English Success Standards Grades K - 12 English, Language Arts, and Reading

May 26, 2008

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

Table of Contents Grade or Description Page

Definition of Terms

English, Language Arts, and Reading

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Intervention Strategies for Phonemic Awareness Grade 6 Grade 7 Grade 8 Grade 9 -- English I Grade 10 -- English II Grade 11 -- English III Grade 12 -- English IV Bibliography -- Reference Materials Contributors 5 13 21 28 35 41 46 49 55 60 65 73 79 88 95 97

DEFINITION OF TERMS

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

PHONEMIC AWARENESS The spoken word consists of a sequence of elementary sounds (phonemes). A phoneme is defined as the minimal change in sound that will change one word into another word: sit-> bit; top ->shop (see Figure 1, Intervention Strategies for Phonemic Awareness). Phonemic awareness is the ability to recognize and manipulate the number, type, and sequence of phonemes within the word. A syllable divides into two primary parts: onset and rime. The rime is the vowel and any consonant sounds that come after it. The onset, if it is there, consists of any consonant sounds that precede the vowel (e.g., split -- spl- is the onset and -it is the rime[see Figure 3, List of Phonemic Awareness Assessments]). ALPHABETIC KNOWLEDGE Alphabetic knowledge refers to the student's knowledge of symbols used to write English. Such knowledge includes letter names, alphabetic order, visual recognition of both lower and upper cases, written production of both lower and upper cases, and lower case and upper case correspondences. PENMANSHIP The student should be able to form legible letters--both lower and upper cases--in both manuscript style and cursive style. PRINT CONCEPTS Print concepts are the conventions and formats used in written English. Directionality: Left to right Top to bottom Front to back Significance of spacing: No space between letters of a word A space between words Empty line between paragraphs or indentation of paragraph Titles and captions: as set apart from text Punctuation and capitalization: as separating thoughts Parts of a book (e.g., title page, table of contents, chapters, index, glossary) Format of different genres (e.g., stanzas for poetic form)

ORTHOGRAPHIC KNOWLEDGE (SPELLING) Orthographic knowledge refers to the knowledge of how the sounds (phonemes) of a language are mapped to the symbols (letters) of that language for use in reading and writing. Prerequisites for 4

English orthographic knowledge are alphabetic knowledge and knowledge of the sounds (phonemes) used in English. Orthographic knowledge begins with the most basic mapping of letters to represent the 44 - 45 English phonemes. Published phonics programs typically cover 50 - 80 sound-symbol relationships or phonograms (see Figure 2, Amplified Chart of Basic Phonograms). More advanced orthographic knowledge consists of the mapping of letters to represent English syllables and morphemes. Because over the centuries English has imported vast amounts of vocabulary from other languages and generally retained the foreign spelling patterns, English orthography consists of over 2,000 sound-symbol relationships. SYLLABLE A syllable is a sound unit in English that contains at least a vowel and is legally pronounceable (e.g., "isp" is legal while "agf" is not). MORPHEME A morpheme is the minimal structure in English that conveys meaning. Morphemes range from a single letter (the "s" that makes a noun plural) to multisyllabic structures (i.e., "inter," "micro").

*e.g. -- As used in this document -- "for example" -- not requirements i.e. -- As used in this document -- "that is to say"

English, Language Arts, and Reading -- Kindergarten.

Knowledge and Skills.

What the teacher is supposed to teach:

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

What the students are supposed to learn:

The student is expected to: (A) Listen to notable literary selections which are rich in vocabulary (e.g., Mother Goose rhymes, "Mary Had a Little Lamb," "Rain," "Twinkle, Twinkle, Little Star," "Cinderella," "The Little Red Hen," "A Tug of War," "The Ugly Duckling," The Velveteen Rabbit, Winnie-the-Pooh, One Morning in Maine). (B) Discuss meaning of words and concepts from selections and discussions. (C) Describe mental pictures of settings and characters. (D) Retell selections; summarize selections. (E) Answer orally in his/her own words direct questions dealing with the elements of the selections. (F) Sing/recite rhymes and songs. 5

(G) Retell selections. (H) Discuss the main idea or theme. (I) Discuss sequence of events in selections. (J) Summarize selections. (K) Listen to develop an answer to a question which has been asked by the teacher before the selections are read. (M) Predict what happens next. (N) Make up a new ending.

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

The student is expected to (with adult assistance as needed): (A) Orally use complete sentences; correct incomplete sentences when prompted. (B) Change statement to question and vice versa. (C) Demonstrate ability to state questions and statements in positive and negative forms. (D) Change a statement from present, to past, and to future tenses. (E) Change a statement from a singular to a plural subject and vice versa. (F) Change a statement from first person to second person to third person -- singular and plural. (G) Begin using the correct forms (person, number, tense) for the verbs "come," "see," "go," "do," "bring," and "be" in discussions, correcting self when prompted. (H) Recognize as humorous, silly, or peculiar any statements that are produced by the incorrect order of words. (I) Correct silly or peculiar statements by correcting errors in syntax. (J) Identify capital letters and locate periods. (K) Recognize that first letters in sentences should be capitalized. (L) Recognize punctuation at the end of declarative

sentences. (M) Employ descriptive words to modify subjects and verbs (3) Phonemic Awareness. The student orally demonstrates phonemic awareness (the understanding that the spoken word consists of a sequence of elementary sounds.) The student is expected to:

(A) Words
(i) Change the meaning of a sentence by changing a word. (ii) Distinguish between long and short words and long and short objects (e.g., train, mosquito). (iii) Segment orally a spoken phrase or sentence into words. (iv) Count the number of words in an oral sentence by moving a manipulative for each word.

(B) Syllables
(i) Segment orally a compound word into component words; blend the words back into compound words. (ii) Segment/blend orally words into syllables. (iii) Move manipulatives to represent syllables in a word. (iv) Give what is left after deleting a syllable of a multisyllabic word.

(C) Rhymes
(i) Sing or recite rhyming songs or stories. (ii) Determine whether words rhyme or not. (iii)Generate rhyming words. (iv) Identify the non-rhyming word from rhyming words in a group of three words.

(D) Beginning sound

(i) Identify from a list of three words, those words that begin with the same sound. (ii) Generate a word that has same beginning sound as a given word. 7

(iii) Identify, from a group of three words, the one that does NOT begin with the same sound. (E) Ending sound (i) Identify words that end with the same sound from a group of three words. (ii) Select the odd word from a group of three words, two of which end with the same sound. (F) Middle sound (i) Identify words that have the same medial sound from a group of three words. (ii) Select the odd word from a group of three words, two of which have the same medial sound. (G) Onset-rime (i) Blend onset and rime into a word (e.g., b - ag > bag). (ii) Segment word into onset and rime (e.g., bag > b - ag). (iii) Generate rhyming words by blending various onsets with a given rime. (H) Phoneme (i) Pronounce the sounds of a word to accentuate the individual phonemes. (ii) Elongate individual sounds and move a manipulative to identify each sound in the spoken word. (iii) Blend segmented phonemes of a word (e.g., ba-g->bag) into the word. (iv) Prolong pronunciation of the individual sounds of a word by moving a manipulative to "count" each phoneme of the word. (v) Segment words into phonemes, clearly producing each individual sound. (vi) Copy the teacher in making the 44 - 45 sounds (phonemes) of American English. (A chart describing how the sounds are made is found in Figure 1. An amplified chart showing the basic phonograms is found in Figure2.) 8

(vii) Determine whether the sounds are in his/her own name. (viii) Count the sounds in her/his own name. (4) Students who do not perform proficiently on informal phonemic awareness assessments by the end of kindergarten need to participate in intervention strategies (see Figures 1 and 3). (5) Alphabetic Knowledge. The student demonstrates knowledge of the names of the letters and the order of the alphabet. The student is expected to: (A) Sing/recite the alphabet song. (B) Recite alphabet in order, a to z.

(C) When given a letter name, choose the correct letter, upper and lower case; when given a letter, upper or lower case, indicate the correct name for the letter. (D) Arrange given letters in alphabetical order. (6) Penmanship. The student can discuss and demonstrate the basic principles of manuscript writing. The student is expected to: (A) Practice good posture when seated at a table/desk for writing purposes. (B) Practice proper pencil gripping (using correct fingers to form vise to hold writing tool) while correctly positioning hand and arm in relationship to paper and desk. (C) Produce correct formation of letters using starting point, directionality, and ending point for each letter. (D) Identify the top/bottom, front/back, margins, lines on a sheet of paper. (7) Print Concepts. The student demonstrates knowledge of concepts of print. The student is expected to: (A) Explain the purpose of reading. (B) Track print left to right, top to bottom. (C) Identify letters of the alphabet in a variety of type styles. (D) Demonstrate that letters represent sounds. (E) Demonstrate that groups of letters, read from left to right, can make a word.

(F) Demonstrate that a space separates words. (G) Demonstrate that punctuation marks are separate and distinct from words. (H) Demonstrate that end of sentence punctuation separates thoughts.

(I) Demonstrate that thoughts (sentences) begin with a capital letter. (J) Demonstrate that names of people and specific places are capitalized. (K) Identify cover, title page, and story text of kindergarten-level story book.

(L) Identify simple story structure--title, introduction of theme, supporting development, summary. (8) Orthographic Knowledge (Spelling). The student demonstrates knowledge of the 44 - 45 phonemes of English. The student is expected to:

(A) Alphabetic knowledge (i) Sing/recite the alphabet (e.g., alphabet song). (ii) Recite alphabet in order, a to z. (iii) Choose, when given a letter name, the correct letter (upper and lower case). Indicate, when given a letter (upper or lower case), the correct name for the letter. (B) Letter-sound (phonics) knowledge (i) Write correct basic phonogram when each of the 44 - 45 English phonemes is dictated. The following list is a general delineation of written representations of these 44 - 45 phonemes and should be learned by the student as early as the student is able to assimilate them: Kindergarten Basic Phonogram Chart single letters a through z, including qu (/kw/) er ay ou ir ai ow ur oy th or oi wh ar aw ee sh au ng ch oo (ii) Write correct basic phonogram when each 10

English phoneme is dictated. (iii) Say correct basic phoneme when each English phonogram is dictated. (iv) Identify which letters are consonants and which are vowels. (v) Understand that more than one letter is needed to write some sounds in the English language (e.g., sh, ch, th, zh, ee, oi/oy, au/aw, ou/ow). (vi) Correctly read and spell any cvc (consonant sound-vowel sound-consonant sound) word that uses the basic phonograms of English. (C) Word attack (advanced letter-sound) (i) Use morpheme -s/es to form plurals of nouns that do not require a change in base word (adding s or es to form plurals of nouns that do not require change in base word [e.g., dog-> dogs, fish->fishes] ). (D) Word identification (i) Read her/his own name. (ii) Correctly read very high-frequency regular words (e.g., and, that, not, for, with) and irregular words (e.g., the, of, you). (9) Composition. The student demonstrates beginning ability to compose and edit writing. The student is expected to (with adult assistance as needed): (A) Compose (orally) short sentences, changing first person pronouns to second person to third person, singular and plural. (B) Write a declarative sentence and use a period at the end. (C) Write an interrogative sentence and use a question mark at the end. (D) Work with a group to compose brief accounts of experiences, letters, invitations, thank-you notes, story ideas (e.g., as teacher writes these which are then used for group reading, for individual reading, and later for individual copying). (E) Develop a story independently and collaboratively and respond to questions of others about the story. (F) Discuss group and individual writing for complete 11

ideas and correct syntax. (G) Know to capitalize the first word of sentence, the pronoun "I," names of persons and specific places. (10) Reading Comprehension and Fluency. The student demonstrates sequential order. The student is expected to: (A) Tell a story in sequential order. (B) Retell a story in sequential order.

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

The student is expected to:

(A) The student listens independently to stories and nursery rhymes which are rich in vocabulary. (B) Answer orally in her/his own words direct questions dealing with elements of the selections (e.g., fables, fairy tales, poems, classical literature, factual stories about notable people, science, and history). (C) Identify the story line and main idea(s) of the selections. (D) Retell orally what has been read to him/her. (E) Read materials daily at a comfortable, independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader). (F) Read aloud (e.g., to teacher, mentor, tutor, aide) daily in materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader). (12) Literary Emphasis. The student listens to traditional and current children's literature which is rich in vocabulary The student is expected to:

(A) Listen to stories being read aloud (e.g., "Mother Goose" poems, "Dr.Seuss" books, Aesop's fables, James Thurber's Fables, Oscar Wilde's Fairy Tales, "Casey Jones," "Johnny Appleseed," American and folk legends). (B) Follow in book when appropriate. (C) Identify the main literary elements in fables, tall tales, and nursery rhymes. (13) Literary Terms. The student defines and identifies examples of various literary terms. The student is expected to: (A) Identify the following terms: author, illustrator. 12

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

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

Knowledge and Skills (1) Listening and Speaking Skills. The student listens to various types of childrens literature. The student is expected to: (A) Listen to selections (e.g., nursery rhymes, fables, fairy tales, poems, classical literature, rhyming stories, factual stories about notable people, science, and history) which is rich in vocabulary (e.g., "The Boy at the Dike," "The Frog Prince," "Jack and the Beanstalk," "The Pied Piper of Hamelin," "Pinocchio," "The Princess and the Pea," "Hansel and Gretel," "The Knee-High Man," "Medio Pollito," "Rapunzel," " Sleeping Beauty," "Why the Owl Has Big Eyes," "The Tale of Peter Rabbit," "The Steadfast Tin Soldier," The Bears on Hemlock Mountain). (B) Answer direct questions (in his/her own words) dealing with the elements of the selection. (C) Discuss the meaning of words or ideas from story. (D) Discuss the main idea or theme. (E) Retell stories. (F) Predict what happens next. (G) Make up a new ending. (2) Grammar/Usage. The student recognizes and uses verbs, contractions, capital letters, and end punctuation marks correctly. The student is expected to (with adult assistance as needed):

(A) Identify words that name actions (verbs) and words that name persons, places, or things (nouns). (B) Distinguish between declarative and interrogative sentences. (C) Use proper form (person, number, tense) of the verbs "come," "see," "go," "do," "bring," "be," "have." (D) Use contractions correctly (e.g., "isn't," "aren't," 13

"doesn't," "don't"). (E) Use a capital letter at the beginning of a sentence, and use proper end punctuation at the end of a sentence. (F) Use capitalization for the pronoun "I" and with proper names. (G) Use correct punctuation marks at the end of declarative, exclamatory, imperative, and interrogatory sentences. (H) Use commas, periods, exclamation points, and question marks correctly. (I) Identify the beginning and ending of a paragraph. (J) Locate common and proper nouns. (K) Use descriptive adjectives with nouns. (L) Use adverbs with action verbs. (3) Phonemic Awareness. The student orally demonstrates phonemic awareness (the understanding that the spoken word consists of a sequence of elementary sounds). The student is expected to:

(A) Recognize and generate rhymes. (B) Say the correct sound of the 44 - 45 phonemes of English (see Figure 1 for assistance). (C) Three phonemes (i) Using three phoneme words (consonant sound/vowel sound/consonant sound), identify whether cvc words match on initial, final, or medial phoneme. (ii) Blend onset-rime into cvc word (e.g., b - at). (iii) Divide cvc words into onset-rime (e.g., m - ap). (iv) Blend phonemes into cvc word (e.g., l - a - p). (v) Segment cvc word into phonemes (e.g., lap > lap). (D) Four Phonemes (i) Blend four phonemes into a word (e.g., j-u-mp-> jump). 14

(ii) Segment four-phoneme words into phonemes (e.g., jump -> j-u-m-p). (4) Penmanship. The student can demonstrate the basic principles of manuscript writing (both lower and upper case). The student is expected to:

(A) Practice good posture when seated at a table/desk for writing purposes. (B) Practice proper pencil gripping (using correct fingers to form vise to hold writing tool) while correctly positioning hand and arm in relationship to paper and desk. (C) Produce correct formation of letters using starting point, directionality, and ending point for each letter. (D) Identify margins and margin forming lines. (E) Identify appropriate times for writing outside the margin lines. (F) Start writing close to left margin line. (G) Form all letters so they rest on baseline. (H) Demonstrate correct starting point and stroke sequence for each letter. (I) Form both lower and upper case letters in correct manuscript style. (J) Form all letters so they occupy proper space in relationship to other letters. (K) Allow space between words. (L) Start next line at the left margin when one line is complete. (M) Form both lower and upper case letters in correct manuscript style. (5) Print Concepts. The student demonstrates knowledge of concepts of print. The student is expected to: (A) Identify parts of a book (e.g., cover, title page, table of contents).

