the supporting details, and concepts. 2) Include various formatting, media, and graphics when appropriate.

transition, conclusion, support

I can use formal style to prove a claim.

TSWBAT: Establish and maintain a formal style.formal style

8.W.1e

8.W.2

8.W.2a

d. Establish and maintain a formal style.8.W.1d


support a claim with a textual evidence from a credible source.

8.W.1c c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

clarify, cohesive,support, counterclaim

use strong words, phrases, and clauses to strengthen their argument.

choose strong vocabulary and phrases to strengthen my argument.

8.W.1bb. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

logical reasoning, credible/accurate

support your claim with logical reasoning using credible sources and that demonstrates understanding

8.W.1aa. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

argument, support, evidence, distinguish

introduce a claim, distinguish a claim, and organize the reasons logically.

Write arguments to support claims with clear reasons and relevant evidence.8.W.1

identify a controversial topicchoose a side, and determine reasons to support my choice.


transitions, shifts Utilize a variety of transition types.

I can use transition words, phrases, and clauses to show sequence, time shifts, and relationships between experiences and events.

c. Use a variety of transition words, phrases,and clauses to convey sequence, signal shifts from one time frame or settingto another, and show the relationships among experiences and events.


sequence, plot structure, context, transitions

Engage the reader by establishing point of view, context, characters, and sequence of events.

I can define a narrative and describe the basic parts of plot

I can use dialogue, pacing, description, and reflection to develp the story.

Utilize various narrative techniques to develop experiences, events, or characters

narrative techniques, relevant, structure

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

conclusion, support, transition


TSWBAT: Produce a conclusion that suports the information

I can produce a conclusion that supports the information


varied transition, cohesion

Use transitions to convey sequence, shifts in time frame, and to show relationships between events and experiences.

I can present my information in a style that includes appropriate and varied transitions.

Identify appropriate language and vocabulary to explain the topic

Use precise language and vocabulary to explain the topic

precise language

formal style Establish and maintain a formal style

I can use a formal style to inform an audience.

8.W.2f

8.W.2e

8.W.2d

8.W.2c

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.



8.W.3c

8.W.3b

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

8.W.3a

8.W.3

8.W.2b develop content, concrete details,

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

I can analyze the informationand specific vocabulary that would best inform my readers.




e. Provide a conclusion that follows from and reflects on the narrated experiences or events. conclusion

Provide an appropriate conclusion to the narrative

I can write a logical conclusion that provides a sense of closure.


d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events

precise language, descriptive details, sensory language

Utilize precise words, details, and sensory language to further the plot

I can use descriptive details and sensory language to capture the action of a scene and convey experiences.

8.W.KS11

8.W.3e

8.W.3d

I can use prewriting, peer editing, and adult critiques to revise my work.

I can determine the most effective technology for presenting my ideas, and collaborate through it.

Use technology to produce, collaborate, and publish writing

publish, presentUse technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

8.W.6


8.W.4

clear and coherent, purpose, task, audience

Produce a writing that is appropriate for the task, purpose, and audience.

I can identify the writing style that best fits my task, purpose, and aundience.

8.W.KS12Strengthen writing craft—both independently and collaboratively—through a recursive writing and revision process and the use of the common vocabulary of the 6-Trait model.


8.W.5revise, edit, purpose, audience

Revise their work with help from adult and peer editing.

I can focus my research around a central question, choose several sources to gather information, and create additional questions that allow for further investigation


print and digital resources, search terms, credible, paraphrase, plagarism, citation

Gather information from a variety of sources, assess the credibility of sources and paraphrase the data while avoiding plagiarism and following a standard format of citation

1) I can use search terms effectively 2) I can determine when my research must be quoted or paraphrased 3) I can follow a standard format for citation

8.W.7

8.W.8

Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

research, ceontral question, source, further explo

Conduct research to answer a question using several sources and use the information to generate additional related questions.


Range of Writing

8.W.9a

a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).

text evidence, analysis, reflection, research

Write a paragraph applying grade 8 reading standard to literature

I can write a paragraph applying a grade 8 reading standard to literature

b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

8.W.9b

evaluate, argument, analysis, reflection research

Write a paragraph applying grade 8 reading standard to non-fiction

I can write a paragraph applying a grade 8 reading standard to non-fiction

8.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

8.W.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

format, style, task, purpose, audience

develop a habit of writingfor various audiences, and in varios formats.

I can write a paragraph, a short story, an essay, a long research paper, a poem.






Percent Mastery

Level (I-V)


1) Evaluate an argument using the evidence an author used and determine if it is sufficient to support a claim 2) I can recognize when a speaker introduces irrelevant evidence

TSWBAT: 1) evaluate the argument or claims from the speaker and assess if the reasoning and evidence is sound 2) recognize when irrelevant evidence is present

relevant, irrelevant, evidence, argument, claim,

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

8.SL.3

Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

8.SL.2

Review key ideas and justify my own views based on new evidence .

TSWBAT: acknowledge new ideas and information and qualify or justify their own views when warranted.

qualify, justifyd. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

8.SL.1d

Identify various purposes for presenting info to an audience and analyze the purpose of using a specific type.

TSWBAT: analyze the purpose of information presented in various formats and evaluate the motives for that format.

analyze, format, motivate, purpose

I can participate in discussion by posing questions that connect the ideas of several speakers as well as elaborating my own ideas. I can recognize when we are off topic.

TSWBAT: pose questions from several speakers and respond with relevance.

integrate connect, respond

c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

8.SL.1c

8.SL.1aa. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

collaborate, express, draw on, refer, probe

TSWBAT read and/or research topics for discussion in order to explicitly draw on evidence during discussion.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

8.SL.1

TSWBAT: rules and norms of collegial discussion and identify the goal and roles of the discussion.

Review and research the material to be discussed and create questions and locate textual evidence to contribute to the discussion.

1) I can define the roles and rules necessary for collaborative discussion. 2) I can track the progress of a discussion and recognize when the discussion is getting off-task.

b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

8.SL.1b"track progress," rules for discussion, roles



8.SL.4

Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

relevant evidence, salient, pronunciation, eye contact

8.SL.5

1) Determine important points and emphasize them using relevant evidence 2) Present information in a logical sequence using appropriate eye contact, adequate volume, and clear pronunciation

Chose appropriate media and or visuals to improve presentation.

SWBAT: integrate multi-media and visuals into presentations.

multimedia, visual displays, clarify information

Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

TSWBAT: 1) Present claims and findings in a focused manner, using relevant evidence 2) deliver on effective presentation


8.SL.6 formal, informal, adapt

SWBAT: adapt speech depending on the audience or situation.

I can distinguish between difference audiences and situations.






Percent Mastery

Level (I-V)


a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.8.L.1

8.L.1a

8.L.1b

b. Use an ellipsis to indicate an omission.

a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.


d. Recognize and correct inappropriate shifts in verb voice and mood.*

c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

verbals, gerunds, participles, infinitives

SWBAT: explain the use of verbals and how they function in a sentence.

I can define and identify verbals and explain their use.

SWBAT: form and use verbs in the various moods,

I can explain the difference and create sentences with verbs in the indicative, imperative, conditional, and subjunctive mood.

8.L.1d

active voice, passive voice

SWBAT: form and use verbs in the active and passive voice,

I can explain the difference and create sentences with verbs in the active and passive voice.

b. Form and use verbs in the active and passive voice.

mood shift, voice shift

8.L.1c

indicative, imperative, interrogative, conditional, subjunctive moods

SWBAT: recognize and correct inappropriate shifts in verb voice and mood,

Identify and correct appropriate shifts in the verb voice and verb mood,

8.L.2

determine when to use a comma to indicate a pause or break.

8.L.2b

8.L.2a comma, ellipsis, dash

SWBAT: use appropriate punctuation to show a pause or break

ellipsis as omission

SWBAT: use an ellipsis to show an omission

determine when to use a dash or dashes to indicate a pause or break.




c. Spell correctly


a. Use verbs in the active and passive voice andin the conditional and subjunctive mood toachieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

8.L.3a

8.L.3

SWBAT: spell correctly

identify misspelled words and use resources to help spell correctly

8.L.2c

active voice, passive voice, conditional mood, subjunctive mood

SWBAT: verbs in various voices, & moods to achieve a certain effect.

I can create sentences with verbs in the active or passive voice, or the conditional or subjunctive mood.

8.L.4a a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

8.L.4Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

context clues, infer

determine word meaning using context as a clue.

infer the meanings of unkown words using context clues

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).8.L.4b root, affix, clues,

infer

determine word meaning using Greek or Latin affixes or roots as clues.

recognize and define common Greek or Latin roots and affixes in an unknown word and infer the definition

8.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

verify, reference material

verify the prediction of a word's meaning or phrase's meaning

I can verify the meaning of unknown words, parts of speech, or pronounciation by using a variety of reference mateirals.

8.L.4cc. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

reference material, determine

use reference materials to find word pronunciation, meaning, or part of speech.

I can determine meaning of unkown words, parts of speech, or pronunciation by using a variety of reference materials.

8.L.4d d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).



8.L.6 domain specific vocab academic vocab

aquire and use grade level general academic and domain specific vocab

recognize and aquire the difference between general academic vocabulary and content specific vocabulary.


distinguish between connotations of words with similar denotations

recognize the difference between denotative meanings and connotative meanings.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).8.L.5c

a. Interpret figures of speech (e.g. verbal irony, puns) in context.8.L5a

figures of speech (fig lang examples), literal languages

interpret figures of speech in context

I can distinguish between literal language and figures of speech and decode the meaning.

b. Use the relationship between particular words to better understand each of the words.8.L.5b

word relationships, nuances

use the relationships between words to better understand the meaning of the words.

recognize word relationships (similarities) to better understand multiple words.

KCC Bullseye ‐ Advanced 8 ELA



Example Date Percent Proficient

Level I-V Percent Mastery Level

I-V


Craft and Structure

Integration of Knowledge and Ideasanalyze, compare/ contrast

TSWBAT: Analyze similarities and differences between visual representations and the written text. 2) TSWBAT: Identify choices made by directors and actors.

1) Compare and contrast a visual representation with a written text. 2) Identify techniques used by the directors and actors.8.RL.7

8.RL.8

(Not applicable to literature)

Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

8.RL.5

Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

8.RL.6

Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

Figurative and connotative meaning

TSW: determine figurative and connotative meanings of words and phrases. TSW: analyze the impact of word choice (including analogy and allusion) on tone and meaning.

1) Analyze how and why author's chose to use figurative language and allusions. 2) Understand what figurative language words or phrases mean.

Compare and contrast texts.

Recognize how different points of view effect the story.

Structure of text, compare contrast

TSWBAT: Compare and contrast text structures and how it effects meaning and style.

POV, perspective, suspense, humor, irony

TSWBAT: Analyze various points of view and how they create effects such as suspense and humor.

8.RL.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Analyze how particular lines of dialogue or incidents in a story or dramapropel the action, reveal aspects of a character, or provoke a decision.

8.RL.3

reveal character, cause and effect, provoke a decision, propel, drama

TSWBAT: analyze the rising action of a story or drama.

1) Create and label a plot diagram. 2) Analyze how plot reveals character

Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

8.RL.2

point out, infer, cite, educated guess

TSW cite evidence from the text to support analysis and inferences.

Cite specific quotations or examples from assigned texts to prove student's position.

1) Summarize the text 2) Identify the main idea or theme 3) State theinter-relationship of characters, setting, and plot

TSWBAT determine themes or mainideas of a text and summarize. TSWBAT: analyze character, setting, and plot to help determine theme.

theme, main idea, objective summary bias

8.RL.1

Cite the textual evidence that most strongly supports an analysis of whatthe text says explicitly as well as inferences drawn from the text.



Standard Reading Informational Text (RI) I. II. III. IV. V. Vocabulary Student Essentials


Example Date Percent Proficient

Level I-V Percent Mastery Level

I-V


Craft and StructureDetermine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

8.RI.3

8.RI.4

1) Explain how the individuals, events, and/or ideas in a text affect one another. 2) I can analyze how an author makes connections and distinctions between individuals, ideas, or events through comparison.

