Download File - Tennessee Against Common Core

English Success Standards
Grades K - 12
English, Language Arts, and Reading
May 26, 2008
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Table of Contents
Grade or Description
Page
Definition of Terms
4
English, Language Arts, and Reading
Kindergarten
5
Grade 1
13
Grade 2
21
Grade 3
28
Grade 4
35
Grade 5
41
Intervention Strategies for Phonemic Awareness
46
Grade 6
49
Grade 7
55
Grade 8
60
Grade 9 -- English I
65
Grade 10 -- English II
73
Grade 11 -- English III
79
Grade 12 -- English IV
88
Bibliography -- Reference Materials
95
Contributors
97
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3
DEFINITION OF TERMS
SYNTACTIC AWARENESS (GRAMMAR)
Syntactic awareness (i.e., grammar) refers to the student's ability to put phrases, clauses, and
sentences together into correct and meaningful patterns. In this document, the term "syntactic
awareness" as used in Pre-Kindergarten and Kindergarten indicates a listening/speaking skill--not the
formal study of grammar.
PHONEMIC AWARENESS
The spoken word consists of a sequence of elementary sounds (phonemes). A phoneme is defined as
the minimal change in sound that will change one word into another word: sit-> bit; top ->shop (see
Figure 1, Intervention Strategies for Phonemic Awareness). Phonemic awareness is the ability to
recognize and manipulate the number, type, and sequence of phonemes within the word. A syllable
divides into two primary parts: onset and rime. The rime is the vowel and any consonant sounds that
come after it. The onset, if it is there, consists of any consonant sounds that precede the vowel (e.g.,
split -- spl- is the onset and -it is the rime[see Figure 3, List of Phonemic Awareness Assessments]).
ALPHABETIC KNOWLEDGE
Alphabetic knowledge refers to the student's knowledge of symbols used to write English. Such
knowledge includes letter names, alphabetic order, visual recognition of both lower and upper cases,
written production of both lower and upper cases, and lower case and upper case correspondences.
PENMANSHIP
The student should be able to form legible letters--both lower and upper cases--in both manuscript
style and cursive style.
PRINT CONCEPTS
Print concepts are the conventions and formats used in written English.
Directionality:
Left to right
Top to bottom
Front to back
Significance of spacing:
No space between letters of a word
A space between words
Empty line between paragraphs or indentation of paragraph
Titles and captions: as set apart from text
Punctuation and capitalization: as separating thoughts
Parts of a book (e.g., title page, table of contents, chapters, index, glossary)
Format of different genres (e.g., stanzas for poetic form)
ORTHOGRAPHIC KNOWLEDGE (SPELLING)
Orthographic knowledge refers to the knowledge of how the sounds (phonemes) of a language are
mapped to the symbols (letters) of that language for use in reading and writing. Prerequisites for
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English orthographic knowledge are alphabetic knowledge and knowledge of the sounds (phonemes)
used in English. Orthographic knowledge begins with the most basic mapping of letters to represent
the 44 - 45 English phonemes. Published phonics programs typically cover 50 - 80 sound-symbol
relationships or phonograms (see Figure 2, Amplified Chart of Basic Phonograms). More advanced
orthographic knowledge consists of the mapping of letters to represent English syllables and
morphemes. Because over the centuries English has imported vast amounts of vocabulary from other
languages and generally retained the foreign spelling patterns, English orthography consists of over
2,000 sound-symbol relationships.
SYLLABLE
A syllable is a sound unit in English that contains at least a vowel and is legally pronounceable (e.g.,
"isp" is legal while "agf" is not).
MORPHEME
A morpheme is the minimal structure in English that conveys meaning. Morphemes range from a
single letter (the "s" that makes a noun plural) to multisyllabic structures (i.e., "inter," "micro").
*e.g. -- As used in this document -- "for example" -- not requirements
i.e. -- As used in this document -- "that is to say"
English, Language Arts, and Reading -- Kindergarten.
Knowledge and Skills.
What the teacher is supposed to teach:
What the students are supposed to
learn:
(1) Listening and Speaking Skills. The student
listens to various types of children’s literature.
The student is expected to:
(A) Listen to notable literary selections which are rich
in vocabulary (e.g., Mother Goose rhymes, "Mary Had
a Little Lamb," "Rain," "Twinkle, Twinkle, Little
Star," "Cinderella," "The Little Red Hen," "A Tug of
War," "The Ugly Duckling," The Velveteen Rabbit,
Winnie-the-Pooh, One Morning in Maine).
(B) Discuss meaning of words and concepts from
selections and discussions.
(C) Describe mental pictures of settings and
characters.
(D) Retell selections; summarize selections.
(E) Answer orally in his/her own words direct
questions dealing with the elements of the selections.
(F) Sing/recite rhymes and songs.
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(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
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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.
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(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.
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(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
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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
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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.
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(B) Identify examples of literary terms (mentioned
above) in literary selections.
English, Language Arts, and Reading -- Grade 1.
Knowledge and Skills
(1) Listening and Speaking Skills. The student
listens to various types of children’s literature.
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).
.
(E) Recognize the format of a paragraph.
(6) Orthographic Knowledge (Spelling). The
student demonstrates knowledge of the 44 - 45
phonemes of English and their written
representations.
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/).
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(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 children’s 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 (cvc—e.g., m-a-t);
(ii) 4-phoneme words (ccvc—e.g., s-t-o-p; cvcc
e.g., j-u-m-p);
(iii) 5-phoneme words (cccvc--e.g., s-t-r-i-ng)
(cvccc--e.g., h-i-n-t-s);
(iv) multisyllable words (e.g., ad-ven-ture)
(B) Blend (orally) common beginnings or endings
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 Pájaro 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 children’s 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., wood—would;
their—there—they’re).
(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
32

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.