(B) Use table of contents to find name and page number of stories or chapters. (C) Name the marks of punctuation (e.g., period, comma, question mark). 15

(D) Form the marks of punctuation (e.g., period, comma, question mark). . (6) Orthographic Knowledge (Spelling). The student demonstrates knowledge of the 44 - 45 phonemes of English and their written representations. (E) Recognize the format of a paragraph. The student is expected to:

(A) Alphabetic knowledge (i) Write the correct letter when given the letter name. (ii) Give orally the correct letter name when given the letter. (iii) Identify letters of the alphabet in a variety of type faces. (iv) Arrange words in alphabetic order according to the first letter. (v) Use the principle of alphabetic order to locate information in dictionary or other reference materials. (B) Letter-sound ( phonics) knowledge (i) Write correct basic phonogram when each of the 44 - 45 English phonemes is dictated. The following list is a general delineation of written representations of these phonemes and should be learned by the student as early as the student is able to assimilate them: Advanced Basic Phonogram Chart single letters a through z, including qu (/kw/) er ay ou ir ai ow ur oy ck or oi ew ar aw ui sh au ng ch oo ph th ee igh wh ea ear(/er/)

These additional combinations should be learned in Grade 1 or no later than Grade 2: ey ie 16 ti (/sh/) ci (/sh/) dge gh (/f/)

ei

si (/sh/ /zh/)

(ii) Write correct basic phonogram when each English phoneme is dictated. (iii) Say correct phoneme when shown each basic phonogram. (iv) Read and spell correctly any cvc (consonant sound-vowel sound-consonant sound) word that uses the basic phonograms of English. (v) Correctly read and spell any single syllable word of up to four sounds (up to cvcc-ccvc) that uses the basic phonograms. (C) Word attack (advanced letter-sound) (i) Read words with long vowel signaled by final e or silent e (e.g., a-e, e-e, i-e, o-e, u-e). (ii) Read words with the most consistent vowel teams (ee, ai, oa, ea). (iii) Read and spell correctly words with the letter y as in: --yard, yes, canyon (consonant sound /y/) (occurs at the beginning of a word or syllable) --my, cry (one syllable word ending in long i sound) --gym (short i) --baby, happy (short i and/or long e).

(iv) Read and spell correctly words with c (letter c usually borrows k sound, but borrows s sound if letter c precedes the letters i, e, or y). (v) Apply flexibly g before i, e, or y to decode a letter such as g or j phoneme (letter g usually says its own sound but often borrows j sound if the letter g precedes the letters i, e, or y). (vi) Identify that proper names do not always follow spelling conventions. (vii) Identify the concept of "syllable" (i.e., a single speech impulse).

(viii) Count the number of syllables in a word (e.g., by clapping, by moving manipulative). (ix) Identify open, closed, consonant-le and r17

controlled vowel syllables. (x) Read and write common prefixes (e.g., re, un) and suffixes (e.g., less, ness, ment). (xi) Use common prefixes and suffixes to read and write multisyllable words formed with closed syllables (e.g., ad-ven-ture). (xii) Use common prefixes and suffixes to read and write multisyllable words formed with open syllables (e.g., na-tion). (xiii) Read, write, and spell consonant -le syllables (ble, cle, dle, fle, gle, kle, ple, sle, tle, zle). (xiv) Use consonant -le to read and write multisyllable words made with closed and open syllables (e.g., ta-ble, hum-ble). (xv) Read and spell single syllable words using r-controlled vowels (e.g., burn, star) (xvi) Read and spell multisyllable words with r-controlled vowels with closed and open syllables (e.g., manner, mayor). (xvii) Demonstrate possible pronunciations of the vowel in an open syllable (long as in ta-ble; short as in ha-bit; third sound as in wa-ter) and the usefulness of flexibility in applying this information in word attack. (xviii) Use: s/es for making plurals of nouns 's to show possession s, ed, and ing for verbs. (xix) Double the final consonant as required to keep the preceding vowel short when adding endings that begin with a vowel (e.g., hoped, hopped). (xx) Double final f, l, s when spelling single syllable words with short vowel that ends in f, l, s (e.g., muff, doll, miss). (xxi) Use ck to spell final k sound in single syllable words with short vowel (e.g., buck) . (xxii) Read and spell words ending in tion (/shun/), sion (/shun/ or /zhun/), and cion (/shun/).

18

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

The student is expected to (with adult assistance as needed): (A) Distinguish orally between complete sentences and incomplete ideas. (B) Utilize many opportunities to write complete sentences. (C) Write expanded sentences by adding descriptive words. (D) Work with a group to compose brief accounts of experiences, letters, invitations, thank-you notes, story ideas, autobiographical and biographical accounts. Decide first on the key ideas and list them in sequential order (e.g., as teacher writes these which are then used for group reading, for individual reading, and later for individual copying). (E) Write brief notes and invitations. (F) Write short paragraphs of three to four original sentences (e.g., place key ideas in sequential order). (G) Use correct capitalization (the pronoun "I"; the first word of sentences; names of persons and specific places, names of holidays, weekdays, and months), punctuation (end of sentence punctuation), comma between day and year, salutation and closing of a letter), and apostrophe in contractions

(8) Word Identification. The student reads highfrequency words.

The student is expected to: (A) Read regular high-frequency words rapidly that play fair by following spelling conventions. (B) Read 100 irregular high-frequency words that do not play fair, i.e., do not follow spelling conventions.

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

The student is expected to:

(A) Identify text as written for entertainment (narrative) or for information (expository). (B) Identify the character(s), setting, and plot in a narrative selection. (C) Tell the main idea and relevant details of a selection.

(D) Answer short, factual questions over a book or a 19

selection. (E) Distinguish fact from opinion in various texts. (F) Read fluently with expression that reflects meaning. (10) Independent Reading/Assigned Reading/Guided Reading. The student listens independently to a wide variety of selections. The student is expected to:

(A) Listen daily to selections (e.g., fables, fairy tales, poems, classical literature, and factual stories about notable people, science, and history) that are challenging (at or slightly above the student's level of oral language comprehension). (B) Read daily in selections that provide practice in decoding strategies that have been previously taught. (C) Read materials daily at a comfortable, independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader). (D) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader; a typical first grader reads approximately 60 wpm).

(E) Answer orally in his/her own words direct questions dealing with elements of the selection. (F) Identify the storyline and main idea(s) of selections. (G) Retell orally selections that have been read or listened to. (H) Read orally with accuracy and expression, observing end of sentence punctuation and commas. (I) Read and reread selections to improve fluency. (11) Literary Emphasis. The student comprehends the content of text selections from different lands. The student is expected to:

(A) Identify the important literary content in the selections about different lands. (B) Explain the storyline in selections about different lands. (12) Literary Terms. The student defines and identifies examples of various literary terms. The student is expected to: (A) Define the following terms: drama (putting on a 20

play, actors, actresses, characters, costumes, scenery, props), heroes, and heroines. (B) Identify examples of literary terms (mentioned above) in literary selections. (13) Inquiry, Research, Study Strategies. The student demonstrates knowledge of basic library/media center usage. The student is expected to:

(A) Check books out of the library/media center. (B) Demonstrate proper care/handling of library/media center materials.

English, Language Arts, and Reading -- Grade 2.

Knowledge and Skills. (1) Listening Skills. The student listens to various types of childrens literature. . The student is expected to:

(A) Listen to selections (e.g., nursery rhymes, fables, fairy tales, poems, classical literature, rhyming stories, factual stories about notable people, science, and history) which are rich in vocabulary. (B) Make predictions; connect selection to previous knowledge; form mental pictures of settings and characters. (C) Discuss the main theme, mood, setting (time or place), and characters in the selections. (D) Discuss meaning of words and concepts from selections and discussions. (E) Retell selections; summarize selections. (2) Speaking Skills. The student participates in various oral presentations and activities. The student is expected to:

(A) Work individually and in small groups to make presentations (e.g., demonstrations, reports, skits, plays); take turns in group discussions; work in small groups to summarize main ideas. (B) Make announcements; report a fire or accident. (3) Grammar/Usage. The student generates correct examples of basic sentence patterns and grammatical constructions. 21 The student is expected to:

(A) Use commas in a series. (B) Use commas with dates. (C) Capitalize proper nouns, greetings, and the salutation and closing of a letter. (D) Punctuate abbreviations with periods. (E) Use apostrophes correctly in contractions. (F) Use commas in a series and with dates. (G) Recognize and generate sentences with action verbs. (H) Find the subject of a verb. (I) Identify which nouns are singular and which are plural. (J) Identify and use multi-word descriptive adjectives with nouns. (K) Recognize common, one-word prepositions. (L) Identify and compose simple sentences. (M) Identify simple coordinate conjunctions (i.e., boy, or, yet, for, and, nor), and demonstrate how to use them to make compound sentences. (N) Distinguish between complete and incomplete sentences; self-correct incomplete sentences and make them complete sentences.

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

The student is expected to:

(A) Blend and segment orally 3-, 4-, and 5-phoneme words as follows: (i) 3-phoneme words (cvce.g., m-a-t); (ii) 4-phoneme words (ccvce.g., s-t-o-p; cvcc e.g., j-u-m-p); (iii) 5-phoneme words (cccvc--e.g., s-t-r-i-ng) (cvccc--e.g., h-i-n-t-s); (iv) multisyllable words (e.g., ad-ven-ture) (B) Blend (orally) common beginnings or endings 22

and root words to form larger words (e.g., base + ball -> baseball; ac + tion -> action; re + fry -> refry; depart + ment -> department; re + model -> remodel; pitch + er -> pitcher). (5) Penmanship. The student demonstrates the ability to write cursively. (Local school districts may choose to begin cursive writing in second semester of second grade or at the beginning of third grade.) The student is expected to:

(A) Distinguish cursive from manuscript writing. (B) Explain the purpose of cursive writing. (C) Identify appropriate times to use manuscript (e.g., maps, charts) or cursive. (D) Demonstrate how to form the connecting line between any two given letters. . (E) Produce neat, legible cursive writing (e.g., consistent slant, correct letter formation, correct size). (6) Print Concepts. The student demonstrates how to use the basic parts of a book. The student is expected to:

(A) Identify basic parts of a book (e.g., cover, title page, table of contents, index). (B) Use basic parts of a book (mentioned above). (7) Orthographic Knowledge (Spelling). The student demonstrates knowledge of the 44 - 45 phonemes of English (see Figures 1, 2, and 3 for assistance). The student is expected to:

(A) Alphabetic knowledge (i) Arrange words in alphabetic order to the second letter. (ii) Use alphabetic order to locate information in the dictionary or other reference materials. (B) Letter-sound (basic phonics) knowledge (i) Write correct basic phonogram when each of the 44 - 45 English phonemes is dictated (see Figure2 for assistance). The following list is a general delineation of written representations of these 44 - 45 phonemes and should be learned by the student as early as the student is able to assimilate them: Advanced Basic Phonogram Chart single letters a through z, including qu (/kw/) 23

er ir ur or ar sh ch th wh

ay ai oy oi aw au oo ee ea

ou ow ck ew ui ng ph igh ear(/er/)

These additional combinations should be learned in Grade 2 if not previously learned. ey ie ei ti (/sh/) ci (/sh/) si (/sh/ /zh/) dge gh (/f/)

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

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

(C) Word attack (advanced letter-sound) (i) Practice to automaticity the first-grade objectives: (I) final e signal for long vowel (II) the most consistent vowel teams ee, ea, ai, and oa (III) c before i, e, or y (IV) g before i, e, or y (V) open, closed, consonant-le, r-controlled syllables (VI) common prefixes and suffixes (VII) inflectional endings -s,-es,-'s,-ed,-ing without change in base word (VIII) double final f, l, s (IX) final ck (X) qu as borrowing kw sound (XI) i, u, v not at end of words (XII) sounds of y (ii) Spell words correctly that drop the final e when the endings (e.g., -ing, -ed, -able) begin with a vowel. (iii) Correctly spell words that have endings which begin with a vowel (e.g., -ing, -ed,-able) 24

by keeping the final e if needed to keep soft sound of g or c (e.g., noticeable, changeable) or if needed to preserve the word (e.g., dyeing, acreage, mileage). (iv) Correctly spell words that have a silent t in an -le syllable with st (e.g., castle, thistle, whistle). (v) Divide compound words into individual words (e.g., out + law, air + line, in + to, with + out). (vi) Define and spell correctly examples of homophones (i.e., sound the same, spelled differently) (e.g., its/it's). (vii) Read and spell contractions correctly (e.g., I'm, he's, she's, it's, I'll, he'll) and -n't (hasn't, haven't). (D) Word identification (i) Read rapidly and spell high-frequency, regular and irregular words (according to professional lists). (ii) Read and spell words with inflectional endings (e.g., -s, -ed, -ing, -'s) and common prefixes (e.g., pre, re, un, dis) and suffixes (e.g., ment, ly, able, ful, ness, ous, y). (8) Composition. The student demonstrates ability to compose and edit writing in various types of modes. The student is expected to:

(A) Compose original sentences which contain descriptive words and phrases. (B) Write friendly letters and address envelopes. (C) Write a paragraph which contains key ideas in proper sequence. (D) Distinguish among the four modes of writing (e.g., narrative, descriptive, persuasive, expository). (E) Write a paragraph that models a well-written example of a narrative paragraph. (F) Edit for grammar, capitalization, and punctuation. (G) Show revisions of written works by adding or deleting a word, phrase, or sentence. (H) Write a corrected final copy. 25

(I) Use correct margins, heading, title, indentation (9) Reading Comprehension and Fluency. The student recognizes characteristics of various types of texts. The student is expected to:

(A) Identify text as written for entertainment (narrative), for information (expository), for information in an entertaining way (informative narrative). (B) Demonstrate understanding of character(s), setting, and plot in narrative selections. (C) Identify the beginning, middle, and end of a selection. (D) Answer inferential questions over a book or a selection. (E) Tell the main idea and relevant details of selections. (F) Connect text, using grade-level selections, to what he/she knows, predict outcomes, draw conclusions, make generalizations, and summarize. (G) Tell the difference between fact and fantasy. (H) Read fluently with expression that reflects meaning. (10) Independent Reading / Assigned Reading / Guided Reading. The student reads and studies notable literary selections which are rich in vocabulary. The student is expected to:

(A) Present brief, comprehensive narrative summaries of notable literary selections which are rich in vocabulary (e.g., "Harriet Tubman," "Hurt No Living Thing," "Seashell," "Smart," "Caterpillars," "A Christmas Carol," "The Emperor's New Clothes," "How the Camel Got His Hump," "Beauty and the Beast," "The Blind Men and the Elephant" "The Spider and the Fly," "Who Has Seen the Wind?" Charlotte's Web, "El Pjaro Cu," The Courage of Sarah Noble, The Fourth of July Story, The Little House in the Big Woods). (B) Decode text with fluency. (C) Read materials daily at a comfortable, independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader).

26

(D) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader; a typical second grader reads approximately 70 wpm). (11) Literary Emphasis. The student reads and comprehends selections taken from American myths and tall tales. The student is expected to:

(A) Identify the important literary content in selections taken from American myths and tall tales. (B) Explain the storyline of selections taken from American myths and tall tales. (12) Literary Terms. The student defines and identifies examples of various literary terms. The student is expected to: (A) Define the following terms: biography, autobiography, fiction, and nonfiction. (B) Identify examples of literary terms (mentioned above) in literary selections. (13) Inquiry, Research, Study Strategies. The student uses various areas of the library/media center. The student is expected to:

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

27

English, Language Arts, and Reading -- Grade 3.

Knowledge and Skills. (1) Listening Skills. The student listens to various types of childrens literature, The student is expected to:

(A) Listen to selections, including poetry, classical literature, factual stories about persons, places, science, and history. (B) Make predictions, connect selection to previous knowledge, form mental pictures of settings and characters. (C) Discuss the main theme, mood, setting (time or place), and characters in the selections. (D) Discuss meaning of words and concepts from selections and discussions. (E) Retell selections, summarize selections. (2) Speaking Skills. The student participates in various oral presentations and activities, The student is expected to:

(A) Work individually and in small groups to make presentations, including demonstrations, reports, skits, and plays; take turns in group discussions; work in small groups to summarize main ideas. (B) Make introductions; give directions and formulate descriptions. (3) Grammar/Usage. The student generates correct examples of basic sentence patterns and grammatical constructions. The student is expected to:

(A) Generate sentences with singular and plural nouns as subjects. (B) Write the correct plural forms of nouns. (C) Write proper and common nouns correctly. (D) Use capitalization for geographical names and historical periods. (E) Use quotation marks correctly in direct quotes. (F) Identify correct examples of subject-verb agreement. (G) Identify prepositions and locate their objects.