TSWBAT: analyze connections and distinctions between individuals, ideas, and events

Compare, categorize, connotation

denotation, connotation, tone, mood

TSWBAT: determine figurative andconnotative meanings of words of phrases. 2) TSWBAT: analyze the impact of word choice (includinganalogy and allusion) on tone or meaning and technical terms.

1) Understand what figurative language words or phrases mean. 2) Analyze how and why the author chose to use figurative language and allusions. 3) Recognize words that have technical meaning and understand

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

8.RI.2

TSWBAT: determine the main idea of the text and summarize.


8.RL.KS12

Summarize the text and identify themain idea.

TSW: cite evidence from the text to support analysis and inferences.

Cite specific quotations or examples from assigned tests to prove student's position.

Central idea, summary

8.RI.1

text evidence, support, cite, prove, logical

Cite the textual evidence that most strongly supports an analysis of whatthe text says explicitly as well as inferences drawn from the text.

8.RL.10

By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.


8.RL.KS11

Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.8.RL.9

allusions, compare, contrast

TSWBAT: Analyze how modern fiction draws on a previous source and how the material is rendered new.

1) Identify the themes, patterns, characters, and stories from previous source as are found in modern works of fiction. 2) Compare and contrast a modern work with a previous or original source.





8.RI.KS12

8.RI.KS11

8.RI.10

By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.


1) Evaluate an argument using the evidence an author used to determine if it is sufficient to support a claim 2) I can recognize when an author introduces irrelevant evidence

8.RI.7

Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

8.RI.9

Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

matter of fact, interpretation

TSWBAT: Analyze conflicting textson the same topic and identify disagreements from fact or interpretation.

Compare and contrast texts and how they approach the same topic differently.

8.RI.8

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

relevant, irrelevant, credibility, reasoning, fact, opinion

TSWBAT: 1) evaluate the argument or claims from a text and assess if the reasoning and evidence is sound 2) recognize when irrelevant experience is present

TSWBAT: determine the point of view and analyze how the author addresses conflicting evidence.

advantages, disadvantages, evaluate, analyze, media types

TSWBAT: evaluate the advantages and disadvantages of using different media mediums to present a particular topic or idea.

Verify the author's point of view and how they respond to conflicting evidence.

POV, purpose, analyze

Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Can evaluate pros and cons of using different mediums for presentations.

8.RI.6

Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

8.RI.5

Analyze and explain paragraph structure and how topic sentences and supporting detail further the author's key concepts.

TSWBAT: analyze paragraph structure and development.

structure, detail, set-up, refine


Standard Writing (W) I. II. III. IV. V.Vocabulary

Student Essentials



ExampleDate Percent

ProficientLevel I-V

Percent Mastery

Level I-V


8.W.1e

I can create a conclusion that supports my argument using supporting details that serve as transitions.

TSWBAT: Produce a conclusion that supports the argument

transition, conclusion, support


c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

8.W.1c

I can use formal style to prove a claim.

TSWBAT: Establish and maintain a formal style.

formal style

choose strong vocabulary and phrases to strengthen my argument.

use strong words, phrases, and clauses to strengthen their argument.

clarify, cohesive, support, counterclaim


8.W.1d


8.W.1b

support a claim with a textual evidence from a credible source.

support your claim with logical reasoning using credible sources and that demonstrates understanding

logical reasoning, credible/accurate

a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

8.W.1a


8.W.1

identify a controversial topic, choose a side, and determine reasons to support my

introduce a claim, distinguish a claim, and organize the reasons logically.

argument, support, evidence, distinguish


8.W.3


8.W.2f


8.W.2e

I can produce a conclusion that supports the information

TSWBAT: Produce a conclusion that suports the information

conclusion, support, transition

d. Use precise language and domain-specific vocabulary to inform about orexplain the topic.


I can present my information in a style that includes appropriate and varied transitions.

Use transitions to convey sequence, shifts in time frame, and to show relationships between events and experiences.

varied transition, cohesion

8.W.2d

I can use a formal style to inform an audience.

Establish and maintain a formal style

formal style

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

8.W.2c

Identify appropriate language and vocabulary to explain the topic

Use precise language and vocabulary to explain the topic

precise language

8.W.2a

I can analyze the information and specific vocabulary that would best inform my readers.

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

develop content, concrete details,

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

8.W.2b

1) I can select a topic and gather relevant information to share with my audience 2) I can determine if

1) Introduce a topic, preview the supporting details, and concepts. 2) Include various formatting, media, and graphics when

introduction, preview, organize, formatting

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g.,headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.


8.W.2




8.W.5

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)8.W.4

I can use prewriting, peer editing, and adult critiques to revise my work.

Revise their work with help from adult and peer editing.

revise, edit, purpose, audience


8.W.KS11

I can identify the writing style that best fits my task, purpose, and aundience.

Produce a writing that is appropriate for the task, purpose, and audience.

clear and coherent, purpose, task, audience

I can write a logical conclusion that provides a sense of closure.

Provide an appropriate conclusion to the narrative

conclusion

8.W.3d

c. Use a variety of transition words, phrases,and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.8.W.3c


8.W.3e

I can use descriptive details and sensory language to capture the action of a scene and convey

Utilize precise words, details, and sensory language to further the plot

precise language, descriptive details, sensory language

I can use transition words, phrases, and clauses to show sequence, time shifts, and relationships

Utilize a variety of transition types.

transitions, shifts

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events

8.W.3b


8.W.3a

I can use dialogue, pacing, description, and reflection to develp the story.

Utilize various narrative techniques to develop experiences, events, or characters

narrative techniques, relevant, structure

I can define a narrative and describe the basic parts of plot

Engage the reader by establishing point of view, context, characters, and sequence of events.

sequence, plot structure, context, transitions



Range of WritingWrite routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

8.W.10

b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).8.W.9b

I can write a paragraph, a short story, an essay, a long research paper, a poem.

develop a habit of writing for various audiences, and in varios formats.

format, style, task, purpose, audience


8.W.9

I can write a paragraph applying a grade 8 reading standard to non-fiction

Write a paragraph applying grade 8 reading standard to non-fiction

evaluate, argument, analysis, reflection research

a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).8.W.9a

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.8.W.8

I can write a paragraph applying a grade 8 reading standard to literature

Write a paragraph applying grade 8 reading standard to literature

text evidence, analysis, reflection, research

1) I can use search terms effectively 2) I can determine when my research must be quoted or

Gather information from a variety of sources, assess the credibility of sources and paraphrase the data while

print and digital resources, search terms, credible, paraphrase, plagarism,


Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

8.W.7

8.W.KS12

I can determine the most effective technology for presenting my ideas, and collaborate through it.

I can focus my research around a central question, choose several sources to gather information, and

Conduct research to answer a question using several sources and use the information to generate additional

research, ceontral question, source, further explo

Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

8.W.6

Use technology to produce, collaborate, and publish writing

publish, present

KCC Bullseye ‐ Advanced 8 ELAStandard Speaking and Listening (SL) I. II. III. IV. V. Vocabulary Student Essentials

Big Idea Content &

Process


ExampleDate Percent

ProficientLevel I-V

Percent Mastery

Level I-V


8.SL.1c

c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

integrate connect, respond

TSWBAT: pose questions from several speakers and respond with relevance.

I can participate in discussion by posing questions that connect the ideas of several speakers as well as elaborating my own ideas. I can recognize when we are off topic.


8.SL.1a

1) I can define the roles and rules necessary for collaborative discussion. 2) I can track the progress of a discussion and recognize when the discussion is getting off-task.

TSWBAT: rules and norms of collegial discussion and identify the goal and roles of the discussion.

"track progress," rules for discussion, roles

b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

8.SL.1b

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.8.SL.1

Review and research the material to be discussed and create questions and locate textual evidence to contribute to the discussion.

TSWBAT read and/or research topics for discussion in order to explicitly draw on evidence during discussion.

collaborate, express, draw on, refer, probe


8.SL.1d

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

qualify, justify TSWBAT: acknowledge new ideas and information and qualify or justify their own views when warranted.

Review key ideas and justify my own views based on new evidence .

8.SL.2

Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

analyze, format, motivate, purpose

TSWBAT: analyze the purpose of information presented in various formats and evaluate the motives for that format.

Identify various purposes for presenting info to an audience and analyze the purpose of using a specific type.

8.SL.3

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

relevant, irrelevant, evidence, argument, claim,

TSWBAT: 1) evaluate the argument or claims from the speaker and assess if the reasoning and evidence is sound 2) recognize when irrelevant evidence is present

1) Evaluate an argument using the evidence an author used and determine if it is sufficient to support a claim 2) I can recognizewhen a speaker introduces irrelevant evidence


8.SL.4

Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

relevant evidence, salient, pronunciation, eye contact

TSWBAT: 1) Present claims and findings in a focused manner, using relevant evidence 2) deliver on effective presentation

1) Determine important points and emphasize them using relevant evidence 2) Present information in a logical sequence using appropriate eye contact, adequate volume, and clear pronunciation

8.SL.6

Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

8.SL.5


I can distinguish between difference audiences and situations.

SWBAT: adapt speech depending on the audience or situation.

formal, informal, adapt

Chose appropriate media and or visuals to improve presentation.

SWBAT: integrate multi-media and visuals into presentations.

multimedia, visual displays, clarify information



Big Idea Content &

Process


ExampleDate Percent

ProficientLevel I-V

Percent Mastery

Level I-V


8.L.2a

a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. determine when to use a comma to indicate a pause or break.

SWBAT: use appropriate punctuation to show a pause or break

comma, ellipsis, dash

d. Recognize and correct inappropriate shifts in verb voice and mood.*

8.L.1d


8.L.2

Identify and correct appropriate shifts in the verb voice and verb mood,

SWBAT: recognize and correct inappropriate shifts in verb voice and mood,

mood shift, voice shift

a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

I can explain the difference and createsentences with verbs in the active and passive voice.

SWBAT: form and use verbs in the active and passive voice,

active voice, passive voice

c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

I can define and identify verbals and explain their use.

SWBAT: explain the use of verbals and how they function in a sentence.

verbals, gerunds, participles, infinitives

8.L.1a

8.L.1c

b. Form and use verbs in the active and passive voice.

8.L.1b


8.L.1

I can explain the difference and createsentences with verbs in the indicative, imperative, conditional, and subjunctive mood.

SWBAT: form and use verbs in the various moods,

indicative, imperative, interrogative, conditional, subjunctive moods





8.L.4d

I can verify the meaning of unknown words, parts of speech, or pronounciation by using a variety of reference mateirals.

verify the prediction of a word's meaning or phrase's meaning

verify, reference material

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

8.L.4c

I can determine meaning of unkown words, parts of speech, or pronunciation by using a variety of reference materials.

use reference materials to find word pronunciation, meaning, or part of speech.

reference material, determine

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

8.L.4b

recognize and define common Greek or Latin roots and affixes in an unknown word and infer the definition

determine word meaning using Greek or Latin affixes or roots as clues.

root, affix, clues, infer

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

8.L.4a

infer the meanings of unkown words using context clues

determine word meaning using context as a clue.

context clues, infer

Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.8.L.4

a. Use verbs in the active and passive voice andin the conditional and subjunctive mood toachieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).8.L.3a

I can create sentences with verbs in the active or passive voice, or the conditional or subjunctive mood.

SWBAT: verbs in various voices, & moods to achieve a certain effect.

active voice, passive voice, conditional mood, subjunctive mood


8.L.3

c. Spell correctly

8.L.2c

identify misspelled words and use resources to help spell correctly

SWBAT: spell correctly

determine when to use a dash or dashes to indicate a pause or break.

SWBAT: use an ellipsis to show an omission

ellipsis as omission

b. Use an ellipsis to indicate an omission.

