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The Number System
Standards may use the following abbreviations for Latin terms:
□e.g. means for example, possibly those listed may be included on assessment
□i.e. means specifically and ONLY those listed will be assessed
The Number System
TerminologyGLE - Grade Level Expectations
(Grades K-8)CLE - Course Level Expectation
(Grades 9-12)Checks for UnderstandingSPI State Performance Indicators
The Number System
.1
Standard
Standards Language Arts 01..1 = Language.2 = Communication .3 = Writing.4 = Research.5 = Logic .6 = Informational Text .7 = Media .8 = Literature
Standard 1 - Language
□This strand covers grammar, mechanics, vocabulary, and sentence structure. In the primary grades the Language Arts emphasis is on reading including employing a variety of strategies to decode words and expand vocabulary. The emphasis is one expanding language through vocabulary growth.
Standard 2- Communication
□This strand builds speaking and listening skills in both formal and informal situations. Beginning at middle grades, skills of group and team participation are included. It is important that students are more active learners with all of the noise and movement of talking and collaborating. There should be cooperative, collaborate activities developing the classroom as an interdependent community. All students should communicate and problem solve on a daily basis.
Standard 3- Writing
□This strand includes instruction in generating, drafting, organizing, and proofreading writing in a variety of modes and for a variety of audiences. Students should have more responsibility for their work: goal setting, record keeping, monitoring, sharing, exhibiting, and evaluating. They also need more choices of writing topics. The rigor in this strand will require the students to have legible handwriting with correct letter formation.
Standard 4- Research
□This strand instructs in conducting research, attributing sources appropriately, and evaluating the reliability of resources. Students must have more inductive hands-on learning experiences and more in-depth studies of a smaller number of topics to provide them internalization of the inquiry method. Students should be provided opportunities to pick partners and research projects and have a variety of places to gain knowledge using community resources as well as the library.
Standard 5- Logic□This strand trains students to think
reasonably, follow logical trains of thoughts, avoid faulty reasoning, and weigh evidence. Students need to spend less time in rote memorization of facts and details, and more time using higher-order thinking skills. The goal is to develop their ability to think logically and to use those skills daily. They must apply comprehension using strategies that activate prior knowledge and provide after-reading applications.
Standard 6- Informational Text
□One of the GLEs for this standard in primary grades is that students will recognize that a variety of graphics support informational texts. Kindergarten’s GLE just states that they should recognize that illustrations support informational texts. This strand emphasizes the methods necessary to comprehend the organizational structures and graphics employed in informational text. Students should be engaged in reading real text: whole books, primary sources, and nonfiction materials.
Standard 7- Media
□One of the GLEs for the primary grades is that the students will recognize the ability of media to inform, persuade, and entertain. They should experience and respond to a variety of media focusing on the ways in which the functions and techniques of a variety of media contribute to the message they attempt to convey. Teachers will experience more diverse roles such as coaching, demonstrating, and modeling.
Standard 8- Literature□This strand acquaints students with a wide
range of literary types and diverse content, including both the conventions of the literary genres and the themes / concepts reflecting the human condition. Teacher should be read aloud good literature to students and give them more choice in their own reading materials. Leveled texts are also critically important. We should measure success of reading by the student’s reading habits, attitudes and comprehension.
Bloom’s Taxonomy
There is a new format of Bloom's Taxonomy:
Old Bloom’sKnowledge Comprehension Application Analysis SynthesisEvaluation
New Bloom’sRememberingUnderstandingApplyingAnalyzingEvaluatingCreating
2008 Bloom’s Taxonomy□Remembering: Can the student
recall or remember the information? □Assessment: define, duplicate, list,
memorize, recall, repeat, reproduce state
2008 Bloom’s Taxonomy□Understanding: Can
the student explain ideas or concepts?
□Assessment: classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase
2008 Bloom’s Taxonomy□Applying: Can the
student use the information in a new way?
□Assessment: choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write
2008 Bloom’s Taxonomy□Analyzing: Can the student
distinguish between the different parts?
□Assessment: appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test
2008 Bloom’s Taxonomy
□Evaluating: can the student justify a stand or decision?
□Assessment: appraise, argue, defend, judge, select, support, value, evaluate
2008 Bloom’s Taxonomy
□Creating: Can the student create new product or point of view?
□Assessment: assemble, construct, create, design, develop, formulate, write
2008 Bloom’s Taxonomy□ Note the verbs used in the GLE/CLE and their
checks for understanding with the new Bloom’s terminology. These are correlated with levels III-VI of Bloom’s.
□ The SPI's use verbs at levels I and II. That is because is difficult to use the upper levels in a multiple-choice format on a standardized test.
□ Do not limit your instruction to SPI's, because that would focus only on the lower levels of thinking skills. You must always have in mind the GLE/CLE and Checks for Understanding as you construct lessons to ensure high-level thinking.