28

(H) Place prepositional phrases close to the word(s) they modify in order to gain clarity of meaning. (I) Locate nominative case personal pronouns (i.e., I, you, he, she, it, we, you, they) in sentences. (J) Locate objective case personal pronouns (i.e., me, you, him, her, it, us, you, them) in sentences. (K) Locate possessive case personal pronouns (i.e., my, mine, your, his, her, hers, our, ours, yours, their, theirs) in sentences. (L) Find the antecedents for personal pronouns and make sure the antecedents agree in number and gender. (M) Recognize forms of to be" and locate predicate nouns, predicate pronouns, and predicate adjectives.

(N) Identify present, past, and future tenses of regular verbs and use them in correct sentences. (O) Locate adjectives that modify nouns or pronouns. (P) Locate adverbs that modify verbs, adjectives, and adverbs. (4) Phonemic Awareness. The student orally demonstrates phonemic awareness (the understanding that the spoken word consists of a sequence of elementary sounds). The student is expected to:

(A) Divide orally multisyllabic words into syllables. (B) Identify common beginnings and endings. (5) Penmanship. The students writes cursively. The student is expected to: (A) Use neat, legible cursive writing on most school work. (B) Produce neat, legible cursive writing (e.g., consistent slant, correct letter formation. (6) Print Concepts. The student demonstrates understanding of the format of an outline and of poetic verse. The student is expected to:

(A) Demonstrate the format of an outline. (B) Demonstrate the format of poetic verse. (7) Orthographic Knowledge (Spelling). The student demonstrates knowledge of the 44 - 45 phonemes of English (see Figures 1, 29 The student is expected to:

2, and 3 for assistance). (A) Alphabetic knowledge (i) Arrange words in complete alphabetic order. (ii) Use alphabetic order to locate information in dictionary and other reference works. (B) Letter-sound (basic phonics) knowledge (i) Write with automaticity the correct basic phonogram when each English phoneme is dictated. (ii) Say correct phoneme with automaticity when shown each basic phonogram. (iii) Practice to automaticity reading and spelling multisyllabic words using the basic phonograms. (C) Word attack (advanced letter-sound) (i) Develop flexibility and automaticity in basic word attack skills using the following: (I) final e signal for long vowel (II) the most consistent vowel teams ee, ea, oa, ai (III) c before i, e, or y (IV) g before i, e, or y (V) open, closed, consonant-le, rcontrolled syllables (VI) common prefixes and suffixes (VII) inflectional endings -s, -es, -'s, -ed, ing (without change in base word, doubling final consonant when needed) (VIII) dropping final e when needed (IX) double final f, l, s (X) final ck (XI) qu as borrowing kw sound (XII) i, u, v not at end of words (XIII) sounds of y (ii) Pronounce correctly words that have two adjacent vowels which make two separate sounds; know that two vowel letters usually make one sound (e.g.,sail, boat, sea, pie, dues) but that they could in fact be two separate vowel sounds (e.g., mosaic, create, oasis, quiet, duet). (iii) Utilize syllable division as a word-attack aid, not as an exact science (dictionaries do not always agree on specifics); be flexible in considering different ways of pronouncing a word.

30

(iv) Know a generally reliable way to divide words into syllables (e.g., look for compound words, common beginnings, common endings; if found, divide at those places: --mark vowels, considering whether two vowels constitute one sound or two sounds and considering whether r after a vowel constitutes an r-controlled vowel; --doubled consonants are divided (e.g., lit - tle); --vowels usually grab a preceding single consonant (e.g., rap - id). (v) Begin to apply syllabication rules (mentioned above) to spelling . (vi) Add correct grammatical endings to words ending in consonant-y: add ing (e.g., copy-copying); for other endings, change y to i and add ending (e.g., copy--copied, copier). (vii) Use the correct homophones (words with different spellings but pronounced the same); read examples correctly (e.g., woodwould; theirtheretheyre). (viii) Identify some common word roots and give meanings for them.

(D) Word identification (i) Demonstrate immediate recognition of common prefixes (e.g.,con, pro, per, pre, de, trans, mis, non, ex, sub, bi, mal, circum, inter, intra, super, trans) and suffixes (e.g., tive, sive, tion, ture, able, ible, age, ant, ent, ize, ance). (ii) Demonstrate immediate recognition of words that are regular or decodable using word attack skills that have been previously taught. (iii) Read and spell correctly inflectional endings, common prefixes and suffixes. (iv) Use common inflectional suffixes correctly. (8) Composition. Using various forms, the student writes for a variety of audiences and for a variety of purposes. The student is expected to:

(A) ONE-PARAGRAPH NARRATIVE -- Literary Theme Tied to Composition: King Arthur and the knights of the Round Table 31

Plan a one-paragraph narrative composition based upon the theme of King Arthur and the knights of the Round Table. Use prewriting techniques (e.g., brainstorming, image mapping, listing), making sure that key ideas are sequenced in chronological order. Establish the audience (e.g., peers, parents, teachers, school-wide, global). Establish the mood (e.g., happy, sad, wishful, ominous, festive). Establish the author's point of view (e.g., first person, third person, third person limited, or third person omniscient). Establish the setting. Use example(s) of dialogue. Write a concluding sentence which summarizes succinctly the main ideas in the paragraph.

(B) ONE-PARAGRAPH DESCRIPTIVE -- Literary Theme Tied to Composition: King Arthur and the knights of the Round Table Plan a one-paragraph descriptive composition based upon the theme of King Arthur and knights of the Round Table. Use prewriting techniques (e.g., brainstorming, image mapping, listing), making sure that key ideas are sequenced in a definite order (e.g., order of importance, chronological, spatial, logical). Establish the audience (e.g., peers, parents, teachers, school-wide, global). Establish a point of reference (e.g., front to back, top to bottom, left to right, right to left, most important to least important, close to far). Establish the mood (e.g., joyful, melancholy, reminiscent, mysterious). Use vivid verbs, sensory details, descriptive adjectives, similes, and metaphors. Write a concluding sentence which summarizes the key points in the composition, making sure not to present any new information.

32

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

(C) Understand use of proofreading symbols. (D) Edit and revise syntax and include simple and compound sentences. (E) Edit and revise drafts for grammar, capitalization, punctuation, spelling, and word choices using dictionaries and thesauruses. (F) Write a corrected final copy. (G) Take notes from guest speakers, books, encyclopedias, and media sources. (H) Compile notes into a list of key, sequenced ideas. (I) Write a short narrative poem (e.g., ballad, limerick, parable) that uses literary devices (e.g., rhyme, meter, pattern of verse, metaphors, similes). (9) Decoding (Word Identification). The student reads with ease. The student is expected to: (A) Read with automaticity and accuracy. (B) Use syllabication rules. (C) Decode multisyllable words with ease. (10) Reading Comprehension and Fluency. The student reads various types of texts with comprehension; the student uses strategic reading skills with ease. The student is expected to:

(A) Read fluently with expression which reflects meaning. (B) Decode the text with ease and answer basic literalcomprehension questions over simple narrative text which is textually explicit (i.e., requires little or no background knowledge) and which is short in length. (C) Discuss character information, conflict/problem, resolution of the problem, and the meaning of the author's message. (D) Read for literal comprehension (information that is directly stated) in narrative texts. (E) Give the main ideas of an expository text. (F) Distinguish between essential information (need to 33

know) and additional information (nice to know). (G) Summarize the expository text. (H) Give the sequential order of events in a selection. (I) State, using grade-level selections, how the text connects to what he/she knows, predict outcomes, draw conclusions, make generalizations, find context clues, evaluate cause/effect, and formulate a summary. (11) Independent Reading/Assigned Reading/Guided Reading. The student reads and studies literary selections which are rich in vocabulary. The student is expected to:

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

(B) Discuss and answer direct questions dealing with the elements of the selections. (C) Summarize the main ideas. (D) Decode texts with ease. (E) Synthesize essential information. (F) Read materials daily at a comfortable, independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader). (G) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader; a typical third grader reads approximately 80 wpm). (12) Literary Emphasis. The student reads selections taken from King Arthur and the knights of the Round Table. The student is expected to:

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

34

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

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

B) Identify examples of literary terms (mentioned above) in literary selections. (14) Inquiry, Research, Study Strategies. The student utilizes the library/media center. The student is expected to: (A) Locate various areas of the library/media center (e.g., reference, periodicals, production area). (B) Use the card catalogue (i.e., both stand-alone and computerized card catalogues). (C) Identify the differences among subject, author, and title cards. (D) Locate the source in the library/media center by using the information on the card catalogue card. (E) Utilize guide words in the dictionary. (F) Explain how encyclopedias are organized into volumes through the alphabetic format; utilize the index volume in order to locate a particular encyclopedia.

English, Language Arts, and Reading -- Grade 4.

Knowledge and Skills. (1) Reading Comprehension and Fluency. The student analyzes various types of texts. The student is expected to:

(A) Evaluate how the author's purpose for writing a selection influences the content of the selection. (B) Determine the main idea and supporting details of a selection. (C) Draw conclusions, make generalizations, summarize, and predict outcomes of selections. (D) Replicate the sequence of a selection. (E) Summarize a selection. (F) Read orally with ease and fluency for an audience. (2) Independent Reading/Assigned 35 The student is expected to:

Reading/Guided Reading. The student will read and study notable literary selections which are rich in vocabulary. (A) Present brief, comprehensive, narrative summaries of notable literary selections which are rich in vocabulary (e.g., Gulliver's Travels, Legend of Sleepy Hollow, Rip Van Winkle, Robinson Crusoe, Robin Hood, Treasure Island, "The Sword in the Stone" from The Once and Future King, On the Banks of Plum Creek, "Concord Hymn," Connecticut Yankee in King Arthur's Court, Mary Poppins, Caddie Woodlawn, Blue Willow, My Side of the Mountain, Carry On, Mr. Bowditch; speeches by Patrick Henry and Sojourner Truth; poetry by Ralph Waldo Emerson, Carl Sandburg, Ogden Nash, Henry Wadsworth Longfellow). (B) Read at least 25 books of various genres from accepted fiction and non-fiction lists. (C) Read materials daily at a comfortable, independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader). (D) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader; a typical fourth grader reads approximately 90 wpm). (E) Demonstrate comprehension of literature which is read aloud. (3) Literary Emphasis. The student reads texts on myths and legends. The student is expected to: (A) Identify the important literary content in myths and legends. (B) Explain the storyline in myths and legends. (4) Literary Terms. The student defines and identifies examples of various literary terms. The student is expected to: (A) Define the following terms: poetry (stanza and line), fiction (novel, short story, plotbeginning, middle, and end), strong beginning and ending, dialogue, moral, and proverb. (B) Identify examples of the literary terms (mentioned above) in literary selections. (5) Inquiry, Research, Study Strategies. The student utilizes various information sources. The student is expected to: (A) Use an index. (B) Use graphic aids. (C) Use the main parts of a telephone directory. 36

(D) Access information from a variety of printed schedules. (E) Use circle graphs. (F) Use time lines. (G) Read and interpret tables. (H) Follow written directions. (I) Identify and use the parts of the dictionary: diacritical markings, stress marks, multiple definitions, and guide words. (J) Use encyclopedias to research a topic. (6) Grammar/Usage. The student uses correct grammar and syntax in various sentence patterns. The student is expected to:

(A) Identify linking verbs which come from the state of being verbs (e.g., to look, to smell, to sound, to taste, to feel, to become, to remain, to appear, to seem, to stand, to stay, to grow). (B) Use linking verbs from "to be" and other state-ofbeing verbs to write complete sentences. (C) Identify compound subjects. (D) Capitalize proper nouns correctly (e.g., geographical names, languages, subjects in school if languages or specific courses). (E) Differentiate between simple and compound sentences. (F) Write simple and compound sentences which are joined with simple coordinate conjunctions (i.e., but, or, yet, for, and, nor). (G) Locate personal pronouns used as subjects. (H) Identify demonstrative pronouns (i.e., this, that, these, those) in sentences. (I) Identify reflexive/intensive pronouns (e.g., myself, ourselves). (J) Locate regular comparative and superlative adjectives. (K) Write sentences with several prepositional phrases back to back. 37

(L) Put a comma after introductory prepositional phrases which have five or more words. (M) Locate regular action verbs and any adverbs which modify them. (N) Locate regular comparative and superlative adverbs. (7) Composition. Using various forms, the student writes for a variety of audiences and for a variety of purposes. The student is expected to:

(A) MULTI-PARAGRAPH NARRATIVE COMPOSITION -- Literary Theme Tied to Composition: Myths and Legends Plan a multi-paragraph narrative composition based upon the theme of myths and legends. Use prewriting techniques (e.g., brainstorming, cubing, free writing, listing, image mapping), making sure that key ideas are sequenced in chronological order. Establish the audience (e.g., peers, parents, teachers, school-wide, global). Establish the mood (e.g., pensive, mysterious, jubilant, reminiscent). Establish the author's point of view (e.g., first person, third person, third person limited, or third person omniscient). Establish the characters by defining, describing, and differentiating them. Establish the setting(s). Establish the plot (i.e., telling the readers what is happening). Write a topic sentence for each paragraph. Input an example(s) of dialogue and punctuate correctly. Input an example(s) of foreshadowing. Use transitional devices (e.g., moreover, as a result, for the most part, specifically, as an example, especially, particularly, likewise, next, then, soon, in the meantime, in summary) to establish unity and coherence between sentences and between paragraphs.

38

Compose a concluding paragraph which ties up all plot components.

(B) MULTI-PARAGRAPH DESCRIPTIVE COMPOSITION -- Literary Theme Tied to Composition: Myths and Legends Plan out a multi-paragraph descriptive composition based upon the theme of myths and legends. Use prewriting techniques (e.g., brainstorming, cubing, free writing, listing, image mapping), making sure that key ideas are sequenced in a definite order (e.g., order of importance, chronological, spatial, logical). Establish the audience (e.g., peers, parents, teachers, school-wide, global). Establish a point of reference (e.g., front to back, top to bottom, left to right, right to left, most important to least important, close to far). Establish the mood (e.g., gleeful, wishful, melancholy, ominous). Write a topic sentence for each paragraph. Use vivid verbs, sensory details, descriptive adjectives, similes, and metaphors. Use transitional devices (e.g., incidentally, for now, soon, while, except, in the distance, over there, usually, namely, first of all) to establish unity and coherence. Write a concluding paragraph which summarizes the key points in the composition, making sure not to present any new information.

(C) Understand use of proofreading symbols. (D) Edit and revise sentence structures to smooth out syntax, and include a variety of different sentence patterns. (E) Edit and revise drafts for grammar, punctuation, spelling, capitalization, and word choice. (F) Write corrected final copies of compositions. (G) Take notes from field trips, guest speakers, interviews, books, encyclopedias, and media sources.

39

(H) Compile notes into a list of key, sequenced ideas. (I) Create and write short poems that utilize literary devices (e.g., onomatopoeia, personification, allusion). (J) Use correct poetic form (e.g., capital letters, line length). (8) Spelling / Vocabulary. The student acquires extensive spelling/vocabulary knowledge through reading and systematic word study. The student is expected to:

(A) Use dictionaries in order to look up spelling, pronunciation, semantic changes, and origins of words. (B) Tell the spelling/meanings of the numerical prefixes UNI, MONO, BI, TRI, QUAD, PENT, QUIN, SES, SEP, HEX, OCT, DECA, CENT, KILO, MILLI, POLY, MULTI, SEMI, HEMI. (C) Tell the spelling/meanings of the Latin root words ACT/AG, AGR, AM/AMIC, ANIMA, AUD, BEN, BREV, CAND, CAPIT, CAD, CID/CIS, CLIN, COGN, CORD, CRED, CRYPT, CULP, DENT, DUC, EQU, ERR, FAC/FIC/FEC, FER, FID, FIN. (D) Analyze the spelling/meanings of unfamiliar words based on the spelling/meanings of the individual word elements. (E) Spell and use words regularly and correctly from professional lists prepared for grade level. (F) Set up a cumulative, individualized record of new spelling/vocabulary words found in literary selections.