8.L.2b



8.L.6

recognize and aquirethe difference between general academic vocabulary and content specific vocabulary.

aquire and use grade level general academic and domain specific vocab

domain specific vocab academic vocab

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

8.L.5c

recognize the difference between denotative meanings and connotative meanings.

distinguish between connotations of words with similar denotations


b. Use the relationship between particular words to better understand each of the words.

8.L.5b

recognize word relationships (similarities) to better understand multiple words.

use the relationships between words to better understand the meaning of the words.

word relationships, nuances

a. Interpret figures of speech (e.g. verbal irony, puns) in context.

8.L5a

I can distinguish between literal language and figuresof speech and decode the meaning.

interpret figures of speech in context

figures of speech (fig lang examples), literal languages


8.L.5


Standard ELA Standards: Reading Literature (RL) I. II. III. IV. V. Vocabulary Student Essentials Big Idea Content &

ProcessReal World Instructional Example Date Percent

Proficient Level I-VPercent Mastery Level I-V


Craft and Structure



Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

9.RL.2

Complex Character, Theme Characters, Plot, Theme

Marc Antony uses evidence to convince the crowd that Caesar was not ambitious. a. Identify three examples of the evidence that Marc Antony uses to support his claim that Caesar was not ambitious. b. Explain how Marc Antony’s word choice reveals his inner conflict. Use evidence from the passage to support your answer.

9.RL.1


Explicit, Textual Evidence, Analyze, Inference

TSW make sense of key ideas and details in a variety of texts.

Cite strong and thorough textual evidence to support analysis of what the texts says explicitly.

Theme, Central Idea, Summary, Objective

Theme, Main Idea Explain how the specific details in The Flowers shape and refine the overall theme presented by the author. Use evidence from the passage to support your answer.


9.RL.3

Based on the excerpt from The Bluest Eye, explain how the narrator’s diction and tone evokes a sense of time and place. Use evidence from the passage to support your answer.

TSW determine understanding from figurative and connotative language

Figurative Language, Literal Language, Denotative and Connotative Meaning, Cummulative Meaning


9.RL.4

Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.9.RL.5

Text Structure

Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.9.RL.6

Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

9.RL.7

Analyze text for structure to enhance understanding

vidence from the passage to support your answer.

TSW analyze for cultural experiences, and POV to gain understanding

Point of View, Cultural Experience, World Literature

How does Dicken’s use his characters in A Christmas Carol as a portrayal of the socioeconomic times in England? Use evidence from the passage to support your answer.

Artistic Medium TSW use artistic medium to examine content and ideas

Analyze the poem “Musee de Beaux Art” with the painting Landscape with the Fall of Icarus. What is emphasized in each representation. Use evidence from the passage to support your answer.

Source Material, Critique the excerpt from Rosencrantz and Guildenstern Are Dead draws on and transforms the portrayalof these two minor characters in Hamlet. Use evidence from the passage to support your answer.

Students will be given a variety of text that is appropriate for their level to choose from to read.

Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).9.RL.9

By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.

9.RL.10

Reading Strategy, Comprehension, TSW use reading strategies to make sense of key ideas and concepts in texts.

TSW use source materials to understand a text


Standard ELA Standards: Reading Informational Text (RI) I. II. III. IV. V. Vocabulary Student Essentials Big Idea Content &

ProcessReal World Instructional Example Date Percent

ProficientLevel I-V Percent

MasteryLevel I-V


Craft and Structure


9.RL.KS11


Textual Evidence, Inference, Explicit

TSW use textual evidence to make sense of key ideas.

Identify three examples of inference in t memo from J. Kimura to all e-mail users at Molten Metals. Analyze the impact of these inferences on the reader. Use evidence from the passage to support your answer.

Maya Angelou’s grandmother taught her several important lessons. a. Identify two lessons Maya Angelou’s grandmother taught her. b. Using information from the text, discuss two different ways the grandmother conveyed each lesson to Maya. Use evidence from the passage to support your answer.

TSW use determine central ideas and key ideas.

Central Idea, Objective

9.RI.1


9.RL.KS12

Read - both independently and collaboratively - print, non-print, and multi-modal works proficiently and critically to be media literate.

9.RI.2

9.RI.3

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Analysis TSW analyze events in a text.


9.RI.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

How is the idea of personal freedom and choice established in the two articles “Identify of Tank Man of Tiananmen Square Remains a Mystery,” and “Google vs. China.” Use evidence from the passage to support your answer.

Figurative Language, Literal Language, Denotative and Connotative Meaning, Technical Meaning, Tone, Mood, Cummulative

TSW analyze text for style, format and word choice to enhance meaning.

How does the author’s use of language shape meaning and tone in the excerpt “Against School: How Public Education Cripples Our Kids, and Why” and “School is Bad for Children”? Use evidence from the passage to support your answer.

Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

Claim, Refine TSW analyze in detail how an author's claims are developed.

How does Patrick Henry develop and refine his claims in his “Speech to the Second Virginia Convention?” Use evidence from the passage to support your answer.

Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

9.RI.6

9.RI.5

Determine Patrick Henry’s purpose in addressing the Second Virginia Convention. Explain how Patrick Henry uses rhetoric to advance his point of view in his “Speech to the Second Virginia Convention.” Use evidence from the pas-sage to support your answer.

Point of View, Purpose, Rhetoric, TSWdetermine and analyze aouthor's POV.

9.RI.7

Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

Medium TSW analyze content, reasoning and claims in different mediums.

analyze what personality traits are emphasized in each medium.



Seminal Documents TSW analyze US documents of historical documents to gain keener insight into texts.

After reading Washington’s Farewell Address, analyze the theme of freedom and person choice as illustrated in the text. Cite evidence from the text to support your answer.

Delineate, Argument, Credibility, Claim, Relevant, Sufficient, Fallacious Reasoning,

TSW evaluate an argument, claims and assess reasoning.

The author’s website proposes abolishing mandatory attendance. What evidence does use to support his position? Evaluate whether the evidence presented is relevant and sufficient in supporting his argument. Use evidence from the passage to sup-port your answer.

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant andsufficient; identify false statements and fallacious reasoning.

9.RI.8

9.RI.10

9.RI.KS11

9.RI.KS12

By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.


Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

9.RI.9


TSW use variety of strategies to make sense of text.

Students will score at grade 10 on comprehension based measures.

KCC Bullseye‐ 9th Grade ELA


Big Idea Content & Process Real World Instructional Example Date Percent Proficient

Level I-V Percent Mastery

Level I-V

Text Types and PurposesArgument, Claim, Valid Reasoning,Sufficient Evidence

SWBAT write an argumentative text that clearly communicates ideas to reader

Your school is considering adding a community service requirement for high school graduation. Some students feel that this will better prepare them for adult civic responsibilities. Others feel that this is an imposition on their time. Write a speech to present to your board of education in which you take a position on this proposal. Support your position with appropriate evidence and reasoning. Use words, phrase, and clauses to create cohesion and clarify the relationships that exist between your claims, reason, evidence, and counterclaims.

Introduce precise claim(s), distinguish the claim(s) from alternateor opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

9.W.1a

Counter Claim Counter Claim

9.W.1

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

9.W.1b

9.W.1c

9.W.1d

Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Conclusion Concluding Statement

Convey, Informative, Explanatory

SWBAT write an informative text that clearly communicates the ideas to the reader.

Your local historical society has asked you to develop a web page about a specific site that is important to your community. Locate information about the site, choose which facts are of the greatest interest to potential visitors and organize the information in the most logical format. Include appropriate formatting and graphics to help clarify your ideas.

Audience Knowledge

Transitions

Discipline

Clauses, Cohesion

Style, Tone, Norms, Discipline

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Provide a concluding statement or section that follows from and supports the argument presented.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

9.W.2a

Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Formatting, Graphics, Multimedia

9.W.1e

9.W.2

Introduce a Topic

Develop the topic with well-chosen, relevant, and sufficient factsextended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Relevant, Concrete Develop Topic

9.W.2b


9.W.3d

9.W.3e

9.W.11(KS)

Telling Details, Sensory Language,

Imagery

Conclusion Conclusion

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

Create- both independently and collaboratively - technical, non-print, digital, and multi-modal versions of text types and purposes outlined in standards 1,2,and 3

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.9.W.2c

Transitions, Cohesion, Varies

Transitions

9.W.2e

Precise, Domain Specific

Vocabulary

ToneFormal and Objective Tone

9.W.2d


Use precise language and domain-specific vocabulary to manage the complexity of the topic.

8.W.2f

Articulate, Implications, Signifacance,

Conclusion

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Progression, Pacing, Dialogue, Multiple Plot Lines

Pacing and Progression

Coherent WholeCoherent

9.W.3

Narratives, Sequence, TSWBAT write a narrative text that clearly communicates ideas to the reader.

Procrastination, according to its Latin roots, means “puttingsome-thing off until tomorrow.” Most people at one time or another have procrastinated. Write a narrative using the appropriate form to tell your peers about a time when you or someone you know procrastinated. Describe the outcome, good or bad, of postponing the action. Be sure to explain the lessons that can be learned from this experience.

Engaging IntroductionEngage, Orient,

Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and ntroducing a narrator and/or characters; create a smooth rogression of experiences or events.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

9.W.3c

9.W.3b

9.W.3a




Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

9.W.9b

9.W.8

9.W.9

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.9.W.7

Research, Central Question, Synthesize

TSWBAT write a piece that uses Research to answer a question.

A short research project is a short, narrowly-focused academic paper that does not require the writer to build a complex argument. Rather, it teaches the process of re-searching focusing on the basic elements of research.

Credibility, Advanced Search, Plagiarism, Paraphrase, Authorative Print

TSWBAT Research with authentic Sources and cite properly.

Research a current issue that evokes strong opinions (e.g. immigration, global warming, genetics manipulation, etc.). Make sure you locate information that addresses multiple perspectives on the issue and evaluate each for its credibility, accuracy and relevance. Use the information to produce a product (e.g., web page, editorial) that reflects the diversity of viewpoints. Use a standard documentation format (e.g., APA, MLA) that suits your purpose and format.

a) Analyze a wide range of foundational works of literature, comparing and contrasting approaches to similar ideas or themes in two or more texts from the same period. b) Apply grades 10 reading standards to literary nonfiction (e.g., “Assess the truth of an argument’s explicit and implicit premises by determining whether the evidence presented in the text justifies the conclusions”).

Nonfiction Based Info

TSWBAT find appropriate information to support analysis or position.

Textual Evidence, Analysis, Reflection, Research

Literature Based Info

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flowof ideas, avoiding plagiarism and following a standard format for citation.


Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

9.W.9a

9.W.4

9.W.5

9.W.6

Flexibly, Dynamically, Produce a text that incorporates Technology

Internet sites for publishing student work: http://www.educationworld.com/a_tech/tech/tech042.shtmlhttp://www.reacheverychild.com/feature/kids_publish.html

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.


Writing Style, Task, Purpose, Audience

TSWBAT produce a text that has clear ideas, that involve selecting appropriate style for their audience, and is strengthed bthrough.

See Standards 1-3 (persuasive, informative/explanatory andnarrative)

See Standards 1-3 (persuasive, informative/explanatory andnarrative)

Produce a text that has been revised.

Revision Stragegy, Edit, Purpose, Audience

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)

Strengthen writing craft - both independently and collaborativelythrough a recursive writing and revision process and the use of the common vocabulary of the 6 - trait model9.W.KS12


Range of WritingTSWBAT choose and use a varitey of formats appropriate for audience, task and time frame.

9.W.KS11

Create - both independently and collaboratively - technical, nonprint, digital, and multi-modal versions of text types and purposes outlined in standards 1, 2, and 3,.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.9.W.10

Writing Format, Style, Task, Purpose, Audience




Real World Instructional Example Date Percent Proficient Level I-V Percent

Mastery Level I-V


Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.9.SL.3

9.SL.2

SW evaluate Point of View

Students evaluate credibility and accuracy in several sources, and diverse media. Students then research other legislation that has been enacted to reduce various risks to human health and the environment.