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
The student is expected to:
35
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, plot—beginning,
middle, and end), strong beginning and ending, dialogue,
moral, and proverb.
(B) Identify examples of the literary terms (mentioned
above) in literary selections.
(5) Inquiry, Research, Study Strategies. The
student utilizes various information sources.
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
38

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.

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
43

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).

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
44

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).

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).
Describe how some sounds make the voice box vibrate
and some do not (e.g., s, z).
Teach the p and b--lip stops (bilabial plosives).
Describe how the lips pop open on the p and b.
Teach the t and the d -- tongue stops (alveolar
plosives).
Describe how the tongue taps the mouth of the roof
behind the teeth when pronouncing the t and the d.
Teach the k and the g -- throat stops (velar
plosives).
Describe how the tongue scrapes in the back of the
throat when pronouncing the k and the g.
Teach the f and the v -- lip airs (labiodental
fricatives).
Describe how air passes between the teeth on the lower
lip when pronouncing the f and the v.
Teach the voiced and the unvoiced th -- tongue airs
(interdental fricatives).
Describe how air passes between the teeth on the
tongue when pronouncing the th sound.
Teach the s and the z -- narrow sounds (alveolar
fricatives).
Describe how the air passes between the closed teeth
when pronouncing the s and the z.
Teach the sh and the zh -- wide sounds (palatal
fricatives).
Describe how the air passes between the pursed lips
when pronouncing the sh and the zh.
Teach the ch and the j -- wide stops (affricates/stop
fricatives).
Describe how the air is pushed over the tongue in the
back when pronouncing the ch and the j.
Teach the m, n, and the ng -- nasal sounds
(bilabial, alveolar, and velar stops).
Describe how the air is blocked by the tongue (at lips,
teeth, back of mouth) and escapes through the nose
when pronouncing the m, n, and the ng.
Teach the h, w, and the wh -- wind sounds (velar
stop, labiovelar glide, and glottal glide).
Describe a puff of air passing out the open mouth, with
pursed lips, or tightening of the throat when
pronouncing the the h, w, and the wh
Teach the l, and the r -- lifters (liquids).
Describe how the tongue lifts in front or the back when
pronouncing the l and the r.
Teach the "borrowers" (c, x, qu, y) if needed for
students' names.
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).
Describe how c, x, qu, and y do not have their own
sounds but borrow basic sounds from other letters.
VOWEL SOUNDS
Teach the front vowel sounds (e.g., meet, bit, gate,
set, at, up).
Describe how tongue is in front of mouth and gradually
goes from near top teeth to behind bottom teeth as
mouth gradually opens.
Teach the open vowel sound (e.g., Bob).
Describe sound made by wide open mouth.
Teach the back rounded vowels (e.g., Paul, Poe,
foot, boot).
Describe tongue in back of mouth and lips gradually
rounding.
47
Teach the diphthongs (e.g., ice, oil, out).
Describe mouth sliding between two-vowel positions.
Teach the basic r-controlled vowels er (her, fur, sir),
ar (car), or (for).
Contrast a (am) - ar (car), e (let) - er (her), o (Bob) - or
(for).
The following r-controlled vowels lack a simple
spelling and are not always taught to beginning
readers: near, bear, tour.
Copy the teacher in making the basic sounds of
American English.
AMPLIFIED CHART OF PHONOGRAMS
(with key words to aid in pronunciation)
Phonogram
b
c
d
f
g
h
j
k
l
m
n
p
qu
r
s
t
v
w
x
y
z
a
e
i
o
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
sh
th
wh
ng
oo
ea
ee
ow
oy
oi
ou
ay
ai
aw
au
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
ck
oa
ph
er
ir
ur
ar
or
igh
kn
ti
si
ie
ei
ough
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
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 history—past and
contemporary.
The student is expected to:
(A) Identify the important literary content in texts
about .American history—past and contemporary.
49
(B) Explain the storyline in texts about .American
history—past 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
51

Plan a one-paragraph persuasive paragraph
based upon the theme of American history,
past and contemporary.

Use prewriting techniques (e.g., T-notes,
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
52

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).

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 internal—suspense 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 multi-
63
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 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
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, cliché, 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:
70

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
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:
77

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
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:
84

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
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:
92

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.

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
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Kolenovsky, Gladys and Sue Jones. PHONOLOGICAL AWARENESS TRAINING
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Prator, Clifford and Betty Wallace Robinett. MANUAL OF AMERICAN ENGLISH
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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