40

English, Language Arts, and Reading -- Grade 5.

Knowledge and Skills. (1) Reading Comprehension and Fluency. The student analyzes various types of texts. The student is expected to:

(A) Identify cause and effect relationships. (B) Use classification strategies. (C) Demonstrate the ability to compare and contrast. (D) Synthesize ideas. (E) Read and interpret news stories. (F) Read orally with ease and fluency for an audience. (2) Independent Reading/Assigned Reading/Guided Reading. The student reads and studies notable literary selections which are rich in vocabulary. The student is expected to:

(A) Present brief, comprehensive, narrative summaries of notable literary selections (e.g., poetry: Emily Dickinson, Henry Wadsworth Longfellow, Lord Tennyson, Walt Whitman, Lewis Carroll, Robert Frost, Ralph Waldo Emerson; Adventures of Tom Sawyer, Little House on the Prairie, Little Women, A Midsummer Night's Dream, Narrative of the Life of Frederick Douglass, Black Beauty, Island of the Blue Dolphins, The Prince and the Pauper, Swiss Family Robinson, Sounder, Landing of the Pilgrims, The Wheel on the School, The Good Master, Call It Courage, tales from Sherlock Holmes). (B) Read independently at least 25 books of various genres from accepted fiction and non-fiction lists. (C) Read materials daily at a comfortable, independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader). (D) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader; a typical fifth grader reads approximately 100 wpm). (E) Demonstrate understanding of literature which is read aloud. (3) Literary Emphasis. The student reads texts 41 The student is expected to:

about famous people. (A) Read the important literary content by or about famous people. (B) Explain the storyline of important literary content about famous people. (4) Literary Terms. The student defines and identifies examples of various literary terms. The student is expected to: (A) Define the following terms: pseudonym (pen name), two kinds of drama (tragedy and comedy), Shakespearean Theater, sense imagery, metaphor and simile, symbol, personification, onomatopoeia, alliteration, and characterization. (B) Identify examples of the literary terms (mentioned above) in literary selections. (5) Inquiry, Research, Study Strategies. The student utilizes various information sources. The student is expected to:

(A) Use various note-taking strategies (e.g., prioritizing, verbatim definitions, listing, abbreviations, outlining). (B) Use various test-taking strategies (e.g., bubbling answers, following directions, rechecking answers, eliminating "nonsense" answers, making choice of answer and then "proofing" the choice). (C) Demonstrate ways to memorize facts. (D) Identify the parts of a card catalogue card: author, title, subject, call number, page numbers, publisher, place of publication, copyright, and subject headings. (E) Use various indices (e.g., encyclopedia, atlas, almanac) to locate information and to do research. (6) Grammar/Usage. The student uses correct grammar and syntax in various sentence patterns. The student is expected to:

(A) Use prepositional pairs correctly in sentences (e.g., "between/among). (B) Use correctly the preposition "to," the infinitive "to," the adverb "too," and the adjective "two." (C) Know the principal parts of regular verbs. (D) Use regular verbs in the present, past, and future tenses.

42

(E) Use the correct forms of some special verbs (e.g., "to bring/to take," "to let/to leave," "to lend/to loan," "to teach/to learn") in writing and in speaking. (F) Use possessive pronouns and contractions correctly (e.g., "whose/who's," "its/it's"). (G) Recognize and capitalize proper adjectives. (H) Use regular comparative and superlative adjectives in complete sentences. (I) Locate examples of regular comparative and superlative adverbs. (J) Use regular comparative and superlative adverbs in complete sentences. (K) Use hyphens correctly to divide words into syllables to indicate inclusive numbering (21-99), to form compounds with semi-, half-, self-, and ex, and to form the compound of two closely related words used as a modifier (e.g., school-wide recognition). (L) Indent paragraphs, capitalize abbreviations, put commas in compound sentences, use italics for titles and emphasis, and use proper spacing and quotation marks for direct quotes. (7) Composition. Using various forms, the student writes for a variety of audiences and for a variety of purposes. The student is expected to:

(A) ONE-PARAGRAPH EXPOSITORY -- Literary Theme Tied to Composition: Famous People Plan a one-paragraph expository paragraph based upon the theme of famous people. Choose a topic which is text-based (i.e., reading-based, fact-based) with evidence provided from non-fiction or fiction sources. Use prewriting techniques (e.g., brainstorming, cubing, free writing, clustering/mapping/webbing, image mapping, listing), making sure that supportive details are sequenced in logical and coherent order. Produce a simple outline. Establish the audience (e.g., peers, parents, teachers, school-wide, global).

43

Establish the purpose (e.g., to inform, to explain, to give the historical facts behind the way something was invented, to present the facts about a famous person's childhood, to relate factual information from an interview). Establish the credibility of the source(s). Write an over-arching topic sentence which clearly tells the readers what is to be discussed in the paragraph (i.e., topic sentence controls or limits the scope). Use supportive details that explain, define, and give meaning to the topic sentence idea. Use only third-person pronouns (e.g., he, she, it, they, him, her, it, them, his, her, hers, its, their, theirs, himself, herself, themselves). Give no personal opinions, feelings, or beliefs. Write a concluding sentence which summarizes the key points in the paragraph, making sure not to present any new information.

(B) MULTI-PARAGRAPH EXPOSITORY COMPOSITION -- Literary Theme Tied to Composition: Famous People Plan a multi-paragraph expository composition based upon the theme of famous people. Use prewriting techniques (e.g., brainstorming, cubing, free writing, clustering/mapping/webbing, image mapping, listing), making sure that supportive details are sequenced in logical and coherent. Produce an outline. Establish the audience (e.g., peers, parents, teachers, school-wide, global). Establish the purpose (e.g., to inform, to explain, to tell the historical facts behind a great discovery, to relate factual information from an interview).

44

Establish the credibility of the sources used and mention them informally within the composition. Write a thesis statement (e.g., a succinct statement, usually placed as the last sentence in the introductory paragraph, which tells the reader what will be covered in the composition). Write topic sentences, supportive details placed in logical order, and transitional devices. Write a concluding paragraph which summarizes the key points in the composition, making sure not to present any new information. Use only third-person pronouns. Give no personal opinions, feelings, or beliefs.

(C) Edit and revise syntax for clarity. (D) Use a wide variety of sentence patterns. (E) Edit and revise drafts for grammar, punctuation, capitalization, spelling, and word choices. (F) Write corrected final copies of compositions. (G) Write various one-paragraph and multi-paragraph writings (e.g., business letters, book reports, messages/lists, formal e-mails, order letters, letters of inquiry or request, letters of complaint, envelopes). (H) Create and write short poems using literary devices (e.g., hyperbole, alliteration, rhymed verse, unrhymed verse). (I) Revise own writings and those of peers (e.g., revising to clarify, to establish purpose/audience/mood, to improve word choices, to increase organizational coherence/unity, to improve style, to promote word economy). (8) Spelling / Vocabulary. The student acquires extensive spelling/vocabulary knowledge through reading and systematic word study. The student is expected to:

(A) Use dictionaries in order to look up spelling, pronunciation, semantic changes, and origins of 45

words. (B) Tell the spelling/meanings of Old English and foreign suffixes ABLE/IBLE, AL, ATE, EN, ESCENT, ESQUE, FIC, FUL, ISH, LESS, LIKE, LY, OSE, OUS, SOME, WARD, Y. (C) Explain that words containing the aforementioned suffixes are adjectives. (D) Identify the spelling/meanings of at least 25 pairs of homophones. (E) Analyze the spelling/meanings of unfamiliar words based on the spelling/meanings of the individual word elements. (F) Spell and use words regularly and correctly from professional lists prepared for grade level. (G) Set up a cumulative, individualized record of new spelling/vocabulary words found in literary selections.

INTERVENTION STRATEGIES FOR PHONEMIC AWARENESS The best documented approaches for students with severe phonemic awareness problems utilize intensive one-on-one instruction. Such programs appear to reduce reading failure to 2.8 - 4% (Torgesen, 1996). The most studied of these intensive programs teaches students to be aware of how their mouth makes the 44 phonemes of English and how to use this kinesthetic information to monitor and self-correct their reading and writing. The student learns what his/her mouth and tongue do to make sounds as well as to label each sound. By giving each sound a label that directly refers to sound production, a student can think metalinguistically. Ex. the /p/ sound is labeled a "quiet lip-popper." The student then combines auditory feedback with knowledge of the sound. Since phonemic awareness includes the ability to manipulate the sounds, the student needs to be taught to track sounds using first the mouth pictures and then the colored blocks. Since phonemic awareness includes the ability to manipulate the sounds, the student learns to track sounds using first the mouth pictures, then colored blocks, and finally letters. The techniques provide the student with increased opportunities throughout the day for positive literacy-learning experiences. HOW SOUNDS ARE FORMED

CONSONANT SOUNDS Teach the concept of pair--differing in one characteristic. Describe how "shoes" or "gloves" are different only in one characteristic--fitting left or right.

46

Teach the concept of voiced and unvoiced phonemes (e.g., s and z). Teach the p and b--lip stops (bilabial plosives). Teach the t and the d -- tongue stops (alveolar plosives). Teach the k and the g -- throat stops (velar plosives). Teach the f and the v -- lip airs (labiodental fricatives). Teach the voiced and the unvoiced th -- tongue airs (interdental fricatives). Teach the s and the z -- narrow sounds (alveolar fricatives). Teach the sh and the zh -- wide sounds (palatal fricatives). Teach the ch and the j -- wide stops (affricates/stop fricatives). Teach the m, n, and the ng -- nasal sounds (bilabial, alveolar, and velar stops).

Describe how some sounds make the voice box vibrate and some do not (e.g., s, z). Describe how the lips pop open on the p and b. Describe how the tongue taps the mouth of the roof behind the teeth when pronouncing the t and the d. Describe how the tongue scrapes in the back of the throat when pronouncing the k and the g. Describe how air passes between the teeth on the lower lip when pronouncing the f and the v. Describe how air passes between the teeth on the tongue when pronouncing the th sound. Describe how the air passes between the closed teeth when pronouncing the s and the z. Describe how the air passes between the pursed lips when pronouncing the sh and the zh. Describe how the air is pushed over the tongue in the back when pronouncing the ch and the j. Describe how the air is blocked by the tongue (at lips, teeth, back of mouth) and escapes through the nose when pronouncing the m, n, and the ng. Describe a puff of air passing out the open mouth, with pursed lips, or tightening of the throat when pronouncing the the h, w, and the wh Describe how the tongue lifts in front or the back when pronouncing the l and the r. Describe how c, x, qu, and y do not have their own sounds but borrow basic sounds from other letters.

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

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

Teach the "borrowers" (c, x, qu, y) if needed for students' names. c borrows k or s sounds (e.g., Candy, Cindy). x borrows z, ks, gz (e.g., xerox, tax, exact). qu borrows kw, or k (e.g., quick, unique). y borrows ee, ie, i (e.g., Mandy, my, gym).

VOWEL SOUNDS Teach the front vowel sounds (e.g., meet, bit, gate, set, at, up). Describe how tongue is in front of mouth and gradually goes from near top teeth to behind bottom teeth as mouth gradually opens. Describe sound made by wide open mouth. Describe tongue in back of mouth and lips gradually rounding. 47

Teach the open vowel sound (e.g., Bob). Teach the back rounded vowels (e.g., Paul, Poe, foot, boot).

Teach the diphthongs (e.g., ice, oil, out). Teach the basic r-controlled vowels er (her, fur, sir), ar (car), or (for). The following r-controlled vowels lack a simple spelling and are not always taught to beginning readers: near, bear, tour.

Describe mouth sliding between two-vowel positions. Contrast a (am) - ar (car), e (let) - er (her), o (Bob) - or (for).

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

AMPLIFIED CHART OF PHONOGRAMS (with key words to aid in pronunciation) Phonogram b c d f g h j k l m n p qu r s t v w x y Key Word boy cat cent dig fire go gym hit jump kit leaf man not pig quick ran sit has top vine well fox yet cry, baby (sub for i) zoo at egg igloo ox Phonogram u a-e e-e i-e o-e u-e ch Key Word up late here time hope use child chord chef shell this thing when long moon foot eat bread break meet how snow boy oil loud pour day paid law fault Phonogram ew ui ey Key Word grew fruit they monkey back soap phone her girl hurt car for right knock nation mission vision chief pie movie receive veil dough through ought bough enough cough

sh th wh ng oo ea

ck oa ph er ir ur ar or igh kn ti si ie

ee ow oy oi ou ay ai aw au

ei ough

z a e i o

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

48

English, Language Arts, and Reading -- Grade 6

Knowledge and Skills. (1) Reading Comprehension and Fluency. The student analyzes various texts. The student is expected to: (A) Make inferences. (B) Paraphrase and then summarize nonfiction selections. (C) Identify propaganda/persuasion techniques. (D) Read orally with ease and fluency for an audience. (2) Independent Reading / Assigned Reading / Guided Reading. The student reads and studies notable literary selections which are rich in vocabulary. The student is expected to:

(A) Present brief, comprehensive, narrative summaries of notable literary selections (e.g., poetry: William Wordsworth, Rudyard Kipling, James Weldon Johnson, Robert Frost, Emily Dickinson; Dr. Jekyll and Mr. Hyde, Little Men, Little Women, National Velvet, The Devil and Daniel Webster, Adam of the Road, The Door in the Wall, Old Yeller, Where the Red Fern Grows, Across Five Aprils, The Call of the Wild, The Bronze Bow, The Yearling, Little Town on the Prairie, and Amos Fortune, Free Man). (B) Read independently at least 25 books of various genres from accepted fiction and non-fiction lists. (C) Read materials daily at a comfortable, independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader). (D) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader). (E) Adjust reading rate based on the purposes for reading. (F) Demonstrate understanding of literature which is read aloud by others. (3) Literary Emphasis. The student reads texts about .American historypast and contemporary. The student is expected to:

(A) Identify the important literary content in texts about .American historypast and contemporary.

49

(B) Explain the storyline in texts about .American historypast and contemporary. (4) Literary Terms. The student defines and identifies examples of various literary terms. The student is expected to: (A) Define the following terms: characteristics of an epic, structure in poetry (meter, iamb, couplet, rhyme scheme, free verse), point of view, mood/tone, and hyperbole. (B) Identify examples of the following literary terms (mentioned above) in literary selections. (5) Inquiry, Research, Study Strategies. The student utilizes various information sources. The student is expected to:

(A) Find information in periodicals by using an index to periodicals and/or by using computer programs for locating topics in periodicals in order to do research. (B) Decide what information is important to put in an outline (both fiction and nonfiction selections). (C) Outline both fictional and nonfictional selections. (D) Identify strategies that help people to study effectively with a group. (E) Identify strategies which help to complete a group project. (F) Demonstrate how to access a database, the Internet, and the World Wide Web. (G) Set up a spreadsheet. (6) Grammar/Usage. The student uses correct grammar and syntax in various sentence patterns. The student is expected to:

(A) Differentiate between "to" used as a preposition and "to" used as a part of an infinitive. (B) Know the principal parts of irregular verbs. (C) Conjugate regular and irregular verbs in the present, past, and future tenses. (D) Use regular and irregular verbs (i.e., present, past, future tenses) in complete sentences. (E) Conjugate present perfect, past perfect, and future perfect tenses. (F) Identify present perfect, past perfect, and future 50

perfect tenses in sentences. (G) Use present perfect, past perfect, and future perfect tenses in complete sentences. (H) Identify the present perfect, past perfect, and future perfect tense forms which come from "to be." (I) Generate transitive active verbs. (J) Locate the direct object of a transitive active verb. (K) Use correlative conjunctions in sentences (e.g., whether...or, either...or). (L) Use correct subject-verb agreement with correlative conjunctions. (M) Differentiate between an independent clause and a dependent clause. (N) Write the correct form of possessive nouns. (O) Recognize collective nouns. (P) Differentiate among nominative, objective, and possessive case pronouns. (Q) Find the antecedents for personal pronouns; and make sure the antecedents agree in person, number, and gender. (R) Use (regular) comparative and superlative adjectives correctly in complete sentences. (S) Use (regular) comparative and superlative adverbs correctly in complete sentences. (T) Punctuate titles correctly (e.g., books, plays, movies, TV programs, poems, short prepositions). (7) Composition. Using various forms, the student writes for a variety of audiences and for a variety of purposes. Literary Theme Tied to Composition: American History -- Past and Contemporary

The student is expected to: (A) ONE-PARAGRAPH PERSUASIVE Plan a one-paragraph persuasive paragraph based upon the theme of American history, past and contemporary. Use prewriting techniques (e.g., T-notes,

51

brainstorming, cubing, free writing, clustering/mapping/webbing, image mapping, listing), making sure that supportive details are sequenced in logical and coherent order. Produce a simple outline. Establish the audience (e.g., peers, parents, teachers, school-wide, global). Establish the purpose (e.g., to convince peers, to convince a jury, to convince a global audience, to convince a governmental official). Establish the credibility of the writer's stance through using well-selected expository, factbased sources for support. Write a topic sentence containing the writer's stance, making sure that all supportive details fit under the stated topic. Use transitional devices to add clarity and cohesion. Write a concluding sentence which summarizes the key points in the paragraph, making sure not to present any new information. Use persuasive strategies (e.g., sensory images/explicit words, action verbs, descriptive adjectives and adverbs, defining terms) to convince the reader of the stance.