TSW evaluate Multiple Sources and ideas, and evaluate sources within discussions

Media, Format

Point of View, Rhetoric, Distorted Evidence, Fallacious

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Read a selection of primary and secondary texts based around an essential question and annotate material e.g. such as immigration: To help you think critically about this question and develop a deeper understanding of the history of immigration in America, to help you shape your answer to the essential question: Should we keep America’s Immigration door open? You will read selections of texts that address a specific question and thinking skills. Example: What first experiences did immigrants have—level-analyzing? Did Immigrant expectations match reality? What is the immigrant experience today? In cooperative groups set group norms, implement roles such as summarizer, clarifier, etc. Talking chips or post-its or another system can be used so that a few students do not dominate the discussion.Evaluate, using the rubric, whether the team met its goals.

TSW enhance comprehension through Collaborative Discussions

Collaborative, Diverse

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

9.SL.1

Multiple ViewsDiverse Perspectives, Justify

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

9.SL.1d

9.SL.1a

Explicit, Well-Reasoned

Prepared Discussions

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. 9.SL.1b

Consensus, Collegial

Set rule, roles and deadlines for Discussions with peers

9.SL.1c

Pacing DiscussionsPropel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.



9.SL.6

Adapt speech to a variety of contexts and tasks, demonstrating command oformal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 on pages 54 for specific expectations.)

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

9.SL.4

9.SL.5

Line of Reasoning, Task, Purpose, Audience

TSW Present with Appropriate Audience, Style, Task in mind

Presentation based on I-Search in the content area

Digital Media TSW use Media to Enhance speech

Students will utilize programs such as iMovie, Xtranormal.com, Dragon Speak (voice-to-text), Powerpoint, Pixton Comics, google Earth/google Lit trips or other technological innovations to enhance a presentation for a Literature Circles project.

TSW Adapt Speech for contexts and tasks

Formal and Informal Language





Mastery Level I-V



Spell correctly.

9.L.2c

Spelling

9.L.2

9.L.2a

9.L.2b

Use a colon to introduce a list or quotation.

Use a semicolon (and perhaps a conjunctive adverb) to link two or moreclosely related independent clauses.

Demonstrate command of the conventions of standard English capitalization,punctuation, and spelling when writing.

Use various types of phrases (noun, verb, adjectival, adverbial, participial,prepositional, absolute) and clauses (independent, dependent; noun,relative, adverbial) to convey specific meanings and add variety and interestto writing or presentations.

Use parallel structure.*


Conventions TSW write using appropriate Conventions of language

TSW write using appropriate Conventions of language

Parallel Structure Parallel structure in Sentences

Describe the use of parallel structure in the essay “Down with the Forests”. How do these structures help develop the theme of the essay?

9.L.1

9.L.1a

9.L.1b

Semi colonSemicolon, Independent Clauses

a description of how musicians overcame the limitations of the antara.

Colon Colon an indication that music was an important element in Incan life.

If the writer were to delete the phrase “coordinating the timing and pitch of theiinstruments” from the preceding sentence, the sentence would primarily lose:

Phrases and ClausesPhrases, Clauses

Conventions, TSW write using appropriate Conventions of language


9.L.3

9.L.3a

Context TSW apply knowledge of language, to make choices.

TSW apply knowledge of language, to make choices.

Style Manual Editing Style You will find two quotes from any two book you choose; write them down with MLA in-text citings. You will then, below your quote, offer an MLA works cited in alphabetical order for the books you took your quotes from.

Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.



General Academic Words, Domain Specific Words

TSW understand words to aid comprehension for college and career.


Analyze nuances in the meaning of words with similar denotations.

Interpret figures of speech (e.g., euphemism, oxymoron) in context andanalyze their role in the text.


Verify the preliminary determination of the meaning of a word or phrase(e.g., by checking the inferred meaning in context or in a dictionary).

Consult general and specialized reference materials (e.g., dictionaries,glossaries, thesauruses), both print and digital, to find the pronunciation ofa word or determine or clarify its precise meaning, its part of speech, or itsetymology.

Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

Acquire and use accurately general academic and domain-specific words andphrases, sufficient for reading, writing, speaking, and listening at the collegeand career readiness level; demonstrate independence in gathering vocabularyknowledge when considering a word or phrase important to comprehension or expression.9.L.6

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

TSW Determine Meaning of vocabulary.

TSW Determine Meaning of vocabulary .

9.L.4

9.L.4a

9.L.4b

In "Alien Invasion," on page 4, an Australian official says, "We can-not tolerate a situation" where cane toads are traveling across the Australian continent. This means that the official thinks that Australians cannot

Contxt CluesContext Clues

Use resources of meaning of words

Spell the word that is pronounced [ab-horuhns]. Define the word that is spelled, and utilize it in a sentence reflecting this meaning.

Dictionary

Parts of Speech Parts of Speech Spell the word that is pronounced [ab-horuhns]. Define the word that is spelled, and utilize it in a sentence reflecting this meaning.

9.L.4c

9.L.4d

Etemology

Inferred Meaning What does Shakespeare imply with the use of the word “sole” in this exchange in Julius Caesar Act I, Scene I between a commoner and the two tribunals?

TSW understand nuances of words from figurative language and figures of speech


Figure of Speech, Nuance

9.L.5

Figures of Speech As it is used in line 65, the term the edge refers to a place where Abshu felt: a. most alive. b. unfulfilled. c. defeated. d. most competitive

9.L5a

9.L.5b

Denotations Denotative Meanings The same girl was described by many people. Some called her slender; others scrawny; still others gaunt. Which of these words implies the most positive description of the girl? Defend your choice. Which of these words is the most negative? Defend your choice.

Figure of Speech, Euphemism, Oxymoron




Real World Instructional Example Date Percent Proficient Level I - V Percent Mastery Level I - V


Craft and Structure

Theme, central idea, summary, objective

Theme, Main Idea

9.RL.5



Point of view, cultural experience, world literature


9.RL.6

Explain how the structure of the funeral speech (Act III sc. Ii) by Marc Antony creates dramatic tension. Use evidence from the passage to support your answer.

Analyze text for structure to enhance understanding

Text structure

Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.


9.RL.2

9.RL.3


Based on the excerpt from The Bluest Eye , explain how the narrator’s diction and tone evokes a sense of time and place. Use evidence from the passage to support your answer.


Figurative language, literal language, denotative and connotative meaning, cumulative

Complex Character, theme Characters, Plot, Theme

Marc Antony uses evidence to convince the crowd that Caesar was not ambitious. a. Identify three examples of the evidence that Marc Antony uses to support his claim that Caesar was not ambitious. b. Explain how Marc Antony’s word choice reveals his inner conflict. Use evidence from the passage to support your answer.

9.RL.4


Explain how the specific details in The Flowers shape and refine the overall theme presented by the author. Use evidence from the passage to support your answer.

9.RL.1



Textual evidence, analyze, inference, explicit






Big Idea Content & Process Real World Instructional Example Date Percent

Proficient Level I - V Percent Mastery Level I - V


9.RL.10


9.RL.KS11


TSW use reading strategies to make sense of key ideas and concepts in texts.

Reading strategy and comprehension


9.RL.7

Explain how the excerpt from Rosencrantz and Guildenstern Are Dead draws on and transforms the portrayal of these two minor characters in Hamlet. Use evidence from the passage to support your answer.


Source material and critique

Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

9.RL.9


TSW use artistic medium to examine content and ideas

Artistic Medium



9.RL.KS12

9.RI.1


Identify three examples of inference in t memo from J. Kimura to all e‐mail users at Molten Metals. Analyze the impact of these inferences on the reader. Use evidence from the passage to support your answer.


Textual evidence, inference, and explicit


Craft and Structure


9.RI.5

9.RI.7


Medium After reading portions of "Amadeus" and “Mozart: Setting the Record Straight” and watching excerpts from the film, Amadeus , analyze what personality traits are emphasized in each medium.

TSW analyze content, reasoning and claims in different mediums.

Central idea and objective

Point of view, purpose, rhetoric

Determine Patrick Henry’s purpose in addressing the Second Virginia Convention. Explain how Patrick Henry uses rhetoric to advance his point of view in his “Speech to the Second Virginia Convention.” Use evidence from the pas‐sage to support your answer.

TSWdetermine and analyze aouthor's POV.

9.RI.6



TSW analyze events in a text.

Analysis



TSW use determine central ideas and key ideas.



TSW analyze in detail how an author's claims are developed.

Claim, refine

9.RI.2


Figurative language, literal language, denotative meaning, connotative meaning, technical meaning,tone, mood, cumulative


9.RI.4



9.RI.3



9.RI.KS11

9.RI.KS12





9.RI.10



Seminal documents After reading Washington’s Farewell Address , analyze the theme of freedom and person choice as illustrated in the text. Cite evidence from the text to support your answer.

9.RI.9

TSW analyze US documents of historical documents to gain keener insight into texts.

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Delineate, argument, credibility, claim, relevant, sufficient, fallacious reasoning

The author’s website proposes abolishing mandatory attendance. What evidence does use to support his position? Evaluate whether the evidence presented is relevant and sufficient in supporting his argument. Use evidence from the passage to sup‐port your answer.


9.RI.8





Proficient Level I - V Percent Mastery Level I - V


9.W.1

9.W.1a

9.W.1b

9.W.1c

9.W.1d


Style, tone, norms, and discipline


Discipline

Cohesion Transitions


Audience Knowledge

Counterclaim

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

Counter Claim


Arguments, claims, valid reasoning, sufficient evidence




9.W.2

9.W.1e

9.W.2e

9.W.2d

9.W.2c

9.W.2b

9.W.2a


Formal and objective tone

Tone


Precise, domani-specific

Vocabulary

Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Transitions

Varied transitions, cohesions

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Relevant, concrete Develop Topic


Formating, graphics, and multimedia

Introduce a Topic



Infomative, explanatory, convey, content analysis


Conclusion Provide a concluding statement or section that follows from and supports the argument presented.


9.W.3b

9.W.3a

9.W.3

9.W.2f

9.W.3e

9.W.3d

9.W.3c


Imagery

Conclusion


Telling details, sensory language

Conclusion

Coherent whole


Coherent Whole

Dialogue, multiple plot line, progression, dialogue



Engage, orient


Engaging Introduction

Procrastination, according to its Latin roots, means “putting some‐thing off until tomorrow.” Most people at one time or another have procrastinated. Write a narrative using the appropriate form to tell your peers about a time when you or someone you know procrastinated. Describe the outcome, good or bad, of postponing the action. Be sure to explain the lessons that can be learned from this experience.

Sequences, narrative


TSWBAT write a narrative text that clearly communicates ideas to the reader.


Articulating, implications, significance

Conclusion




9.W.7

9.W.12

9.W.6

9.W.5

9.W.4

A short research project is a short, narrowly‐focused academic paper that does not require the writer to build a complex argument. Rather, it teaches the process of re‐searching focusing on the basic elements of research.

Research, central questions, synthesize

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.


Strengthen writing craft - both independently and collaboratively - through a recursive writing and revision process and the use of the common vocabulary of the 6 - trait model



Flexibly, dynamically Produce a text that incorporates Technology

See Standards 1‐3 (persuasive, informative/explanatory and narrative)


Revision stategy, edit, purpose, audience



Writing style, task, purpose, audience

See Standards 1‐3 (persuasive, informative/explanatory and narrative)



9.W.8

9.W.9

9.W.9a

9.W.9b





Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

Textual evidence, analysis, reflection, research




Credibility, advanced search, plagerism, paraphase, authoratative print

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.



Range of Writing

9.W.10

Sample short time Frame Writing Prompts:

Paraphrase and explain the meanings of quotations, theories, excerpts from readings or class discussions/lectures, movies, etc.

Write a dialogue about two or more points of view on a controversy that emerged in class discussion, in articles, documents or other written materials, or by experts in the field under study.

Sample Long Term Prompts:

Write about a historical event in American history and its impact on the US today

Writing format, writing style, task, purpose, audience

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

TSWBAT choose and use a varitey of formats appropriate for audience, task and time frame.





Level I - V

Percent Mastery

Level I -V

Comprehension and CollaborationRead a selection of primary and secondary texts based around an essential question and annotate material e.g. such as immigration:

To help you think critically about this question anddevelop a deeper understanding of the history of immigration in America, to help you shape your answer to the essential question:

Should we keep America’s Immigration door open?

You will read selections of texts that address a specific question and thinking skills.

Example: What first experiences did immigrants have—level-analyzing? Did Immigrant expectations match reality? What is the immigrant experience today?

In cooperative groups set group norms, implementroles such as summarizer, clarifier, etc. Talking chips or post-its or another system can be used so that a few students do not dominate the discussion.

Evaluate, using the rubric, whether the team met its goals.


9.SL.1

9.SL.1a


Collaborative, diverse

Prepared DiscussionsCome to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Explicit, well-reasoned



Give a speech that is adapted for two very different audiences (peers vs parents) changing word choice, language and phrasing as appropriate.

TSW Adapt Speech for contexts and tasks

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 on pages 54 for specific expectations.)

Line of reasoning, task, purpose, audience

9.SL.6

9.SL.5

Formal, informal


9.SL.4


TSW use Media to Enhance speech



Digital Media


9.SL.3


Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Point of view, rhetoric, distorted evidence, fallacious reasoning


Media, format

You will watch the Geoffrey Coates 90‐second interview http://earthsky.org/human‐world/geoffrey‐coates‐says‐his‐new‐plastics‐are‐friendlier‐to‐environment and evaluate his point of view by using a rubric evaluating:


Multiple Views

Diverse perspective, justify

9.SL.2


9.SL.1d


9.SL.1c

Pacing Discussions

Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Collegial, consensus Set rule, roles and deadlines for Discussions with peers

9.SL.1b

Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.





Level I -V

Percent Mastery

Level I -V


Colon

9.L.2b

an indication that music was an important element in Incan life.

Colon

Semi colon

9.L.2a

Phrases, clauses

Use a semicolon (and perhaps a conjunctive adverb) to link two or moreclosely related independent clauses.

Semicolon, independent clauses

a description of how musicians overcame the limitations of the antara.

Use a colon to introduce a list or quotation.

If the writer were to delete the phrase “coordinating the timing and pitch of their instruments” from the preceding sentence, the sentence would primarily lose:




Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interestto writing or presentations.

9.L.1a

9.L.1b

Parallel structure in Sentences

Phrases and Clauses

9.L.2

9.L.1




Parallel Structure Describe the use of parallel structure in the essay “Down with the Forests”. How do these structures help develop the theme of the essay?





9.L.4d

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Spell the word that is pronounced [ab‐hor‐uhns]. Define the word that is spelled, and utilize it in a sentence reflecting this meaning.

Spell the word that is pronounced [ab‐hor‐uhns]. Define the word that is spelled, and utilize it in a sentence reflecting this meaning.

Parts of Speech

What does Shakespeare imply with the use of the word “sole” in this exchange in Julius Caesar Act I, Scene I between a commoner and the two tribunals?

Inferred Dictionary

9.L.4c

Parts of Speech


Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or itsetymology.

9.L.4b



Etymology

In "Alien Invasion," on page 4, an Australian official says, "We can‐not tolerate a situation" where cane toads are traveling across the Australian continent. This means that the official thinks that Australians cannot

Context

Contxt Clues


9.L.4


9.L.4a



You will find two quotes from any two book you choose; write them down with MLA in‐text citings. You will then, below your quote, offer an MLA works cited in alphabetical order for the books you took your quotes from.

Style Manual


Editing Style

9.L.3a

9.L.3


nothing of significance, because the phrase is redundant.

Spelling the idea that the antara was a key feature of Incan music.


Context

9.L.2c

Spell correctly.



The same girl was described by many people. Some called her slender; others scrawny; still others gaunt. Which of these words implies the most positive description of the girl? Defend your choice. Which of these words is the most negative? Defend your choice.

9.L.6


General academic words, domain specific words

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

9.L.5b

Denotative MeaningsDenotations


Figures of Speech

9.L5a

As it is used in line 65, the term the edge refers to a place where Abshu felt: a. most alive. b. unfulfilled. c. defeated. d. most competitive

Figure of speech, nuance, euphemism, oxymoron

Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

9.L.5


Figure of speech, nuance



KCC Bullseye - 10th Grade ELAReading

Standard ELA Standards: Reading Literature (RL) I. II. III. IV. V. VocabularyStudent Essentials

Big IdeaContent & Process

Real WorldInstructional Example Date Percent Proficient Level (I-V) Percent Mastery Level (I-V)


Craft and Structure


Range of Reading and Level of Text ComplexityReading strategy and comprehension


Students will be given a variety of text that is appropriate for their level to choose from to read.10.RL.10



Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Source material and critique


Explain how the excerpt from Rosencrantz and Guildenstern Are Dead draws on and transforms the portrayal of these two minor characters in Hamlet. Use evidence from the passage to support your answer.

10.RL.9

Artistic Medium TSW use artistic medium to examine content and ideas

10.RL.7


Point of view, cultural experience, world literature



10.RL.6


Text structure Analyze text for structure to enhance understanding


10.RL.5

Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.




10.RL.4


Complex Character, theme

Characters, Plot, Theme Marc Antony uses evidence to convince the crowd that Caesar was not ambitious. a. Identify three examples of the evidence that Marc Antony uses to support his claim that Caesar was not ambitious. b. Explain how Marc Antony’s word choice reveals his inner

fli

10.RL.3



10.RL.1






10.RL.2


Theme, Main Idea


Standard ELA Standards: Reading Informational Text (RI) Vocabulary Student Essentials



Date Percent Proficient Level (I-V) Percent Mastery Level (I-V)


Craft and Structure


TSWdetermine and analyze aouthor's POV.

Determine Patrick Henry’s purpose in addressing the Second Virginia Convention. Explain how Patrick Henry uses rhetoric to advance his point of view in his “Speech to the Second Virginia Convention.” Use evidence from the pas-sage to support your answer.

10.RI.6


Claim, refine TSW analyze in detail how an author's claims are developed.


10.RI.5


Figurative language, literal language, denotative meaning, connotative meaning, technical meaning, tone, mood, cumulative



10.RI.4




10.RI.3


Central idea and objective TSW use determine central ideas and key ideas.


10.RI.2





10.RI.1





10.RI.KS12

Read-both independently and collaboratively-print, non-print, and multi-modal works proficiently and critically to be media literate

10.RI.KS11

Enounter a diverse range of engaging and culturally senstitive text and media that motivate the desire to be literate


Seminal documents TSW analyze US documents of historical documents to gain keener insight into texts.

After reading Washington’s Farewell Address , analyze the theme of freedom and person choice as illustrated in the text. Cite evidence from the text to support your answer.

10.RI.9


10.RI.10





The author’s website proposes abolishing mandatory attendance. What evidence does use to support his position? Evaluate whether the evidence presented is relevant and sufficient in supporting his argument. Use evidence from the passage to sup-port your answer.

10.RI.8

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Medium TSW analyze content, reasoning and claims in different mediums.

After reading portions of "Amadeus" and “Mozart: Setting the Record Straight” and watching excerpts from the film, Amadeus , analyze what personality traits are emphasized in each medium.

10.RI.7


KCC Bullseye - 10th Grade ELAWriting

Standard ELA Standards: Writing (W) I. II. III. IV. V. VocabularyStudent Essentials





10.W.2




10.W.1e

Provide a concluding statement or section that follows from and supports the argument presented.

Conclusion

10.W.1d



Discipline

10.W.1c


Cohesion Transitions

10.W.1b


Audience Knowledge




10.W.1a

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

10.W.1


Counterclaim Counter Claim


10.W.3e



Imagery

10.W.3b


Coherent whole Coherent Whole


10.W.3d


Engage, orient Engaging Introduction



10.W.3


10.W.3c


Sequences, narrative TSWBAT write a narrative text that clearly communicates ideas to the reader.

Procrastination, according to its Latin roots, means “putting some-thing off until tomorrow.” Most people at one time or another have procrastinated. Write a narrative using the appropriate form to tell your peers about a time when you or someone you know procrastinated. Describe the outcome, good or bad, of postponing the action. Be sure to explain the lessons that can be learned from this experience.

10.W.3a


10.W.2f



Conclusion

10.W.2e


Formal and objective tone Tone


Precise, domani-specific Vocabulary

10.W.2c

Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.


Transitions

10.W.2b

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Relevant, concrete Develop Topic

10.W.2a


Formating, graphics, and multimedia

Introduce a Topic


Production and Distribution of Writin



10.W.9





10.W.8

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.




10.W.7




See Standards 1-3 (persuasive, informative/explanatory and narrative)

10.W.6


Flexibly, dynamically Produce a text that incorporates Technology


10.W.5




10.W.4



TSWBAT produce a text that has clear ideas, that involve selecting appropriate style for their audience.



Range of Writing

multi-modal TSW create varied text types

10.W.12 KS

Strengthen writing craft-both independently and collaboratively-through a recursive writing and revision process and the use of the common vocabulary of the 6-Trait model.



recursive writing, revision process

TSW strengthen writing craft through revision

10.W.9b




Write a dialogue about two or more points of view on a controversy that emerged in class discussion, in articles, documents or other written materials, or by experts in the field under study.

Sample Long Term Prompts:

Write about a historical event in American history and its impact on the US today

10.W.11 KS

Create-both independently and collaboratively-technical, non-print, digital, and multi-modal versions of text types and purposes outlined in standards 1, 2, and 3.


10.W.10


10.W.9a

Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespearetreats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).


KCC Bullseye - 10th Grade ELASpeaking and Listening

Standard ELA Standards: Speaking and Listening (SL) I. II. III. IV. V. VocabularyStudent Essentials


Real WorldInstructional Example Date

Percent Proficient Level (I-V) Percent MasteryLevel (I-V)


Media, format TSW evaluate Multiple Sources and ideas, and evaluate sources within discussions


10.SL.2



Multiple Views

10.SL.1d


Pacing Discussions

10.SL.1c

Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Explicit, well-reasoned Prepared Discussions

10.SL.1b

Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

Collegial, consensus Set rule, roles and deadlines for Discussions with peers

Collaborative, diverse TSW enhance comprehension through Collaborative Discussions

Read a selection of primary and secondary texts based around an essential question and annotate material e.g. such as immigration. To help you think critically about this question and develop a deeper understanding of the history of immigration in America, to help you shape your answer to the essential question.In cooperative groups set group norms, implement roles such as summarizer, clarifier, etc. Talking chips or post-its or another system can be used so that a few students do not dominate the discussion.Evaluate, using the rubric, whether the team met its goals.

10.SL.1a

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

10.SL.1


KCC Bullseye - 10th Grade ELASpeaking and Listening


10.SL.6

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 on pages 54 for specific expectations.)




Formal, informal TSW Adapt Speech for contexts and tasks


Digital Media TSW use Media to Enhance speech


10.SL.5


10.SL.4




You will watch the Geoffrey Coates 90-second interview http://earthsky.org/human-world/geoffrey-coates-says-his-new-plastics-are-friendlier-to-environment and evaluate his point of view by using a rubric evaluating:

10.SL.3

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

KCC Bullseye - 10th Grade ELALanguage

Standard ELA Standards: Language (L) I. II. III. IV. V. VocabularyStudent Essentials


Real WorldInstructional Example

DatePercent

Proficient Level (I-V) Percent Mastery Level (I-V)



You will find two quotes from any two book you choose; write them down with MLA in-text citings. You will then, below your quote, offer an MLA works cited in alphabetical order for the books you took your quotes from.