(B) MULTI-PARAGRAPH PERSUASIVE COMPOSITION Plan a multi-paragraph persuasive composition based upon the theme of American history, past and contemporary. Use prewriting strategies (e.g., brainstorming, cubing, free writing, clustering/mapping/webbing, image mapping, listing, T-notes), making sure that supportive details are sequenced in logical and coherent order. Produce an outline. Establish the audience (e.g., peers, parents, teachers, school-wide, global).

52

Establish the purpose (e.g., to convince peers, to convince a jury, to convince a global audience, to convince a governmental official). Establish the credibility of the writer's stance by using well-selected expository, fact-based source(s). Write a succinct thesis statement (e.g., a precise summary of the core meaning, usually placed at the end of the introductory paragraph), stating what is to be covered in the composition and what will be covered by supportive details. Place the main supportive points in ascending order (general to specific). Use supportive details which come from factbased, credible sources. Use convincing persuasive strategies (e.g., sensory images/explicit words, action verbs, descriptive adjectives and adverbs, defining terms) to support the thesis statement. Develop a concluding paragraph in descending order (specific to general) which summarizes the key points in the composition, making sure not to present any new information. Insert transitional devices (e.g., repetition of key words, synonyms, or pronouns; conjunctions, conjunctive adverbs) between sentences and between paragraphs to connect ideas.

(C) Edit and revise syntax to include a variety of sentence patterns. (D) Edit and revise drafts for grammar, punctuation, capitalization, spelling, and word choices. (E) Write corrected final copies of compositions. (F) Produce various types of creative writings (e.g., anecdotes, legends, riddles, tales, ballads, fables, folk tales, limericks, parables, sonnets, couplets, melodramas, puns). (G) Write social correspondence, formal and informal replies, an application for employment to become a community volunteer, and address envelopes.

53

(H) Revise own writings and those of peers (e.g., revising to clarify, to establish purpose/audience/mood, to improve word choices, to increase organizational coherence/unity, to improve style, to promote word economy). (8) Spelling / Vocabulary. The student acquires extensive spelling/vocabulary knowledge through reading and systematic word study. The student is expected to:

(A) Use dictionaries in order to look up spelling, pronunciation, semantic changes, and origins of words. (B) Tell the spelling/meanings of the Latin prefixes AB, ANTE, CIRCUM, COM/CON, CONTRA, DE, DIS/DIF, EX/E/EF, IN/IL/IM, INTER, INTRA, INTRO, NON, POST, PRE, PRO, RE, RETRO, SUB/SUF/SUS, SUPER, TRANS, ULTRA. (C) Tell the spelling/meanings of the Latin root words FRAG/FRACT, FUS, GEN, JECT, JUNCT, JUD, JUG, JUR, LEG/LIG/LECT, LOC, LOC/LOQU, MAGN, MAL, MAN/MANU, MIT/MISS, MOR/MORT, MATER, MOV/MOB, NOM, OMNI, PATER/PATR, PED, PEND/PENT, PON/POS, PORT, PLIC, PRIM, PULS, PUNCT, REG/RIG/RECT. (D) Identify the spelling/meanings of at least 25 more pairs of homophones. (E) Analyze the spelling/meanings of unfamiliar words based on the spelling/meanings of the individual word elements. (F) Spell and use words regularly and correctly from professional lists prepared for grade level. (G) Set up a cumulative, individualized record of new spelling/vocabulary words found in literary selections.

54

English, Language Arts, and Reading -- Grade 7

Knowledge and Skills. (1) Reading Comprehension and Fluency. The student reads and analyzes various texts. The student is expected to:

(A) Read silently for longer periods of time and demonstrate comprehension through written or oral responses. (B) Identify setting, plot structure, conflict, and theme. (C) Identify the author's purpose by analyzing the author's style, literary form, and impact on the reader. (D) Describe the impact of historical and/or cultural influences on the author and, hence, on his/her writing. (E) Describe how word choice and language structure (syntax) convey an author's point of view in nonfiction works. (F) Recognize cause/effect in literary selections. (G) Use knowledge of text structures including charts and graphs to aid comprehension. (H) Distinguish fact from opinion in newspapers, magazines, and other print media. (I) Organize and synthesize information for use in oral and written presentations. (J) Extend general and specialized vocabulary. (2) Independent Reading / Assigned Reading / Guided Reading. The student reads and studies notable literary selections which are rich in vocabulary. The student is expected to:

(A) Present brief, comprehensive, narrative summaries of notable literary selections (e.g, "The Negro Speaks of Rivers," "Heritage," "Annabel Lee," "Auld Lang Syne," "The Charge of the Light Brigade," "Fire and Ice," "The Necklace," "Gift of the Magi," The Call of the Wild, The Prince and the Pauper, Jane Eyre, ABC Murders, Johnny Tremain, The Autobiography of Miss Jane Pittman, Cheaper by the Dozen, The Man Without a Country, The Old Man and the Sea, The Jungle Book, Big Red, My Friend Flicka, The Time Machine, Born Free, Helen Keller: The Story of My Life, Around the World in 80 Days).

55

(B) Read independently at least 15 books of various genres from accepted fiction and non-fiction lists. (C) Read materials daily at a comfortable and independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader). (D) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader). (E) Adjust reading rate based on the purposes for reading. (F) Demonstrate understanding of literature which is read aloud by others.

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

The student is expected to: (A) Define the following terms: forms of poetry (ballad, sonnet, lyric, narrative, limerick, haiku); rhyme (stanzas and refrains, types of rhyme); point of view in narration (omniscient narrator, unreliable narrator, third-person limited, first person); conflict (external and internalsuspense and climax); soliloquies and asides; flashbacks and foreshadowing; hyperbole, oxymoron, and parody. (B) Identify examples of the literary terms (mentioned above) in literary selections.

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

The student is expected to: (A) Check materials in and out of library/ media center with ease. (B) Demonstrate ability to locate media according to assignments or personal interests. (C) Recognize three types of cards (i.e., author, title, subject) and interpret information on cards. (D) Match information on cards to media selection. (E) Match information on cards to parts of books. (F) Locate information utilizing indices (e. g., periodical guides [both printed and computerized], almanacs, atlas, encyclopedia [both printed and computerized]).

(5) Grammar/Usage. The student uses correct grammar and syntax in various sentence patterns. 56

The student is expected to:

(A) Conjugate verbs in the present progressive, past progressive, and future progressive tenses. (B) Identify present progressive, past progressive, and future progressive tenses in sentences. (C) Use present progressive, past progressive, and future progressive tenses in complete sentences. (D) Find the subject of the clause and use a nominative case pronoun. (E) Find the object of a verb and use an objective case pronoun. (F) Identify nouns and pronouns used as indirect objects. (G) Use objective case pronouns as indirect objects. (H) Identify transitive active, transitive passive, intransitive linking, and intransitive complete verbs. (I) Write simple, compound, and complex sentences. (J) Punctuate compound and complex sentences correctly. (K) Identify subordinate conjunctions. (L) Use correct subject-verb agreement with a compound subject. (M) Recognize interrogative pronouns. (N) Identify irregular comparative and superlative adjectives (e.g., good, bad, evil, little, much, many). (O) Identify irregular comparative and superlative adverbs (e.g., well, badly, much, little, far). (P) Use correctly the adverbs which cannot be compared at all (e.g., now, then, already, again, yes, no, why, very, too, not). (6) Composition. Using various forms, the student writes for a variety of audiences and for a variety of purposes. Literary Theme Tied to Composition: American and World Literature

The student is expected to: (A) Produce multi-paragraph compositions from all four writing modes (i.e., narrative, descriptive, expository, and persuasive), selecting the best mode 57

for a particular task. (B) Write multi-paragraph persuasive compositions which contain narrative, descriptive, and expository paragraphs developed as persuasive techniques to support the stance of the writer. (C) Produce multi-paragraph persuasive compositions that establish and defend a clear thesis/point of view and include evidence that is based upon text-based sources. (D) Use persuasive strategies (e.g., giving accurate information, exaggeration, drawing attention to similarities and differences, examples, metaphors, personification) to convince the reader. (E) Place in-text referencing (e.g., following Modern Language Association, American Psychological Association, or Chicago Manual of Style) within the context of persuasive and expository compositions when utilizing direct quotes and/or information and ideas taken from other people. (F) Use investigative strategies to write a multiparagraph expository composition by collecting information, acquiring data from experts/reference texts/online searches, seeking out visual sources (e.g., maps, timelines, graphs). (G) Take careful notes while citing sources correctly. (H) Write multi-paragraph narrative compositions which have complex characters, established settings, well--paced action, an engaging story line, welldeveloped conflict, and reasonable complications. (I) Use persuasive strategies (e.g., giving accurate information, exaggeration, drawing attention to similarities and differences, examples, metaphors, personification) to convince the reader. (J) Edit and revise syntax to include a variety of different sentence patterns. (K) Edit and revise drafts for grammar, punctuation, capitalization, spelling, and word choices. (L) Combine, rearrange, delete sentences to clarify meaning, enhance style, and improve coherency. (M) Produce various types of creative writings (e.g., personal anecdotes, legends, riddles, tales, ballads, fables, folk tales, limericks, parables, sonnets, couplets, melodramas, puns, Haiku). 58

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

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

The student is expected to:

(A) Use dictionaries in order to look up spelling, pronunciation, semantic changes, and origins of words. (B) Tell the spelling/meanings of Old English and foreign suffixes AGE, ANCE/ ANCY, ARD, ATE, CY, DOM, EE, EER, ER, ERY, ESS, ET/ETTE, HOOD, ISM, IST, ITY, MENT, NESS, OR, RY, SION/TION, TUDE, TY, URE. (C) Explain that words containing the aforementioned suffixes are nouns. (D) Identify the spelling/meanings of at least 50 more pairs of homophones. (E) Analyze the spelling/meanings of unfamiliar words based on the spelling/meanings of the individual word elements. (F) Spell and use words regularly and correctly from professional lists prepared for grade level. (G) Add to cumulative, individualized record of new spelling/vocabulary words found in literature selections.

59

English, Language Arts, and Reading -- Grade 8

Knowledge and Skills. (1) Reading Comprehension and Fluency. The student analyzes various types of texts. The student is expected to: (A) Read silently for longer periods of time and demonstrate comprehension through written or oral responses. (B) Explain the use of symbols and other figurative language including metaphors and similes. (C) Identify the implied main ideas and/or themes. (D) Describe cause/effect relationships and their impact on the plot. (E) Recognize irony and its impact on the plot. (F) Explain the author's use of character, point of view, and tone to develop his/her theme and/or main idea. (G) Identify the poetic elements of word choice, rhyme, rhythm, and voice.

(H) Describe the impact of historical and/or cultural influences on the literary selections. (I) Explain how a literary selection can enrich or expand personal views or experiences. (J) Use prior knowledge and knowledge of text structure to understand selections. (K) Analyze details for relevance and accuracy. (L) Read and follow written instructions. (M) Evaluate and synthesize information to apply in written and oral presentations. (N) Extend general and specialized vocabulary. (2) Independent Reading / Assigned Reading / Guided Reading. The student reads and studies notable literary selections which are rich in vocabulary. The student is expected to:

(A) Present brief, comprehensive, narrative summary of notable literary selections (e.g., "Sonnet 18," "My Heart Leaps Up," "Ozymandias," "Mending Wall," "Chicago," "How They Brought the Good News from 60

Ghent to Aix," "Dr. Heidgegger's Experiment," "I Have a Dream," Animal Farm, The Good Earth, As You Like It, Robinson Crusoe, Captains Courageous, The Hobbit, 20,000 Leagues under the Sea, Living Free, Kon-Tiki). (B) Read independently at least 15 books of various genres from accepted fiction and non-fiction lists. (C) Read materials daily at a comfortable, independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader). (D) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader). (E) Adjust reading rate based on the purposes for reading. (F) Demonstrate understanding of literature which is read aloud by others. (3) Literary Terms. The student defines and identifies examples of various literary terms. The student is expected to:

(A) Define the following terms: extended and mixed metaphor, assonance, allusion in poetry; characterization (flat and round, static and dynamic; motivation, protagonist and antagonist; tone and diction); farce and satire; verbal, situational, and dramatic irony; point of view in nonfiction (e.g., psychological inferences [subjective/objective], physical [near/far]). (B) Identify examples of the literary terms (mentioned above) in literary selections. (4) Inquiry, Research, Study Strategies. The student utilizes various informational sources. The student is expected to: (A) Demonstrate how other reference books differ from encyclopedias. (B) Locate sources in order to do research (e.g., mythology, physical science, controversial topics, biographical information). (C) Demonstrate use of electronic equipment (e.g., multi-media centers, TV/DVD, digital camera). (5) Grammar/Usage. The student uses correct grammar and syntax in various sentence patterns. The student is expected to: (A) Conjugate verbs in the future conditional and future conditional perfect tenses.

61

(B) Identify future conditional and future conditional perfect tense verbs in sentences. (C) Use future conditional and future conditional perfect tense verbs in sentences. (D) Conjugate verbs in the present emphatic and past emphatic tenses. (E) Identify present emphatic and past emphatic tense verbs in sentences. (F) Use present emphatic and past emphatic tense verbs in sentences. (G) Conjugate the verb "to be" in the present, past, future, present perfect, past perfect, future perfect, present progressive, past progressive, future progressive, future conditional, future conditional perfect tenses. (H) Understand that forms of the verb "to be" can never be used with present emphatic and past emphatic verbs. (I) Use present, past, future, present perfect, past perfect, future perfect, present progressive, past progressive, future progressive, future conditional, future conditional perfect tenses of "to be" to write complete sentences. (J) Recognize multiple-word prepositions and locate entire prepositional phrases. (K) Use a nominative case pronoun after an intransitive linking verb. (L) Use an objective case pronoun as an object of a preposition. (M) Use a subordinate conjunction to introduce an adverbial clause. (N) Identify and punctuate correctly nouns of direct address and appositives. (O) Use the correct possessive form of a noun to show joint and separate ownership. (P) Identify relative pronouns in dependent clauses. (Q) Use correctly the irregular comparative and superlative forms of "good" and "well," "bad" and "badly."