10.L.3a


Style Manual Editing Style

Wtrite an essay explaining the idea that the antara was a key feature of Incan music.

10.L.3

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend morefully when reading or listening.

Context TSW apply knowledge of language, to make choices.


10.L.2c

Spell correctly. Spelling

A description of how musicians overcame the limitations of the antara.

10.L.2b

Use a colon to introduce a list or quotation. Colon Colon Wtrite an essay explaining how music was an important element in Incan life.

10.L.2a

Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

Semicolon, independent clauses

Semi colon

If the writer were to delete the phrase “coordinating the timing and pitch of their instruments” from the preceding sentence, the sentence would primarily lose:

10.L.2




10.L.1b

Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun,relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

Phrases, clauses Phrases and Clauses



10.L.1a


10.L.1


Parallel Structure Parallel structure in Sentences

Describe the use of parallel structure in the essay “Down with the Forests”. How do these structures help develop the theme of the essay?

KCC Bullseye - 10th Grade ELALanguage



Denotations Denotative Meanings The same girl was described by many people. Some called her slender; others scrawny; still others gaunt. Which of these words implies the most positive description of the girl? Defend your choice. Which of these words is the most negative? Defend your choice.

10.L.6


10.L.5b





10.L5a

Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

Figure of speech, nuance, euphemism, oxymoron

Figures of Speech As it is used in line 65, the term the edge refers to a place where Abshu felt:

a. most alive.

b. unfulfilled.

c. defeated.

d. most competitive

10.L.5


Figure of speech, nuance TSW understand nuances of words from figurative language and figures of speech

Spell the word that is pronounced [ab-hor-uhns]. Define the word that is spelled, and utilize it in a sentence reflecting this meaning.

10.L.4d

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Inferred Dictionary What does Shakespeare imply with the use of the word “sole” in this exchange in Julius Caesar Act I, Scene I between a commoner and the two tribunals?

10.L.4c

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

Etymology Use resources of meaning of words

In "Alien Invasion," on page 4, an Australian official says, "We can-not tolerate a situation" where cane toads are traveling across the Australian continent. This means that the official thinks that Australians cannot.

10.L.4b


Parts of Speech Parts of Speech Spell the word that is pronounced [ab-hor-uhns]. Define the word that is spelled, and utilize it in a sentence reflecting this meaning.

10.L.4a


Context Contxt Clues

10.l.4




KCC Bullseye Advanced 10 ELA



Instructional Example DatePercent Proficient Level (I-V) Percent Mastery Level (I-V)


Craft and Structure




figurative, connotative, literal, denotative

*Analyze a piece of literature for theme and development of theme

*Analyze multiple interpretations of a piece of literature

*Compare/ contrast different eras

multiple interpretations, evaluating, medium

*T-Charts while watching film interpretation of a piece of literature

foundational works *Compare content of student-generated PowerPoints to demonstrate student understanding

*Cite evidence *Support claims *Make inferences

*Analyze point of view to determine meaning

*Small group discussion analyzing author's choices

*Students find examples of satire, irony, etc. in texts

structure, aesthetic

*Analyze a short story for elements of a story

*Determine use of language

point of view, satire, sarcasm, irony, understatement

*Use a text to cite and support

textual evidence analysis explicitly inferences

*Determine and analyze theme *Objective summary

Analyze, elements of a story

*Analyze author's choices of structure

*Vocabulary assignment

*Analyze elements of a story

themes, complex account, objective summary

*Encounter a diverse range of text and media

*Project-based learning scaffolding *Students build on prior knowledge

*Read to be media literate

culturally sensitive text, desire to be literate

multi-modal works, media literate

11.RI.KS12


11.RI.KS11

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. (1215-1355 lexile)


10.RL.10

10.RL.7

10.RL.9

Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

10.RL.3

Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

10.RL.5

Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

10.RL.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

10.RL.6

Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

10.RL.2

10.RL.4




Instructional Example


Craft and Structure




11.RI.KS12



11.RI.KS11

11.RI.10

By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.

*Graphic organizer used to sort U.S. movements which leads to essay

*Pose a question to students, students use PBL to answer question

*Graphic organizer used to sort U.S. non-fiction texts which leads to essay

*Use PBL as a final which requires students to illustrate main themes throughout various texts

foundational US documents, rhetorical features

*Evaluate reasoning in various pieces of literature, specifically U.S. texts

integrate,evaluate, diverse




*Determine central ideas, analyze and summarize

*Students make inferences from teacher-generated lists from various texts

textual evidence, analysis, explicitly, inferences

*Citing, supporting, analyzing and drawing inferences

central ideas, objective summary

*Analyze complex ideas and explain specifics, interactions

*Plot line activity

complex, sequence of events

*Use a Venn Diagram to show character development/ comparisons

*Listen to or show a persuasive speech and create list of effective persuasive techniques

*Analyze effectiveness of structure

denotative/literal, figurative, connotative, technical meaning, refines

*Determine meanings of language *Analyze author's use of language

*Small group discussion with structure generated by teacher

point of view, purpose, rhetoric

*Determine author's point of view or purpose

exposition, engaging

*Student generated T-Chart showing various examples of literary devices and why/how the author uses them

*Analyze U.S. lit for themes, purposes, etc.

delineate, seminal US texts, premises, public advocacy

*Use multiple sources

literary nonfiction, text complexity band, scaffolding

*Comprehend nonfiction, build on prior readings

Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

11.RI.9

Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

11.RI.8

11.RI.7

Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the courof a text (e.g., how Madison defines faction in Federalist No. 10).

11.RI.6

Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

11.RI.5

11.RI.2

Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

11.RI.3

Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

11.RI.4

11.RI.1








*Write essay to support claims drawn from a piece of literature

10.W.1b

10.W.1a

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

counterclaims

10.W.1

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

claims *Write essay to support claims drawn from a piece of literature

*Write arguments based on reasoning & analysis

*Work with claims and create an organization to sequence claims


d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

formal style, objective tone


c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

*Establish & maintain formal style & objective tone

*Develop claims *Supply relevant evidence

biasesb. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

10.W.1d

*Use language to strengthen text10.W.1c


syntax, cohesion

10.W.1e


informative/explanatory texts, convey complex ideas, analysis of content

*Write essay based on real world experience

*Write informative/ explanatory texts to analyze complex ideas




*Concluding statement

formatting, structure


*Introduce topic

10.W.2

10.W.2a

a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

110W.2b

significant, relevant, concrete


10.W.2c

*Use language to strengthen text

c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

b. Develop the topic thoroughly by selecting the most significant and relevant extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

*Develop topic by selection of various writing features

syntax *Write essay based on real world experience


*Write a narrative essay

10.W.2d

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

domain-specific vocabulary





10.W.2f


f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

concluding statement, articulating implications


10.W.2e

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

objective tone


10.W.3

10.W.3b

*Write a narrative essay based on personal knowledge

*Set up a problem, situation to engage & orient the reader

10.W.3a


a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.



b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

narratives

point(s) of view

*Use narrative techniques to develop experiences*Use a variety of techniques to build toward tone and outcome


sensory language

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

10.W.3c

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

coherent *Write a narrative essay based on personal knowledge

10.W.3e

provide a conclusion, resolved

*Use language to strengthen text10.W.3d

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

multi-modal

*Provide a conclusion

*Create varied text types


Create - both independently and collaboratively - technical, non-print, digital, and multi-modal versions of text types and purposes outlined in standards 1,2, and 3.

10.W.11.ks




Range of Writing

10.W.10

*Various writings (i.e. journals, bellwork, essays, responses, etc.)

tasks, purposes, audiences, writing format


*Write often for different audiences, purposes, tasks

a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).

10.W.9

10.W.9b

*Use priorly studied literature to demonstrate knowledge

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

b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. SupremeCourt Case majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses]”).

*Use textual evidence

*Research project

10.W.12.ks



10.W.8

Strengthen writing craft - both independently and collaboratively - through a recursive writing and revision process and the use of the common vocabulary of the 6-Trait model.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

10.W.9a

*Use priorly studied non-fiction to demonstrate knowledge

seminal U.S., premises, public advocacy

*Research project

*Research projectfoundational works

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

10.W.7

10.W.5

*Research project with self-generated question or solving a problem

10.W.6

analysis, reflection, research, textual evidence

*Research project

editing, specific purpose, audience

*Self-edits, peer edits and teacher edits

*Students use technology as a tool in various writings

*Use technology to receive feedback

*Research project

feedback

authoritative, sources, advanced searches, plagiarism, overreliance, credibility

research projects, synthesize

*Gather relevant information and avoid plagiarism, overreliance


*Strengthen writing craft


10.W.4

*Clear and coherent writing for specific purposes and audiences

*Produce clear and coherent writing

*Stengthen writing by using editing techniques

style, task, purpose, audience




Real World Instructional Example Date Percent Proficient Level (I-V)

Comprehension and Collaboration*Socratic Seminar

*Students receive prompts for SS beforehand, research, and bring answers to SS

Independently set:RolesGoalsDeadlines

*Socratic Seminar

10.SL.1a

explicitly, referring to evidence, research, wellreasoned exchange

collaborative discussions, build on others ideas,express own ideas, clear and persuasively

10.SL.1

Be prepared,draw on evidence,stimulate discussion

collaborative discussions

Initiate and participate effectively in a range of collaborative discussions (oneonone, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasonedexchange of ideas.

civil, democratic discussions

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

10.SL.1c

divergent perspectives

Pose thoughtful questions,probe reasoning and evidence,challenge ideas,promote different perspectives

10.SL.1b

b. Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed.

Percent Mastery



*Socratic SeminarUse multiple source forms, evaluate sources

Pull multiple perspectives and evidence together, resolve conflicts,find additional information

10.SL.2

point of view, rhetoric

10.SL.1d

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

synthesize, resolve contradictions

Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.

line of reasoning, perspectives, purpose, audience, tasks10.SL.4

Present information clearly,rebut opposing ideas,clearly understand topic

*Socratic Seminar

Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

quantitatively, credibility, discrepancies

*Research paperEvaluate speakers' credability and state of mind

10.SL.3

formal, informal

Use digital media competently

digital media

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

*Students watch, listen to, or read a speech then discuss

*Students work with partners to examine opposing points of view (PowerPoint, Prezi, etc.)

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.10.SL.5

10.SL.6

*Students use formal English during various presentations

*Students use digital media in a presentation over various topics

Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 on page 54 for specific expectations.)

Use formal english, use language appropriate for purpose









*Teacher generated list of syntax examples; discuss or students write their own

Vary sentences for purpose and affectComprehend different sentence structure

syntax, complex textsa. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

11.L.3a

11.L.6


11.L.5b

Understand the meaning of unkown and multiple meaning wordsProper use of context clues

11.L.4


multiple-meaning words

b. Analyze nuances in the meaning of words with similar denotations.

11.L.4a

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

patterns, word changes

Infer from context

*Students keep reading log of vocabulary words

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

context, word's position, function

*Students keep reading log of vocabulary words which requires them to define based on context clues

Use context clues

*Students keep reading log of vocabulary words which requires them to define based on context clues

Understand prefixes and suffixes11.L.4b

Consult multiple sources for vocab

11.L.4c

c. Consult general and specialized reference materials (e.g., dictionaries,glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

etymology *Vocabulary worksheets based on texts from textbook

11.L.4d



a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

11.L.5

11.L.5a


*Students check reading vocabulary log with dictionary to verify meaning

figures of speech

Use vocabulary appropriate for purposeIndependently increase vocabulary

nuances, denotations *Discuss various uses of popular slang words

*Socratic seminar over author's purpose in using figurative language

Apply figurative language knowledgeMinor word differencesWord relationship knowlede

Comprehend uses of figure of speech

*Create a descriptive product over a person in their life that only uses figurative language

figurative language, word relationships, nuances

*Various writing assignmentsSpell correctly

spell

*Demonstrate command of conventions through presentations or writings

demonstrate command, conventions

*Various writing assignments

contested usage *Demonstrate command of conventions through presentations or writings


*Demonstrate command of conventions through presentations or writings

conventionsDemonstrate command of the conventions of standard English grammar and usage when writing or speaking. Competently use proper conventions

Hyphenate correctly

10.L.1

Modifyconventions to suit purpose10.L.1a

contested

b. Spell correctly.