62

(R) Originate sentences using the five basic sentence patterns (e.g., S-V, S-V-DO, S-V-IO-DO, S-V-PN, and S-V-PA). (S) Write complete sentences, making sure to avoid run-ons. (T) Use quotation marks correctly (e.g., around titles of works published as parts of other works). (U) Use colons correctly (e.g., in expressions of time, in business letters, after a statement followed by a list). (V) Locate and punctuate correctly direct and indirect quotations. (6) Composition. Using a variety of forms, the student writes for a variety of audiences and for a variety of purposes. Literary Theme Tied to Composition: American and World Literature The student is expected to: (A) Produce multi-paragraph compositions from all four writing modes (i.e., narrative, descriptive, expository, and persuasive), selecting the best mode for a particular task. (B) Write multi-paragraph persuasive compositions which contain narrative, descriptive, and expository paragraphs developed as persuasive techniques to support the stance of the writer. (C) Write multi-paragraph persuasive/expository interpretations of fictional and nonfictional pieces of literature; demonstrate an understanding of the text; support judgments with specific evidence. (D) Produce multi-paragraph persuasive compositions that establish and defend a clear thesis/point of view and include evidence that is logically organized and which differentiates between fact and opinion. (E) Use persuasive strategies (e.g., indirect references, description of personal qualities, personal stories, dialogue, and comparison of two sets of ideas/situations/things) to convince the reader. (F) Use in-text referencing (e.g., following Modern Language Association, American Psychological Association, or Chicago Manual of Style) within the context of persuasive and expository essays when utilizing direct quotes and/or information and ideas taken from other people. (G) Use investigative strategies to write a multi63

paragraph expository composition by collecting information, acquiring data from experts/reference texts/online searches, seeking out visual sources (e.g., maps, timelines, graphs); take careful notes while citing sources correctly. (H) Write fact-based, expository reports that summarize nonfictional and fictional texts by logically relating ideas based upon careful analyzation of the meaning of the source material. (I) Write multi-paragraph narrative compositions which have complex characters, established settings, well--paced action, an engaging story line, welldeveloped conflict, and reasonable complications. (J) Edit and revise drafts to smooth out awkward sentence structure and to implement a variety of different sentence patterns. (K) Edit and revise drafts for grammar, punctuation, capitalization, spelling, and word choices. (L) Combine, rearrange, delete sentences to clarify meaning, enhance style, and improve coherency. (M) Write a play which develops plot, setting(s), and characters and which is written with correct formatting of dialogue. (N) Write formal letters which reflect an opinion, register a complaint, or request information; address envelopes correctly. (O) Write a character sketch based upon a fictional or nonfictional classical piece of literature. (P) Write a descriptive essay using descriptive writing components. (Q) Produce various types of creative writing (e.g., anecdotes, legends, riddles, tales, ballads, fables, folk tales, limericks, parables, sonnets, couplets, melodramas, puns). (R) Revise own writings and those of peers (e.g., revising to clarify, to establish purpose/audience/mood, to improve word choices, to increase organizational coherence/unity, to improve style, to promote word economy). (7) Spelling/Vocabulary. The student acquires extensive spelling/vocabulary knowledge through reading and systematic word study. The student is expected to:

(A) Use dictionaries in order to trace the spelling, 64

pronunciation, semantic changes, and origins of words. (B) Tell the spelling/meanings of Old English and Greek prefixes A, ANTI, APO, BE, CATA, DIA, EPI, EU, FOR, HETERO, HOMO, HYPER, HYPO, META, MICRO, MIS, ORTH, OVER, PARA, PER, PRO, SYN/SYM/SYL, TELE, UN. (C) Define the meanings of Latin root words FLU, GREG, LUC, NOV, PAC, RUPT, SANG, SCI, SCRIB/SCRIPT, SENS/SENT, SECT, SECUT/SEQU, SON, SPIR, STRICT/STRING, SPEC, STRUCT, TECT, TEMP, TORT, TRACT, VER/VERB, VER/VERT, VEN, VENT, VID/VIS, VIT/VIV, VIC/VINC, VOLV, VOC. (D) Identify the spelling/meanings of at least 50 more pairs of homophones. (E) Analyze the spelling/meanings of unfamiliar words based on the spelling/meanings of the individual word elements. (F) Spell and use words regularly and correctly from professional lists prepared for grade level. (G) Add to cumulative, individualized record of new spelling/vocabulary words found in literature selections.

English, Language Arts, and Reading -- English I (Grade 9)

Knowledge and Skills. (1) Reading Comprehension and Fluency. The student is expected to: (A) Read silently for longer periods of time and demonstrate comprehension through written or oral responses. (B) Explain the use of symbols and other figurative language including irony and hyperbole. (C) Identify the implied main ideas and/or themes. (D) Describe cause/effect relationships and their significance in the plot.

(E) Explain the author's use of character, point of view, and tone to develop his/her theme and/or main 65

idea. (F) Identify the poetic elements of word choice, rhyme, rhythm, and voice. (G) Describe the impact of historical and/or cultural influences on the literary selections. (H) Explain how a literary selection can enrich or expand personal views or experiences. (I) Describe the use of images and sounds to stir the reader's emotions. (J) Explain the influence on the form, style, and point of view of the historical context in which a work was written. (K) Identify the characteristics of comedy and tragedy. (L) Identify a hypothesis to be confirmed, disproved, or modified. (M) Evaluate the literary selection for structure. (N) Research the accuracy of information presented by the author. (O) Synthesize information gathered from a variety of sources and then present that information in written or oral presentations. (P) Extend general and specialized vocabulary. (Q) Read and follow complex, multi-step directions. (R) Work to determine the authors intent without imposing subjective interpretation. (2) Independent Reading / Assigned Reading / Guided Reading. The student reads and studies notable literary selections which are rich in vocabulary. The student is expected to:

(A) Present brief, comprehensive, narrative summaries of notable literary selections (e.g., "The Lady or the Tiger?" "The Secret Life of Walter Mitty," "My Heart Leaps Up," "Wind Song," "Sweet Afton," "Flower in the Crannied Wall," "Roughing It," "The Day the Dam Broke," Romeo and Juliet, The Odyssey, Great Expectations, Watership Down, Wuthering Heights, And Then There Were None, The Legend of Sleepy Hollow, The Last of the Mohicans, The Three Musketeers).

66

(B) Read independently books of various genres from accepted fictional and non-fictional lists. (C) Read materials daily at a comfortable, independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader). (D) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader). (E) Adjust reading rate based on the purposes for reading. (F) Demonstrate understanding of literature which is read aloud by others. (3) Literary Terms. The student defines and identifies examples of various literary terms. The student is expected to: (A) Define the following terms: anecdote, apostrophe, classicism, clich, characterization, epigraph, climax, denouement, elegy, epitaph, melodrama, refrain, realism, romanticism, suspense, dialect, and exaggeration. (B) Identify examples of the literary terms (mentioned above) in literary selections. (4) Inquiry, Research, Study Strategies. The student utilizes various information sources and study techniques. The student is expected to:

(A) Locate with ease information on numerous topics in library/media center (e.g., cultural heritage, biographical literature, poetry, literary critiques, concordances). (B) Use time-management strategies (e.g., selfmonitoring, setting priorities). (5) Grammar/Usage. The student uses correct grammar and syntax in various sentence patterns. The student is expected to: (A) Conjugate verbs in the present perfect progressive, past perfect progressive, future perfect progressive tenses. (B) Identify verbs in the present perfect progressive, past perfect progressive, future perfect progressive tenses in sentences. (C) Write complete sentences using the present perfect progressive, past perfect progressive, and future perfect progressive tenses. (D) Identify modal verbs (e.g. can, could, may, might, must + present form and perfect form of a 67

verb) in sentences. (E) Use modal verbs in sentences. (F) Use transitive active, transitive passive, intransitive linking, and intransitive complete forms of verbs to create a variety of sentence patterns. (G) Use forms of the six troublesome verbs (e.g., "to lie," "to lay," "to rise," "to raise," " to sit," "to set") correctly in sentences. (H) Punctuate restrictive and non-restrictive adjective clauses correctly. (I) Differentiate between adjective dependent clauses and adverb dependent clauses. (J) Generate complex sentences containing adjective clauses. (K) Generate complex sentences containing adverb clauses. (L) Punctuate introductory adverbial clauses correctly. (M) Recognize and generate complex sentences containing noun clauses used as subjects, as direct objects, as indirect objects, and as objects of prepositions. (N) Use "who" and "whom" correctly as either relative pronouns or interrogative pronouns. (O) Use quotation marks to indicate sarcasm or irony. (P) Use parentheses, brackets, and/or ellipses as needed to indicate omissions and interruptions or incomplete statements. (Q) Use dashes to emphasize parenthetical information. (6) Composition. Using various forms, the student writes for a variety of audiences and for a variety of purposes. Literary Theme Tied to Composition: American and World Literature

The student is expected to: (A) Produce multi-paragraph compositions from all four writing modes (i.e., narrative, descriptive, expository, and persuasive), selecting mode as needed for a particular task.

68

(B) Write multi-paragraph persuasive compositions which utilize narrative, expository, and descriptive paragraphs to support the thesis. (C) Avoid shifts from active to passive voice in compound sentences, shifts in verb tenses within the same sentence, contractions in formal writing, and shifts in subjects within the same sentence. (D) Avoid the use of jargon and trite expressions in formal writing. (E) Avoid the use of slang and informal English in formal writing. (F) Select words with regard to their clarity, preciseness, and connotations. (G) Write an informal outline (before writing the composition) and a formal outline (while writing the composition). (H) Write a narrative composition. (I) Write a descriptive composition. (J) COMPARISON-CONTRAST COMPOSITION -TYPE A Write a Type A four-paragraph comparison-contrast composition which has one introductory paragraph (with thesis statement), one paragraph which tells the likenesses of two subjects, one paragraph which gives the differences between two subjects, and a concluding paragraph which restates the thesis. (K) COMPARISON-CONTRAST COMPOSITION - TYPE B Write a Type B five-paragraph comparison-contrast composition which has one introductory paragraph (with thesis statement), one paragraph which takes element #1 (a specific characteristic) and tells differences or likenesses, another paragraph which takes element #2 (a second specific characteristic) and tells differences or likenesses, and a third paragraph which takes element #3 (a third specific characteristic) and tells differences or likenesses, concluding with a paragraph which restates the thesis. (L) MINI-EXPOSITORY RESEARCH PAPER Write a mini-expository research paper (on a 69

contemporary issue) containing internal documentation and works cited/reference page following MLA, APA, or CMS guides. STEPS TO WRITING MINI-EXPOSITORY RESEARCH PAPER ON A CONTEMPORARY ISSUE -- USING THREE TO FIVE SOURCES The student is expected to: Become acquainted with library resources (e.g., almanacs, periodical indexes, encyclopedias, unabridged dictionaries, reference catalogues, books with famous quotations, visual/technological resources). Write note cards based upon the information in the sources, writing carefully on each card the correct documentation information. Produce a bibliography card for each source. Decide on a thesis statement. Produce an informal outline (before writing composition). Produce a rough draft of works cited/reference page (i.e., by alphabetizing the bibliography card entries). Produce a rough draft of research paper, inserting the parenthetical documentation (e.g., using MLA, APA, or CMS guides). Develop introductory paragraph, making sure thesis statement is last sentence in the introductory paragraph. Make sure each paragraph has a topic sentence, support ideas, transitional devices, and strong word choices. Develop the concluding paragraph, making sure that it either summarizes or restates the thesis statement by finalizing the paper. Revise/edit own rough draft by checking all grammar, punctuation, capitalization, spelling, and usage. Input corrections into the paper. Produce final copy, final outline, and final

70

works cited/reference page. Prepare a source packet to document sources and to verify that no plagiarism has occurred in the research paper.

(M) Edit and refine syntax to include a variety of different sentence patterns. (N) Edit and revise drafts for grammar, punctuation, spelling, capitalization, and word choices. (0) Combine, rearrange, delete sentences to clarify meaning, enhance style, and improve coherency. (P) Write plays, informal and formal letters, informational reports that summarize nonfiction and fiction texts by logically relating ideas based upon careful analyzation of the meaning of the source material. (Q) Write a character sketch based upon a classical piece of fictional or nonfictional literature. (R) Write a descriptive composition using descriptive writing components. (S) Produce various types of creative writing (e.g., anecdotes, legends, riddles, tales, ballads, fables, folk tales, limericks, parables, sonnets, couplets, melodramas, puns). (T) Revise own writings and those of peers (e.g., revising to clarify, to establish purpose/audience/mood, to improve word choices, to increase organizational coherence/unity, to improve style, to promote word economy). (U) Keep a written record of her/his high-school activities, honors, interests, courses, grades, and experiences in preparation for completing college applications in the future. (7) Spelling / Vocabulary. The student acquires extensive spelling/vocabulary knowledge through reading and systematic word study. The student is expected to:

(A) Use dictionaries in order to trace the spelling, pronunciation, semantic changes, and origins of words. (B) Tell the spelling/meanings of the suffixes AL, AN, ANT, ARY, ENT, ESE, IAN, IC/ICAL, ILE, INE, ITE, IVE, ORY. (C) Determine the use of the words containing these 71

suffixes by their functions within sentences. (D) Identify the spelling/meanings of at least 50 more pairs of homophones. (E) Analyze the spelling/meanings of unfamiliar words based on the spelling/meanings of the individual word elements. (F) Spell and use words regularly and correctly from professional lists prepared for grade level. (G) Explain the different shades of spelling/meaning of at least 50 pairs of words that are close in spelling/meaning (e.g., amiable/amicable; amaze/astonish/surprise).

(H) Add to cumulative, individualized record of new spelling/vocabulary words found in literature selections.

72

English, Language Arts, and Reading -- English II (Grade 10)

Knowledge and Skills. (1) Reading Comprehension and Fluency. The student analyzes various types of texts. The student is expected to:

(A) Read silently for longer periods of time and demonstrate comprehension through written or oral responses. (B) Compare/contrast the use of symbols and other figures of speech including onomatopoeia and oxymoron. (C) Understand the common and unique characteristics of short stories, novels, plays; lyric and narrative poetry; essays and speeches taken from a variety of eras in a variety of cultures. (D) Compare/contrast the main ideas and/or themes. (E) Describe cause/effect relationships and their impact on the plot. (F) Compare/contrast the author's use of character, point of view, and tone to develop his/her theme and/or main idea.

(G) Compare/contrast the poetic elements of melody (repetition of like sounds) using rhyme, alliteration, assonance, consonance, and/or onomatopoeia. (H) Compare/contrast the poetic elements of word choice, rhythm, and voice. (I) Describe the impact of historical and/or cultural influences on an author's life and, hence, on his/her literary work. (J) Explain how a literary selection can enrich or expand personal views or experiences. (K) Describe the use of images and sounds to stimulate the reader's emotions. (L) Explain the influence on the form, style, and point of view of the historical context in which a work was written. (M) Explain similarities and differences among 73

structures and images presented by different cultures. (N) Identify universal themes prevalent in the literature of any culture. (O) Identify a hypothesis to be confirmed, disproved, or modified. (P) Evaluate a literary selection's structure. (Q) Research the accuracy of information presented by the author. (R) Synthesize information from a variety of sources and then present that information in written or oral presentations. (S) Extend general and specialized vocabulary. (T) Read and follow complex, multi-step directions. (U) Work to determine the author's intent without imposing subjective interpretation. (2) Independent Reading / Assigned Reading / Guided Reading. The student reads and studies notable literary selections which are rich in vocabulary. The student is expected to:

(A) Present brief, comprehensive, narrative summaries of notable literary selections (e.g., "The Monkey's Paw," "The Red-Headed League," "Chee's Daughter," "April Showers," "Mammon and the Archer," "I Like To See It Lap the Miles," "Two Sentences for Gabriela Mistral," "A Child's Christmas in Wales," "Grant and Lee at Appomattox," "The Boar Hunt," "To Julia de Burgos," "Six Haiku," "Sunset," Julius Caesar, Cyrano de Bergerac, Idylls of the King, Rebecca, David Copperfield, The Count of Monte Cristo, Silas Marner, The Return of the Native, Gone with the Wind, Death Be Not Proud, Profiles in Courage, The Battle of Midway). (B) Read independently books of various genres from accepted fictional and nonfictional lists. (C) Read materials daily at a comfortable, independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader). (D) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader). (E) Adjust reading rate based on the purposes for 74

reading. (F) Demonstrate understanding of literature which is read aloud by others. (3) Literary Terms. The student defines and identifies examples of various literary terms. The student is expected to: (A) Define the following terms: blank verse, connotation/denotation, paradox, personification, stereotype, analogy, couplet, dramatic convention, dramatic monologue, epic poetry, falling action, foil, foot, local color, meter, thesis, scansion, narrative hook, parallelism, pun, and rhyme scheme. (B) Identify examples of the literary terms (mentioned above) in literary selections. (4) Inquiry, Research, Study Strategies. The student utilizes various information sources and study techniques. The student is expected to:

(A) Research independently various topics (e.g., Greek, Roman, and world history; art and music appreciation; architecture; literary periods).

(B) Access vocational, college, and SAT/ACT information. (C) Demonstrate various note-taking styles (e.g., organizing and condensing information, mapping, time lines, process diagrams, organizational charts, comparison/contrast charts). (5) Grammar/Usage. The student uses correct grammar and syntax in a variety of sentence patterns. (A) Correctly write sentences which contain intervening prepositional phrases and/or parenthetical expressions lying between the subject and the verb. (B) Write and punctuate correctly simple, compound, complex, and compound-complex sentences. (C) Use correct subject-verb agreement with fractions, measurement, distance, amounts of money, interval of time. (D) Use correct subject-verb agreement with collective nouns. (E) Use correct subject-verb agreement with indefinite pronouns. (F) Recognize and originate sentences with gerund/gerund phrases used as subjects, direct objects, predicate nouns, and objects of prepositions.