10.L.2b

a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

10.L.1b

b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

Use sources to support conventions

hyphenation

10.L.2

10.L.2a

a. Observe hyphenation conventions.

Properly use all writing conventions

*Students choose a possible future career and research according (including education requirements, career-specific vocab, interviews, etc.)

11.L.3

Comprehend uses of minor word differences

general academic, domain-specific words

*Various writing assignments


functions, contexts, effective choices

*Students find examples of idioms in text and explain

Comprehend different uses of language

KCC Bullseye- 11th Grade ELAReading

Standard ELA Standards: Reading Literature (RL) I. II. III. IV. V. VocabularyStudent Essentials




Craft and Structure


11.RL.8 (Not applicable to literature)After reading Washington’s Farewell Address , analyze the theme of freedom and person choice as illustrated in the text. Cite evidence from the text to support your answer

TSW analyze US documents of historical documents to gain keener insight into texts. 11.RL.9


Foundational Works

11.RL.7


Artistic MediumAnalyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

TSW use artistic medium to examine content and ideas

11.RL.5

TSW analyze how authors’structure texts, order events, and manipulate time to create an effect.

11.RL.6


Parallel plotsManipulate timePacingFlashbacksMysteryTensionSurprise



TSW analyze the use of satire, sarcasm, irony, or understatement

Using Jonathan Swift’s A Modest Proposal, analyze how the use of satire helps to draw attention to Ireland’s heartless attitude towards the poor, as well as Irish policy in general. . Use evidence from the passage to support your answer.

Point of view, Satire, sarcasm, irony, understatement

11.RL.4





Characters, Plot, ThemeComplex Character, theme Marc Antony uses evidence to convince the crowd that Caesar was not ambitious. a. Identify three examples of the evidence that Marc Antony uses to support his claim that Caesar was not ambitious. b. Explain how Marc Antony’s word choice

11.RL.3







11.RL.2


Theme, Main Idea

11.RL.1




Standard ELA Standards: Reading Informational Text (RI) I. II. III. IV. V. VocabularyStudent Essentials


Real WorldInstructional Example


Craft and Structure



How does the author’s use of language shape meaningand tone in the excerpt “Against School: How Public Education Cripples Our Kids, and Why” and “School is Bad for Children”? Use evidence from the passage to support your answer.


TSW analyze how authors’structure in the exposition makes points clears, convincing and engaging.

Figurative language, literal language, denotative meaning, connotative meaning, technical meaning, tone, mood, cumulative

Exposition

11.RI.5

11.RI.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).


How is the idea of personalfreedom and choice established in the two articles “Identify of Tank Man of Tiananmen Square Remains a Mystery,” and “Google vs. China.” Use evidence from the passage to support your answer.

11.RI.2

11.RI.3




TSW use determine centralideas and key ideas.

Central idea and objective




11.RI.1


11.RL.10


culturally sensitive



11.RL.12 KS

TSW read a variety of literature types and forms in order to become media literate.

multi-modal works


11.RL.11 KS

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. (1215-1355 lexile)

Reading strategy and comprehension

TSW encounter a diverse range of text and media



Range of Reading and Level of Text ComplexityStudents will score at grade 10 on comprehension based measures.

TSW read various types of writing in media in order to become media literate

TSW encounter a diverse range of text and media



culturally sensitive

11.RI.9

11.RI.12 KS

11.RI.11 KS

11.RI.10




11.RI.8




Seminal documents


TSW analyze content, reasoning and claims in different mediums.

TSW analyze US documents of historical documents to gain keener insight into texts.

After reading Washington’s Farewell Address , analyze the theme of freedom and person choice as illustrated in the text. Cite evidence from the text to support your answer.

The author’s website proposes abolishing mandatory attendance. What evidence does use to support his position? Evaluate whether the evidence presented is relevant and sufficient in supporting his argument. Use evidence from the passage to support your answer.

After reading portions of "Amadeus" and “Mozart: Setting the Record Straight” and watching excerpts from the film, Amadeus , analyze what personality traits are emphasized in each medium.


TSW determine and analyze author's POV.

Determine Patrick Henry’s purpose in addressing the Second Virginia Convention. Explain how Patrick Henry uses rhetoricto advance his point of view in his “Speech to the Second Virginia Convention.” Use evidence from the passage to support your answer.

11.RI.7

MediumIntegrate and evaluate multiple sources of information presented in different medior formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

11.RI.6


KCC Bullseye- 11th Grade ELAWriting

Standard ELA Standards: Writing (W) I. II. III. IV. V. VocabularyStudent Essentials







11.W.2

Discipline

Transitions

Counter ClaimCounterclaim


Conclusion


Cohesion


11.W.1d



Audience Knowledge


11.W.1c

11.W.1b

11.W.1a

11.W.1


b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.



11.W.1e



11.W.3e



Imagery

Coherent Whole


Engaging Introduction

TSWBAT write a narrative text that clearly communicates ideas to the reader.

Procrastination, according to its Latin roots, means “putting some-thing off until tomorrow.” Most people at one time or another have procrastinated. Write a narrative using the appropriate form to tell your peers about a time when you or someone you know procrastinated. Describe the outcome, good or bad, of postponing the action. Be sure to explain the lessons that can be learned from this experience.


Coherent whole


Engage, orient

Sequences, narrative



11.W.3b

11.W.3a

11.W.3




11.W.3d

11.W.3c

11.W.2f

Conclusion f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

11.W.2e

Formal and objective tonee. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.


Tone

Vocabulary


Transitions

11.W.2d

Precise, domani-specificd. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

11.W.2c


11.W.2b

Relevant, concreteb. Develop the topic thoroughly by selecting the most significant and relevant extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Develop Topic

11.W.2a

a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimediawhen useful to aiding comprehension.

Introduce a TopicFormating, graphics, and multimedia








11.W.7

11.W.8

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliancon any one source and following a standard format for citation.




Flexibly, dynamically Internet sites for publishing student work: http://www.educationworld.com/a_tech/tech/tech042.shtmlhttp://www.reacheverychild.com/feature/kids_publish.html

Produce a text that incorporates Technology


11.W.5

11.W.6








11.W.4



Range of Writing

11.W.9b








Write a dialogue about two or more points of view on a



multi-modal





11.W.9

11.W.9a

11.W.10

11.W.11. KS

11.W.12 KS

TSW strengthen writing craft through revision

TSW create varied text types




KCC Bullseye -11th Grade ELASpeaking and Listening

12.7.11



Real World Instructional Example Date Percent Proficient Level (I-V) Percent Mastery Level (I-V)


11.SL.1

Initiate and participate effectively in a range of collaborative discussions (oneonone, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.


Read a selection of primary and secondary texts based around an essential question and annotate material e.g. such as immigration. To help you think critically about this question and develop a deeper understanding of the history of immigration in America, to help you shape your answer to the essential question.In cooperative groups set group norms, implement roles such as summarizer, clarifier, etc. Talking chips or post-its or another system can be used so that a few students do not dominate the discussion.Evaluate, using the rubric, whether the team met its goals.

Collaborative, diverse

Prepared DiscussionsExplicit, well-reasoned

Collegial, consensus

11.SL.1a


11.SL.1b



Pacing Discussions

Multiple Views

Set rule, roles and deadlines for Discussions with peers

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possibleand determine what additional information or research is required to deepen the investigation or complete the task.

11.SL.1c

11.SL.1d


Media, format Students evaluate credibility and accuracy in several sources, and diverse media. Students then research other legislation that has been enacted to reduce various risks to human health and the environment.


11.SL.2

11.SL.3


Integrate multiple sources of information presented in diverse formats and medi(e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

You will watch the Geoffrey Coates 90-second interview http://earthsky.org/humanworld/geoffrey-coates-says-his-new-plastics-are-friendlier-to-environment and evaluate his point of view by using a rubric evaluating:



KCC Bullseye -11th Grade ELASpeaking and Listening

12.7.11

Presentation of Knowledge and IdeasPresentation based on I-Search in the content area



11.SL.4



11.SL.5

11.SL.6



TSW use Media to Enhance speech

Formal, informal TSW Adapt Speech for contexts and tasks

Digital Media Students will utilize programs such as iMovie, Xtranormal.com, Dragon Speak (voice-to-text), Powerpoint, Pixton Comics, google Earth/google Lit trips or other technological innovations to enhance a presentation for a Literature Circles project.

KCC Bullseye- 11th Grade ELALanguage

12.7.11

Standard ELA Standards: Language (L) I. II. III. IV. V. VocabularyStudent Essentials





11.L.1

Demonstrate command of the conventions of standard English grammar and usagwhen writing or speaking.




Convention, Contested

11.L.1a

Conventions to suit purpose

11.L.1b


Contested usage Use sources resolve issues of convention

TSW write using appropriate conventions of language


ConventionsDemonstrate command of the conventions of standard English capitalization,punctuation, and spelling when writing.

11.L.2

HyphenationHyphenationa. Observe hyphenation conventions.

11.L.2a

Spellingb. Spell correctly.

11.L.2b



ContextApply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

11.L.3

TSW apply knowledge of syntax for effect

Vary syntaxSyntax, Complex texts

11.L.3a

a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

KCC Bullseye- 11th Grade ELALanguage

12.7.11


In "Alien Invasion," on page 4, an Australian official says, "We can-not tolerate a situation" where cane toads are traveling across the Australian continent. This means that the official thinks that Australians cannot

Contxt CluesContext

11.L.4a




11.L.4b


11.L.4



11.L.4c

c. Consult general and specialized reference materials (e.g., dictionaries,glossaries, thesauruses), both print and digital, to find the pronunciation of a wordor determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.



Etymology

Parts of SpeechParts of Speech

What does Shakespeare imply with the use of the word “sole” in this exchange in Julius Caesar Act I, Scene I between a commoner and the two tribunals?

DictionaryInferred


Figure of speech, nuance TSW understand nuances of words from figurative language and figures of speech

As it is used in line 65, the term the edge refers to a place where Abshu felt:

a. most alive.


11.L.4d

11.L.5


The same girl was described by many people. Some called her slender; others scrawny; still others gaunt. Which of these words implies the most positive description of the girl? Defend your choice. Which of these words is the most negative? Defend your choice.