75

(G) Recognize and avoid dangling gerund phrases. (H) Use the possessive form of nouns and pronouns before gerunds/gerund phrases. (I) Recognize and generate sentences with participles/participial phrases used as adjectives. (J) Recognize and avoid dangling participial phrases. (K) Recognize and generate sentences with infinitives/infinitive phrases used as nouns, adjectives, and adverbs. (L) Recognize and avoid dangling infinitive phrases. (M) Identify conjunctive adverbs. (N) Correctly write and punctuate sentences which contain simple and correlative conjunctions, subordinate conjunctions, and conjunctive adverbs. (O) Use semicolons correctly in compound sentences which have no coordinate conjunctions, which have internal punctuation in either independent clause, or which have conjunctive adverbs. (P) Write compound sentences in which both parts of the sentence are related in content and are equal in importance. (6) Composition. Using various forms, the student writes for a variety of audiences and for a variety of purposes. Literary Theme Tied to Composition: American and World Literature

The student is expected to: (A) Write with facility all four types of writing modes (e.g., expository, persuasive, descriptive, narrative), selecting the best mode for particular tasks, purposes, and audiences. (B) Produce persuasive compositions which contain numerous persuasive strategies (e.g., sensory images/explicit words, action verbs, descriptive adjectives and adverbs, defining terms, giving accurate information, exaggeration, drawing attention to similarities and differences, examples, metaphors, personification, indirect references, description of personal qualities, personal stories, dialogue, and comparison of two sets of ideas/situations/things). (C) EXPOSITORY RESEARCH PAPER Write an expository research paper (on a 76

contemporary issue) containing internal documentation and works cited/reference page using MLA, APA, or CMS guides. STEPS TO WRITING EXPOSITORY RESEARCH PAPER ON A CONTEMPORARY ISSUE -- USING SIX TO EIGHT SOURCES The student is expected to: Become acquainted with library resources (e.g., almanacs, periodical indexes, encyclopedias, unabridged dictionaries, reference catalogues, books with famous quotations, visual/technological resources). Write notecards based upon the information in the sources, writing carefully on each card the correct documentation information. Produce a bibliography card for each source. Decide on a thesis statement. Produce an informal outline (before writing composition). Produce a rough draft of works cited/reference page (i.e., by alphabetizing the bibliography card entries). Produce a rough draft of research paper, inserting the parenthetical documentation (e.g., using MLA, APA, or CMS guides). Develop introductory paragraph, making sure thesis statement is last sentence in the introductory paragraph. Make sure each paragraph has a topic sentence, support ideas, transitional devices, and strong word choices. Develop the concluding paragraph, making sure that it either summarizes or restates the thesis statement by finalizing the paper. Revise/edit own rough draft by checking all grammar, punctuation, capitalization, spelling, and word choices. Input corrections into the paper. Produce final copy, final outline, and final

77

works cited/reference page. Prepare a source packet to document sources and to verify that no plagiarism has occurred in the research paper.

(D) Edit and revise syntax to include a variety of different sentence patterns. (E) Edit and revise drafts for grammar, punctuation, capitalization, spelling, and word choices. (F) Combine, rearrange, delete sentences to clarify meaning, enhance style, and improve coherency. (G) Avoid repetition and wordiness. (H) Practice word economy by reducing clauses to phrases and phrases to words whenever possible to avoid verbosity. (I) Begin sentences with participial phrases, infinitive phrases, gerund phrases, dependent clauses, and prepositional phrases. (J) Write plays, informal and formal letters, informational reports that summarize nonfictional and fictional texts by logically relating ideas based upon careful analyzation of the meaning of the source material. (K) Write a character sketch based upon a fictional or nonfictional classical piece of literature. (L) Write a descriptive essay using descriptive writing components. (M) Produce various types of creative writings (e.g., anecdotes, legends, riddles, tales, ballads, fables, folk tales, limericks, parables, sonnets, couplets, melodramas, puns). (N) Revise own writings and those of peers (e.g., revising to clarify, to establish purpose/audience/mood, to improve word choices, to increase organizational coherence/unity, to improve style, to promote word economy). (O) Update the written record of her/his high-school activities, honors, interests, courses, grades, and experiences in preparation for completing college applications in the future. (7) Spelling / Vocabulary. The student acquires extensive spelling/vocabulary knowledge through 78 The student is expected to:

reading and systematic word study. (A) Use dictionaries to trace the etymology of spelling/vocabulary words. (B) Tell the two meanings of the prefixes EX (out of /former), HOMO (same/man), DIS (not/apart), IN (not/within). (C) Tell the spelling/meanings of the Greek root words ANTHROP, ARCH, ASTER/ASTR, AUTO, AVI, BIO, BIBL, CENTR, CHROM, CHRON, COSM, CRAT, CYCL, DEM, DERM, GAM, GEN, GEO, GNOS, GRAM, GRAPH, HEMO, HYDR, LITH, LOG, METER, MICRO, MON. (D) Give the spelling/meaning of the suffixes ESS, INE, RIX, ET, ETTE, LET, LING. (E) Study the spelling/meanings of at least 50 more pairs of homophones. (F) Analyze the spelling/meanings of unfamiliar words based on the spelling/meanings of the individual word elements. (G) Spell and use words regularly and correctly from professional lists prepared for grade level. (H) Identify the different shades of spelling/meaning of at least 50 more pairs of words that are close in spelling/meaning (e.g., revenge/avenge, assure/ensure/insure, aware/conscious). (I) Add to cumulative, individualized record of new spelling/vocabulary words found in literature selections.

English, Language Arts, and Reading -- English III (Grade 11)

Knowledge and Skills. (1) Reading Comprehension and Fluency. The student is expected to: (A) Read silently for longer periods of time and demonstrate comprehension through written or oral responses. (B) Analyze plot, theme, character, figurative language (e.g., allusion, allegory, aside, satire, metonymy), syntax, and tone. (C) Describe the contributions of various cultures to 79

American literature. (D) Describe the development of American literature in the 17th, 18th, 19th, and 20th centuries. (E) Compare/contrast periods in American literature. (F) Describe the dramatic conventions or devices used by various playwrights. (G) Identify a hypothesis to be confirmed, disproved, or modified. (H) Research the accuracy of information presented by the author. (I) Evaluate a literary selection's structure. (J) Synthesize information gathered from a variety of sources and then present that information in written or oral presentations. (K) Extend general and specialized vocabulary. (L) Read and follow complex, multi-step directions. (M) Follow the true intent of the author and not any subjective imaginations of the reader. (2) Independent Reading / Assigned Reading / Guided Reading. The student reads and studies notable American literary selections which are rich in vocabulary. The student is expected to:

(A) Present comprehensive, narrative summary of the following notable literary selections. (i) Literature of the Colonies and the Revolution -1607-1800: (I) Puritan Culture -- authors such as William Bradford, Anne Bradstreet, Edward Taylor. (II) Diarists and Observers -- authors such as William Byrd, St. Jean de Crevecoeur. (III) Reason and Revolution -- authors such as Benjamin Franklin, Thomas Jefferson, Thomas Paine. (ii) Literature from 1800-1855: (I) Romantic Rediscovery -- authors such as Washington Irving, James Fenimore Cooper, Edgar Allan Poe, William Cullen Bryant. 80

(II) Symbolic and Ethical Idealism authors such as Nathaniel Hawthorne, Herman Melville. (III) Fireside Poets authors such as Henry Wadsworth Longfellow, Oliver Wendell Holmes, John Greenleaf Whittier. (IV) Transcendental Idealism -- authors such as Ralph Waldo Emerson, Henry David Thoreau. (iii) Literature from 1855 to 1865 -- Division, War, and Reconciliation -- authors such as Walt Whitman, Frederick Douglass, Abraham Lincoln, Harriet Tubman, Daniel Webster. (iv) Literature from 1865 to 1915 -- Realism and Naturalism -- authors such as Mark Twain, Booker T. Washington, Willa Cather, Edwin Arlington Robinson, William Jennings Bryan. (v) Literature from 1915 to 1946 -- Literary Renaissance and Social Challenge -- authors such as Robert Frost, Langston Hughes, Thornton Wilder, James Weldon Johnson, John Steinbeck, Ernest Hemingway. (vi) Literature from 1946 to the present Contemporary Literature -- authors such as Arthur Miller, Martin Luther King, Bernard Malamud, Anne Tyler, Larry McMurtry. (B) Read independently books of various genres from accepted fictional and nonfictional lists. (C) Read materials daily at a comfortable, independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader). (D) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader). (E) Adjust reading rate based on the purposes for reading. (F) Demonstrate understanding of literature which is read aloud by others. (3) Literary Terms. The student defines and identifies examples of various literary terms. The student is expected to: (A) Define the following terms: allegory, aphorism, argumentation, autobiography, conceit, concrete poem, forms of discourse (expository, narrative, descriptive, persuasive), genre, gothic, Harlem 81

Renaissance, journal, lyric poem, prediction, regionalism, stream of consciousness, subjective, time order, transcendentalism, understatement, vernacular. (B) Identify examples of the literary terms (mentioned above) in literary selections. (4) Inquiry, Research, Study Strategies. The student utilizes various information sources and study techniques. The student is expected to:

(A) Locate information on various topics (e.g., American history, American literature, American art and music). (B) Demonstrate various test-taking techniques (e.g., test-taking reviews, mnemonics, making judgments, discovering relationships, listing information, factual recall, organizing effective essay exams). (5) Grammar/Usage. The student uses correct grammar and syntax in various sentence patterns. The student is expected to: (A) Use correct subject-verb agreement in sentences which contain collective nouns, nouns which are plural in form but singular in meaning, nouns of amount and time. (B) Recognize and use sentences with dashes, parentheses, ellipses, brackets, and italics. (C) Correctly identify problems in sentences with dependent clauses (e.g., use of adverb clause where noun clause is needed; use of incorrect case of pronoun in noun or adjective clauses; incorrect choice of subordinate conjunction "when" instead of "if," "where" instead of "whereas," "since" instead of "because"). (D) Identify problems with parallel construction and correct them. (E) Write increasingly more involved simple, compound, complex, and compound-complex sentences. (F) Write increasingly more complicated sentence structures to modify, refine, and alter meanings. (6) Composition. Using various forms, the student writes for a variety of audiences and for a variety of purposes. Literary Theme Tied to Composition: American Literature

The student is expected to: (A) Compose combinations of the four writing modes (e.g., persuasive, expository, narrative, descriptive) as 82

needed for particular tasks, purposes, audiences. (B) Write comparative-contrast compositions using both Type A and Type B formats. (C) Write persuasive compositions which defend or refute a thesis position with relevant examples and supporting details, using persuasive strategies (e.g., sensory images/explicit words, action verbs, descriptive adjectives and adverbs, defining terms, giving accurate information, exaggeration, drawing attention to similarities and differences, examples, metaphors, personification, indirect references, description of personal qualities, personal stories, dialogue, and comparison of two sets of ideas/situations/things). (D) PERSUASIVE-CLASSIFICATORY COMPOSITION Produce a persuasive/classificatory composition: First Paragraph The student states the issue and gives a summary of Position One and Position Two. Second Paragraph The student writes a paragraph which explains the leading support ideas (expository writing) for/against Position One. Third Paragraph The student writes a paragraph which explains the leading support ideas (expository writing) for/against Position Two. Fourth Paragraph The student writes a strong, well-developed paragraph in which he gives his own position on the issue and supports his position with expository and/or persuasive strategies. Fifth Paragraph In the last paragraph, the writer restates his/her position and adds concluding/culminating statements. (E) PERSUASIVE/DESCRIPTIVE COMPOSITION Produce a persuasive/descriptive composition: First Paragraph The student gives a statement of her/his position for/against an issue. Second Paragraph The student gives Reason 1 of her/his position for/against and then develops that reason with expository details. Third Paragraph The student gives Reason 2 of his/her position for/against and then develops that reason with expository details. Fourth Paragraph The student gives Reason 3 of her/his position for/against and then develops that reason with 83

expository details. Fifth Paragraph The student summarizes his/her major reasons for/against and writes concluding/culminating statements. (F) EXPOSITORY/LITERARY CRITICISM RESEARCH PAPER Write an expository/literary criticism research paper on an American author. STEPS TO WRITING EXPOSITORY RESEARCH PAPER -- AMERICAN AUTHORS -- LITERARY CRITICISM -- USING THREE TO FIVE SOURCES The student is expected to: Choose an American author and analyze how that author influenced literature. Choose and read a fictional or nonfictional selection which was written by or about the student's topic. Gather information from various library resources including periodicals and literary critiques. Include long quotes in the research paper (e.g., using MLA, APA, or CMS guides). Write notecards based upon the information in the sources, writing carefully on each card the correct documentation information. Produce a bibliography card for each source. Decide on a thesis statement. Produce an informal outline (before writing composition). Produce a rough draft of works cited/reference page (i.e., by alphabetizing the bibliography card entries). Produce a rough draft of research paper, inserting the parenthetical documentation (e.g., using MLA, APA, or CMS guides). Include in rough drafts the background research, information found in the American author's writings, and literary criticism

84

written by experts about the selected author. Develop introductory paragraph, making sure thesis statement is last sentence in the introductory paragraph. Make sure each paragraph has a topic sentence, support ideas, transitional devices, and strong word choices. Develop the concluding paragraph, making sure that it either summarizes or restates the thesis statement by finalizing the paper. Revise/edit own rough draft by checking all grammar, punctuation, capitalization, and usage. Input corrections into the paper. Produce final copy, final outline, and final works cited/reference page. Prepare a source packet to document sources and to verify that no plagiarism has occurred in the research paper.

(G) Edit and revise syntax to include a variety of different sentence patterns. (H) Edit and revise drafts for grammar, punctuation, capitalization, spelling, and word choices. (I) Combine, rearrange, delete sentences to clarify meaning, enhance style, and improve coherency. (J) Avoid repetition and wordiness. (K) Practice word economy by reducing clauses to phrases and phrases to words whenever possible to avoid verbosity. (L) Begin sentences with participial phrases, infinitive phrases, gerund phrases, dependent clauses, and prepositional phrases. (M) Write plays, informal and formal letters, informational reports that summarize nonfiction and fiction texts by logically relating ideas based upon careful analyzation of the meaning of the source material. (N) Write a character sketch based upon a fictional or nonfictional classical piece of literature. 85

(O) Write a descriptive composition using descriptive writing components. (P) Produce various types of creative writings (e.g., anecdotes, legends, riddles, tales, ballads, fables, folk tales, limericks, parables, sonnets, couplets, melodramas, puns). (Q) Revise own writings and those of peers (e.g., revising to clarify, to establish purpose/audience/mood, to improve word choices, to increase organizational coherence/unity, to improve style, to promote word economy). (R) Update the written record of his/her high-school activities, honors, interests, courses, grades, and experiences in preparation for completing college applications in the future. (7) Spelling / Vocabulary. The student acquires an extensive spelling/vocabulary knowledge through reading and systematic word study. The student is expected to:

(A) Trace the etymology of spelling/vocabulary words by using dictionaries. (B) Give the spelling/meanings of Greek root words MORPH, NEO, NOM, ORTH, PAN, PATH, PHIL, PHOBIA, PHON, PHOTO, POD, PROTO, PSYCH, PYRO, SCOP, SOM, SOPH, THEO, THERM, TROP. (C) Explain that CHLOR and PRAS mean green. (D) Explain that MELAN, NIGR, and ATR mean black. (E) Explain that AUR, CHRYS, CIRR, FLAV, and XANTH mean yellow or gold. (F) Explain that RUB, RHOD, PHOENI, and RUF mean red. (G) Explain that ALB, BLANC, BLEACH, and CAND mean white. (H) Explain that CAES and CYAN mean blue. (I) Explain that ARGENT and PLATIN mean silver. (J) Explain that words containing these components are adverbs. (K) Give the spelling/meanings of at least 50 more pairs of homophones. 86

(L) Analyze the spelling/meanings of unfamiliar words based on the spelling/meanings of the individual word elements. (M) Spell and use words regularly and correctly from professional lists prepared for grade level.

(N) Identify the spelling and different shades of meaning of at least 50 more pairs of words that are close in meaning (e.g., accident/mishap, acknowledge/admit, adjacent/contiguous). (O) Add to cumulative, individualized record of new spelling/vocabulary words found in literature selections.

87

English, Language Arts, and Reading -- English IV (Grade 12)

Knowledge and Skills. (1) Reading Comprehension and Fluency. The student analyzes various types of texts. The student is expected to: (A) Read silently for longer periods of time and demonstrate comprehension through written or oral responses. (B) Recognize major literary forms and techniques, including ode, ballad, elegy, satire, and sonnet. (C) Recognize characteristics of the major chronological eras. (D) Relate literary works and authors to major themes and issues of their eras. (E) Compare and contrast the style of various British authors who are contemporaries. (F) Compare and contrast the style of various British authors from various periods of history. (G) Identify a hypothesis to be confirmed, disproved, or modified. (H) Evaluate the literary selection for structure. (I) Research the accuracy of information presented by the author. (J) Synthesize information gathered from a variety of sources and then present that information in written or oral presentations. (K) Extend general and specialized vocabulary. (L) Read and follow complex, multi-step directions. (M) Work to determine the author's intent without imposing subjective interpretation. (2) Independent Reading / Assigned Reading / Guided Reading. The student reads and studies notable British literary selections which are rich in vocabulary. The student is expected to:

(A) Present comprehensive narrative summary of the following notable literary selections: (i) Anglo-Saxon -- Early English Period works 88

such as Beowulf, "The Dream of the Rood," "The Wanderer," "The Seafarer," The Anglo-Saxon Chronicle, riddles. (ii) Early Middle Ages -- works such as The Canterbury Tales, Everyman, ballads. (iii) Later Middle Ages -- works such as Le Morte D' Arthur, "Sir Gawain and the Green Knight"; works about the period such as Cathedral: The Story of Its Construction; modern works about Arthur such as The Once and Future King. (iv) English Renaissance -- works such as pastoral poetry, sonnets, drama, Hamlet, Macbeth, Don Quixote de la Mancha. (v) The 17th Century -- such as works from John Donne, Andrew Marvell, Ben Jonson, Robert Herrick, John Milton. (vi) Restoration and the Eighteenth Century such as works from Samuel Pepys, Daniel Defoe, Jonathan Swift, Joseph Addison, Richard Steele, Alexander Pope, Samuel Johnson. (vii) Pre-Romantic Period -- such as works from Thomas Gray, Robert Burns, William Blake. (viii) Early Romantic Period -- such as works from William Wordsworth, Samuel Taylor Coleridge. (ix) Late Romantic Period -- such as works from George Gordon, Lord Byron, Percy Bysshe Shelley, John Keats, Mary Shelley, Jane Austen. (x) Victorian Period -- works from Alfred Lord Tennyson, Robert Browning, Elizabeth Barrett Browning, Matthew Arnold, Thomas Hardy, Gerard Manley Hopkins, A. E. Housman, Dante Gabriel Rossetti, Christina Rossetti, Rudyard Kipling, Robert Louis Stevenson, Charles Dickens, Emily Bronte, Charlotte Bronte. (xi) Modern Period -- such as works from William Butler Yeats, Siegfried Sassoon, Rupert Brooke, T.S. Eliot, Dylan Thomas, George Bernard Shaw. (B) Read independently books of various genres from accepted fictional and nonfictional lists. (C) Read materials daily at a comfortable, independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader).

89

(D) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader). (E) Adjust reading rate based on the purposes for reading. (F) Demonstrate understanding of literature which is read aloud by others. (3) Literary Terms. The student defines and identifies examples of various literary terms. The student is expected to: (A) Define the following terms: Anglo-Saxon poetry, carpe diem, begging the question, false analogy, comedy of manners, comic relief, closed couplet, circular reasoning, diary, dramatic monologue, emblematic image, epic convention, epiphany, exposition, kenning, in medias res, metaphysical conceit, metaphysical poetry, metonymy, miracle play, mock epic, morality play, motif, neoclassicism, psalm, Shakespearean sonnet, sonnet sequence. (B) Identify examples of literary terms (mentioned above) in literary selections.

(4) Inquiry, Research, Study Strategies. The student utilizes various information sources and study techniques.

The student is expected to:

(A) Locate information on various topics (e.g., British history and literature; British art, architecture, and music). (B) Utilize previewing techniques of college textbooks and technical journals (e.g., marginal annotations, key terms, graphics, supplemental study helps). (C) Use strategies for improving encoding, storage, and retrieval from his/her memory. (D) Evaluate differing points of view and generalizations; weigh adequacy of data and evidence. (E) Recognize persuasive language. (F) Identify biased and slanted writing; evaluate arguments. (5) Grammar/Usage. The student uses correct grammar and syntax in various sentence patterns. The student is expected to: (A) Use subject-verb agreement and verb tense consistently and correctly.

90

(B) Demonstrate the use of different types of clauses and phases, including adjectival clauses and adverbial clauses and phrases. (C) Use various sentence types (e.g., compound, complex, compound-complex). (D) Use subjunctive mood (expresses doubts, wishes, and possibilities) in complete sentences. (E) Use active voice verbs in most compositions and in most discourse. (F) Use passive voice verbs to emphasize the receiver of the action or when the doer is unknown. (G) Demonstrate use of grammar and punctuation in producing increasingly more involved sentence structures which reflect the refining of style and the implementing of correct usage. (H) Write sentences which contain properly placed modifiers, correctly identified antecedents, parallel structures, consistent tenses. (6) Composition. The student writes for a variety of audiences and purposes using various forms. Literary Theme Tied to Composition: British Literature

The student is expected to: (A) Compose combinations of the four writing modes (e.g., persuasive, expository, narrative, descriptive) as needed for particular tasks, purposes, audiences. (B) Write comparative-contrast compositions using both Type A and Type B organizational formats. (C) Write both persuasive/classificatory and persuasive/descriptive compositions. (D) Write persuasive essays which defend or refute a thesis position with relevant examples and supporting details, using persuasive strategies (e.g., sensory images/explicit words, action verbs, descriptive adjectives and adverbs, defining terms, giving accurate information, exaggeration, drawing attention to similarities and differences, examples, metaphors, personification, indirect references, description of personal qualities, personal stories, dialogue, and comparison of two sets of ideas/situations/things). (E) EXPOSITORY/LITERARY CRITICISM RESEARCH PAPER

91

Write an expository/literary criticism research paper on a British author. STEPS TO WRITING EXPOSITORY RESEARCH PAPER -- BRITISH AUTHORS -- LITERARY CRITICISM -- USING SIX TO EIGHT SOURCES The student is expected to: Choose a British author and analyze how that author influenced literature. Choose and read a fiction or nonfiction selection which was written by or about the student's topic. Gather information from various library resources including periodicals and literary critiques. Include long quotes in the research paper (e.g., using MLA, APA, or CMS guides). Write notecards based upon the information in the sources, writing carefully on each card the correct documentation information. Produce a bibliography card for each source. Decide on a thesis statement. Produce an informal outline (before writing composition). Produce a rough draft of works cited/reference page (i.e., by alphabetizing the bibliography card entries). Produce a rough draft of research paper, inserting the parenthetical documentation (e.g., using MLA, APA, or CMS guides). Include in rough drafts the background research, information found in the British author's writings, and literary criticism written by experts about the selected author. Develop introductory paragraph, making sure thesis statement is last sentence in the introductory paragraph. Make sure each paragraph has a topic sentence, support ideas, transitional devices, and strong word choices.

92

Develop the concluding paragraph, making sure that it either summarizes or restates the thesis statement by finalizing the paper. Revise/edit own rough draft by checking all grammar, punctuation, capitalization, spelling, and usage. Input corrections into the paper. Produce final copy, final outline, and final works cited/reference page. Prepare a source packet to document sources and to verify that no plagiarism has occurred in the research paper.

(F) Edit and revise syntax to include a variety of different sentence patterns. (G) Edit and revise drafts for grammar, punctuation, spelling, capitalization, and word choices. (H) Combine, rearrange, delete sentences to clarify meaning, enhance style, and improve coherency. (I) Avoid repetition and wordiness. (J) Practice word economy by reducing clauses to phrases and phrases to words whenever possible to avoid verbosity. (K) Begin sentences with participial phrases, infinitive phrases, gerund phrases, dependent clauses, and prepositional phrases. (L) Recognize and use subjunctive mood. (M) Recognize and use passive voice verbs (only when appropriate). (N) Write plays, informal and formal letters, informational reports that summarize nonfiction and fiction texts by logically relating ideas based upon careful analyzation of the meaning of the source material. (O) Write a character sketch based upon a classic piece of fictional or nonfictional literature. (P) Write a descriptive composition using descriptive writing components.

93

(Q) Produce various types of creative writings (e.g., anecdotes, legends, riddles, tales, ballads, fables, folk tales, limericks, parables, sonnets, couplets, melodramas, puns). (R) Revise own writings and those of peers (e.g., revising to clarify, to establish purpose/audience/mood, to improve word choices, to increase organizational coherence/unity, to improve style, to promote word economy). (S) Finalize the written record of his/her high-school activities, honors, interests, courses, grades, and experiences in preparation for completing college applications in the future. (T) Write a personal narrative composition for college-admission purposes. (7) Spelling / Vocabulary. The student acquires extensive spelling/vocabulary knowledge through reading and systematic word study. The student is expected to:

(A) Trace through the use of dictionaries the spelling, pronunciation, and etymology of spelling/vocabulary words. (B) Tell the differences in spelling/meaning between DE and AD, FIN and GEN, IN and EX, MAGNI and MICRO, MAL and BEN, MULTI and MONO, POST and PRE, SUPER and SUB, VIV and MORT, NEO and SEN. (C) Delineate the history of the English language. (D) Explain the spelling/meanings of at least 50 more pairs of homophones. (E) Analyze the spelling/meanings of unfamiliar words based on the meanings of the individual word elements. (F) Use words regularly and correctly from professional lists prepared for grade level. (G) Identify the different shades of spelling/meaning of at least 50 more pairs of words that are close in spelling/meaning (e.g., imply/infer, ability/capacity, accomplice/cohort). (H) Add to cumulative, individualized record of new spelling/vocabulary words found in literature selections.

94

BIBLIOGRAPHY REFERENCE MATERIALS Adams, Marilyn Jager. BEGINNING TO READ. Cambridge, Massachusetts: The MIT Press, 1995. Ayers, Leonard Porter. A MEASURING SCALE FOR ABILITY IN SPELLING. Milford, Massachusetts: Mott Media, Inc., 1986. Bergman, Eldo. READING CLINICIAN'S MANUAL. Houston: Texas Reading Institute, 1996. BUILDING A POWERFUL READING PROGRAM: FROM RESEARCH TO PRACTICE. Sacramento, California: California Education Policy Seminar and California State University Institute for Education Reform, 1996. California. READING PROGRAM ADVISORY: TEACHING READING. Sacramento, 1996. Carnine, Douglas, Jerry Silbert, and Edward J. Kameenui. DIRECT INSTRUCTION READING. Englewood Cliffs, New Jersey: Prentice Hall, 1990. CENTER FOR THE IMPROVEMENT OF READING INSTRUCTION. Sacramento: California State University for Education Reform, 1996. CONSORTIUM ON READING EXCELLENCE. Emeryville, California: Institute for Policy Analysis and Research, 1996. CORE KNOWLEDGE SEQUENCE: Content Guidelines for Grades K-6. Charlottesville, Virginia: Core Knowledge Foundation, 1995. ENGLISH LANGUAGE ARTS AND READING, Second Draft. Austin, Texas: Texas Education Agency, 1996. ENGLISH STANDARDS OF LEARNING: For Virginia Public Schools. Richmond, Virginia: 1995. Foorman, Barbara. "The Case for Early Reading Intervention." COGNITIVE AND LINGUISTIC FOUNDATIONS OF READING ACQUISITION: IMPLICATIONS FOR INTERVENTION (B. Blachman, ed.). Mahwah, New Jersey: Erlbaum. Gilman, Mary Louise. 3000 SOUND-ALIKES AND LOOK-ALIKES. Vienna, Virginia: National Shorthand Reporters Association, 1986. Henry, Marcia. WORDS. Los Gatos, CA: Lex Press, 1990. Hirsch, E. D. THE SCHOOLS WE NEED: WHY WE DON'T HAVE THEM. New York: Doubleday, 1996. Honig, Bill. HOW SHOULD WE TEACH OUR CHILDREN TO READ?: THE ROLE OF SKILLS IN A COMPREHENSIVE READING PROGRAM--A BALANCED APPROACH.. San Francisco: Far West Laboratory, 1996. Houston. A BALANCED APPROACH TO READING: A PEER REVIEW OF HISD'S READING PROGRAM, 1996.

95

Kolenovsky, Gladys and Sue Jones. PHONOLOGICAL AWARENESS TRAINING FOR READING IMPROVEMENT. Dallas: Luke Waites Child Development Center, Texas Scottish Rite Hospital for Children, 1996. Lindamood, Pat and Charles Lindamood. AUDITORY DISCRIMINATION IN DEPTH. Austin: PRO-ED, 1972. Lyon, G. Reid and Vinita Chhabra. "The Current State of Science and the Future of Specific Reading Disability." MENTAL RETARDATION AND DEVELOPMENTAL DISABILITIES RESEARCH REVIEWS, 2:2-9 (1996). McWhorter, Kathleen. STUDY AND THINKING SKILLS IN COLLEGE. Glenview, Illinois: Scott, Foresman/Little, Brown College Division, 1988. Moats, Louisa. "Spelling: A Window on Linguistic Development." TEACHING READING (Sara Brody, ed.). Milford, NH: LARC Publishing, 1994. Newhouse, Dora. THE ENCYCLOPEDIA OF HOMONYMS 'SOUND-ALIKES.' Los Angeles: Newhouse Press, 1976. Partridge, Eric. USAGE AND ABUSAGE. New York: W. W. Norton and Company, 1994. Prator, Clifford and Betty Wallace Robinett. MANUAL OF AMERICAN ENGLISH PRONUNCIATION, 4th ed. Chicago: Holt, Rinehart, and Winston, 1985. Shaw, Henry. DICTIONARY OF PROBLEM WORDS AND EXPRESSIONS. New York: McGraw-Hill Book Company, 1987. Spalding, Romalda B. and Walter T. THE WRITING ROAD TO READING. New York: Wm. R. Morrow, 1990. Stanback, Margaret. SYLLABLE AND RIME PATTERNS FOR TEACHING READING. New York: Teachers' College, Columbia University, 1991. Texas. READING SKILLS DEVELOPMENT-- WHAT WORKS?: PROCEEDINGS OF THE PRESUMMIT WORKSHOP. Houston, Texas: April 1996. Torgesen, Joseph. THE PREVENTION AND REMEDIATION OF READING DISABILITIES: EVALUATING WHAT WE KNOW FROM RESEARCH, in press, 1996. Truch, Stephen. "Stimulating Basic Reading Processes Using Auditory Discrimination in Depth." ANNALS OF DYSLEXIA 44 (1994): 60-80. Warriner, John E. and Francis Griffith. WARRINER'S ENGLISH GRAMMAR AND COMPOSITION. New York: Harcourt Brace and World, Inc., 1965. Watson, Ian. "Phonological Processing in Two Languages." LANGUAGE PROCESSING IN BILINGUAL CHILDREN (Ellen Bialystok, ed.). New York: Cambridge University Press, 1991.

96

CONTRIBUTORS Marilyn Jager Adams, Isabel Beck, Eldo Bergman, Betsy Berry, Maggie Bruck, Henry Burke, Kenneth R. Burton, Jr., Douglas Carnine, Maureen Dimarco, William Feeler, Barbara Fix, Barbara Foorman, Neal Frey, Cynthia C. Fry, Donna Garner, Philip Gough, Gayle Gustin, Kathy Hahn, Joyce Harrison, Bill Honig, Donna Muldrew Hughes, Lloyd and Naoma Huff, David Hungerford, Betsy Huntington, Randa Ibsen, Wanda Ibsen, Constance Jones, Marion Joseph, Connie Juel, Jimmy Kilpatrick, Donna Korman, Reid Lyon, Louisa Moats, Gayle Moak, Alice Nine, Jean Osborn, Lisa Osborne, Colleen Palmer, Yvonne Rampmeier, LuAnn Smith, Marsha Sonnenberg, Keith Stanovich, Sandra Stotsky, Robert W. Sweet, Jr., Pat Waterman

97