Denotative MeaningsDenotations


11.L.5a


Figure of speech, nuance, hyperbole, paradox

Figures of Speech

11.L.5b

11.L.6






Real World Instructional ExampleDate Percent Proficient Level (I-V) Percent Mastery Level (I-V)


Craft and Structure




11.RL.3


11.RL.2


11.RL.1

themes complex account, objective summary


*determine and analyze theme *objective summary



*Use a text to cite and support*cite evidence *support claims *make inferences


analyze elements of a story

*analyze elements of a story


figurative, connotative, literal denotative


11.RL.4

*determine use of language



11.RL.6

*analyze point of view to determine meaning


11.RL.5

analyze author's choices of structure


*analyze multiple interpretations of a piece of literature




11.RL.7

*cite evidence *support claims *make inferences

11.RL.9


foundational works


multiple interpretations, evaluating medium

*Compare content of student-generated PowerPoints to demonstrate student understanding

*students build on prior knowledge11.RL.10

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

scaffolding *Project-based learning


11.RL.KS12



*Encounter a diverse range of text and media11.RL.KS11








Craft and Structure




*analyze complex ideas and explain specifics, interactions

11.RI.1


central ideas objective summary

*Plot line activity*determine central ideas, analyze and summarize11.RI.2


textual evidence, analysis, explicity, inferences


*citing supporting, analyzing and drawing inferences

11.RI.3

*determine meanings of language *analyze author's use of language11.RI.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).



complex, sequence ofevents




exposition, engaging *analyze effectiveness of structure

11.RI.5



*determine author's point of view or purpose



*Pose a question to students, studentsuse PBL to answer question


11.RI.6


11.RI.7



11.RI.9

foundational US documents, rhetoricalfeatures

11.RI.8














11.RI.10

11.RI.KS11


11.RI.KS12



Standard Writing (W) I. II. III. IV. V.Vocabulary

Student Essentials



Example Date Percent Proficient Level (I-V) Percent Mastery Level (I-V)




*Write essay based on real world experience11.W.2f


objective tone *Establish & maintain formal style & objective tone


11.W.2e



d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.11.W.2d




syntax *Use language to strengthen text11.W.2c





11.W.2b



*Introduce topic *Write essay based on real world experience

11.W.2a

a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

informative/explanatory texts, convey complex ideas,

*Write informative/ explanatory texts to analyze


11.W.2





11.W.1e





11.W.1d


syntax, cohesion



11.W.1c


biases *Develop claims *Supply relevant evidence


11.W.1b

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases

claims *Write arguments based on reasoning & analysis


11.W.1a

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaimsreasons, and evidence.

counterclaims *Work with claims and create an organization to sequence claims


11.W.1



11.W.3e



*Provide a concludsion





multi-modal

11.W.KS11


sensory language


*Write a narrative essay based on personal knowledge11.W.3d


coherent *Use a variety of techniques to build toward tone and outcome


11.W.3c



*Use narrative techniques to develop experiences


11.W.3b


point(s) of view



11.W.3a


narratives

*Write a narrative essay

*Write a narrative essay based on personal knowledge11.W.3


*Research project

*Gather relevant information and avoid plagiarism, overreliance


11.W.8



11.W.7

*Research projectauthoritative, sources, advanced searches, plagiarism, overreliance, credibility


11.W.4




*Clear and coherent writing for specific purposes and audiences



*Strengthen writing craft11.W.KS12

11.W.5



*Stengthen writing by using editing techniques


11.W.6


feedback *Use technology to receive feedback



Range of Writing*Various writings (i.e. journals, bellwork, essays, responses, etc.)

*Write often for different audiences, purposes, tasks

*Research project*Use priorly studied non-fiction to demonstrate knowledge

11.W.10

b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. SupremeCourt Case majority opinions and dissents) and the premises,purposes, and arguments in works of public advocacy (e.g., The Federalist,presidential addresses]”).



tasks, purposes, audiences, writing format

11.W.9b

11.W.9a


*Research project



*Research project*Use textual evidence

*Use priorly studied literature to demonstrate knowledge

foundational works

11.W.9




Real World Instructional Example Date Percent ProficLevel (I-V) Percent MasteLevel (I-V)


11.SL.3


point of view, rhetoric Evaluate speakers' credability and state of mind

Evaluate powerpoints


Discuss post-high school plans


Research college programs and criteria

11.SL.1a


11.SL.1





Set group meeting time


Challenge one another in discussion group


11.SL.1b



11.SL.1c



11.SL.1d


Use multiple source forms, evaluate sources

Respond thoughtfullyContinue to research post-secondary criteria



11.SL.2

Compare and contrast a youtube video to current reading


line of reasoning, perspectives, purpose, audience, tasks


Prepare powerpoint over discussion

11.SL.4



Use video, audio, and graphics in a presentation

Use digital media competently

digital media

11.SL.5

formal, informal


Give a presentation in formal and then informal language

Use formal english, use language appropriate for purpose

11.SL.6



Standard Language (L) I. II. III. IV. V.Vocabulary

Student Essentials







11.L.1

a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. contested Compare grammar usage in two pieces from different time periods

Write an essay or give a presentation that uses proper grammar

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. conventions Competently use proper conventions

Compare and contrast the multiple meanings of contested words using resources

Use sources to support conventions11.L.1b

11.L.1a

Modifyconventions to suit purpose


contested usage

11.L.2a

b. Spell correctly. spell

11.L.2

Take notes over proper hyphenationDemonstrate 5 properly Hyphenated words

a. Observe hyphenation conventions. hyphenation Hyphenate correctly



Write an essay using proper conventions


syntax, complex texts

Analyze author's use of syntax in a complex text


Properly spell new vocabulary words11.L.2b

Spell correctly

11.L.3

11.L.3a



Have a group choose unkown vocabLook up unkown vocabProperly use unkown vocab






Compare and contrast a poem and a short story

11.L.4a

11.L.4



Have students look for meaning of words via context cluesLook up meaning via resource

Use context clues

Infer from context

Give presentation overresearched vocab word

Consult multiple sources for vocab

etymology

Give vocab in contexthypothisize the meanings


With 10 base wordsProduce 30 new wordsVia prefixes and suffixes



11.L.4d

11.L.5

Create a discriptive product over a person in their life that only uses figurative language




11.L.4c

Understand prefixes and suffixes11.L.4b




Participate in a socratic debate over the author's purspose for use of figurative language in a text

figures of speech


11.L.6


11.L.5b


Have a discussion on the many uses of the words sweet and dude

nuances, denotations

Give a presentation over their post-graduate plansdetailing their daily activitiesUsing domain specific words


Comprehend uses of figure of speech


11.L.5a


KCC Bulsseye ‐ 12th Grade ELA




Mastery Level I-V


Craft and Structure



Range of Reading and Level of Text Complexityscaffolding

12.RL.10

By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently

12.RL.9


foundational works *cite evidence *support claims *make inferences

*Compare content of student-generated PowerPoints to demonstrate student understanding

*students build on prior knowledge

*Project-based learning


12.RL.7


multiple interpretations, evaluating medium

*analyze multiple interpretations of a piece of literature




analyze author's choices of structure


figurative, connotative, literal denotative

*determine use of language


Determine two or more themes or central ideas of a text and analyze their development over the course ofthe text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.12.RL.2

12.RL.3


*Use a text to cite and support


*determine and analyze theme *objective summary

themes complex account, objective summary

12.RL.1



*cite evidence *support claims *make inferences

analyze elements of a story

*analyze elements of a story

12.RL.4




12.RL.5

12.RL.6


*analyze point of view to determine meaning

KCC Bulsseye ‐ 12th Grade ELA




Mastery Level I-V


Craft and Structure






*Encounter a diverse range of text and media12.RI.KS11



11.RI.KS12

11.RI.2

textual evidence, analysis, explicity, inferences

*citing supporting, analyzing and drawing inferences

*determine central ideas, analyze and summarize

central ideas objective summary


*Plot line activity

12.RI.3


complex, sequence of events

*analyze complex ideas and explain specifics, interactions


11.RI.1



12.RI.6



Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).12.RI.4

12.RI.5



*determine meanings of language *analyze author's use of language


exposition, engaging *analyze effectiveness of structure



*determine author's point of view or purpose


*Pose a question to students, students use PBL to answer question




Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and thepremises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

12.RI.8

12.RI.9


foundational US documents, rhetorical features






12.RI.KS11

11.RI.KS12






12.RI.10

By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.


12.RI.7




Standard Writing (W) I. II. III. IV. V. Vocabulary Student Essentials



ProficientLevel I-

VPercent Mastery

Level I-V

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

12.W.1

claims *Write arguments based on reasoning & analysis


*Develop claims *Supply relevant evidence




12.W.1a

counterclaims *Work with claims and create an organization to sequence claims


12.W.1b

12.W.1c

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.


syntax, cohesion

biases


12.W.1d

12.W.1e









a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.


c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.12.W.2c

12.W.2b

12.W.2a

12.W.2






syntax *Write essay based on real world experience

informative/explanatorytexts, convey complex ideas, analysis of content

*Write informative/ explanatory texts to analyze complex ideas


formatting, structure *Introduce topic *Write essay based on real world experience


12.W.3a

12.W.3b




objective tone *Establish & maintain formal style & objective tone




d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.


12.W.2d

12.W.2e




narratives *Write a narrative essay

12.W.2f

12.W.3


point(s) of view





formatting, structure *Use narrative techniques to develop experiences





Create - both independently and collaboratively - technical, non-print, digital, and multi-modal versions of text types and purposes outlined in standards 1,2, and 3.12.W.KS11

12.W.3e

12.W.3d

12.W.3c

coherent

*Use a variety of techniques to build toward tone and outcome


sensory language


multi-modal




*Provide a concludsion



Production and Distribution of Writing DatePercent

ProficientLevel I-

VPercent Mastery

Level I-V

Research to Build and Present Knowledge DatePercent

ProficientLevel I-

VPercent Mastery

Level I-V

Range of Writing DatePercent

ProficientLevel I-

VPercent Mastery

Level I-V

12.W.10


tasks, purposes, audiences, writing

format

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow obroaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.




12.W.9a

12.W.9

12.W.7

12.W.8


*Write often for different audiences,

purposes, tasks

*Various writings (i.e. journals, bellwork, essays,

responses, etc.)

12.W.9b



*Use priorly studied non-fiction to demonstrate knowledge

*Research project


*Research project

*Research project*Gather relevant information and avoidplagiarism, overreliance

authoritative, sources, advanced searches, plagiarism, overreliance, credibility


*Use textual evidence *Research project

foundational works *Use priorly studied literature to demonstrate knowledge

*Research project

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)12.W.4



12.W.5

12.W.KS12

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.12.W.6

feedback




*Clear and coherent writingfor specific purposes and audiences


*Strengthen writing craft


*Stengthen writing byusing editing techniques

*Use technology to receive feedback






ExampleDate Percent



12.SL.1




Discuss post-high school plans

12.SL.1a




Research college programs and criteria

12.SL.1b




Set group meeting time

12.SL.1c




Challenge one another in discussion group

12.SL.1d




Respond thoughtfullyContinue to research post-secondary criteria

12.SL.2



Use multiple source forms, evaluate sources

Prepare powerpoint over discussion

11.SL.3


point of view, rhetoric

Evaluate speakers' credability and state of mind

Evaluate powerpoints



Give a presentation in formal and then informal language

formal, informal Use formal english, use language appropriate for purpose

line of reasoning, perspectives, purpose, audience, tasks


Compare and contrast a youtube video to current reading

digital media Use digital media competently

Use video, audio, and graphics in a presentation


Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.12.SL.5

12.SL.4

Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 on page 54 for specific expectations.)12.SL.6








12.L.3a

syntax, complex texts


Analyze author's use of syntax in a complex text


Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.12.L.3

Compare and contrast a poem and a short story



hyphenation Hyphenate correctly Take notes over proper hyphenationDemonstrate 5 properly Hyphenated words

Spell correctly

spell Properly spell new vocabulary words

contested usage Use sources to support conventions

Compare and contrast the multiple meanings of contested words using resources

Write an essay using proper conventions



conventions Competently use proper conventions

Write an essay or give a presentation that uses proper grammar

contested Modifyconventions to suit purpose

Compare grammar usage in two pieces from different time periods




12.L.1

12.L.1a

12.L.1b

12.L.2b

b. Spell correctly.

a. Observe hyphenation conventions.

12.L.2a

12.L.2




nuances, denotations


Have a discussion on the many uses of the words sweet and dude




Give a presentation over their post-graduate plansdetailing their daily activitiesUsing domain specific words

12.L.5b




Create a discriptive product over a person in their life that only uses figurative language

12.L.5a


figures of speech Comprehend uses of figure of speech

Participate in a socratic debate over the author's purspose for use of figurative language in a text

12.L.5


12.L.6

Give vocab in contexthypothisize the meanings

Infer from context


d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).12.L.4d

12.L.4c


With 10 base wordsProduce 30 new wordsVia prefixes and suffixes


etymology Consult multiple sources for vocab

Give presentation overresearched vocab word


b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).12.L.4b


Understand prefixes and suffixes


Have a group choose unkown vocabLook up unkown vocabProperly use unkown vocab

Have students look for meaning of words via context cluesLook up meaning via resource

Use context clues



12.L.4

12.L.4a