Grade 6-8 Activities□Sentence Puzzle□Say What?□Sentence Dictation□Reader’s Theater (I Have A Dream)□Civil War Reliability Sort□Propaganda Techniques□ABC’s of Immigrants’ Reflections□The Immigrants’ Experience
Sentence PuzzleGrade Level ExpectationsGLE 0801.1.1 Demonstrate control of Standard English through the use
of grammar, usage, and mechanics.GLE 0801.1.3 Understand and use correctly a variety of sentence
structures. State Performance Indicators SPI 0801.1.1 Identify the correct use of nouns (i.e., common/proper,
singular/plural, possessives, direct/indirect objects, predicate nouns).SPI 0801.1.2 Identify the correct use of verbs (i.e., action/linking,
regular/irregular, agreement, perfect tenses, verb phrases) within context.
SPI 0801.1.3 Identify the correct use of adjectives (i.e., common/proper, comparative/superlative, adjective clauses) and adverbs (i.e., comparative/superlative) within context.
SPI 0701.1.5 Identify the correct use of prepositional phrases (place correctly according to the words they modify within the sentence) within context.
Complete the following tasks:
□ List the words which must be capitalized.□ What punctuation does this sentence need?□ Identify/List the prepositional phrases in the
sentence.□ Which part of this sentence contains a dependent
clause?□ What kind of dependent clause is it?□ What is the subject in the independent clause? □ What is the verb in the independent clause? □ What kind of verb is it?□ What is the word story functioning as in the
sentence?
Say What?
GLE 0601.1.1 Demonstrate control of Standard English through the use of grammar, usage, and mechanics (punctuation, capitalization, and spelling).
GLE 0601.1.3 Understand and use correctly a variety of sentence structures. 0601.1.3 Use capitalization correctly (e.g., proper adjectives, within quotations). 0601.1.4 Demonstrate the correct use of commas (e.g., after introductory words,
to set off appositives and interrupters, before a coordinating conjunction joining independent clauses to form compound sentences), colons (e.g., in business letters, preceding a list of items), semicolons (e.g., to combine sentences), quotation marks (e.g., with explanatory material within the quote, proper use with end marks), and apostrophes (to form singular and plural possessives).
State Performance IndicatorsSPI 0601.1.6 Choose the correct use of quotation marks, commas (i.e., in directquotations, with explanatory material within the quote, proper use with end marks) and
colons (i.e., in business letters, preceding a list of items).SPI 0701.1.6 Identify the correct use of commas (i.e., compound sentences, coordinating
conjunctions, introductory words, appositives, interrupters) within context.
Write dialogue to accompany your picture on the Post-It Note/chart
paper with markers. Your team must:□ Write one sentence using quotations marks
with the speaker at the beginning of the sentence.
□ Write one sentence using quotations marks with the speaker at the end of the sentence.
□ Write one sentence using quotations marks with the speaker at the middle of the sentence.
□ One quotation must end with a question mark.□ One sentence must include a hyphen, title,
appositive, colon or semicolon.
No Cards
?
Sentence Dictation
GLE 0801.1.1 Demonstrate control of Standard English through the use of grammar, usage, and mechanics (punctuation, capitalization, and spelling).
State Performance Indicators SPI 0801.1.6 Identify the correct use of commas within
contextSPI 0801.1.10 Identify the correct use of
appositives/appositives phrases and infinitive/infinitive phrases within context.
SPI 0801.1.13 Form singular and plural possessives using apostrophes correctly.
Sentence DictationMy father, the
athletic director, coaches girls’
basketball every day during the
winter.
Reader’s Theater (I Have A Dream)
GLE 0801.2.1 Demonstrate critical listening skills essential for comprehension, evaluation, problem solving, and task completion.
GLE 0801.2.5 Understand strategies for expressing ideas clearly and effectively in a variety of oral contexts.
GLE 0801.2.4 Deliver effective oral presentationsGLE 0801.2.7 Participate in work teams and group discussions. State Performance Indicators SPI 0801.2.1 Identify the purpose of a speech.SPI 0801.2.2 Identify the targeted audience of a speech.SPI 0801.2.4 Determine the most effective methods of
engaging an audience during an oral presentation.
Civil War Reliability Sort
GLE 0801.4.1 Define and narrow a problem or research topic.GLE 0801.4.3 Make distinctions about the credibility,
reliability, consistency, strengths, and limitations of resources, including information gathered from Web sites.
SPI 0801.4.2 Identify levels of reliability among resources (e.g.,
eyewitness account, newspaper account, supermarket tabloid account, Internet source).
SPI 0801.4.3 Determine the most appropriate research source for a given research topic.
SPI 0801.4.4 Distinguish between primary (i.e., interviews, letters, diaries, newspapers, autobiographies, personal narratives) and secondary (i.e., reference books, periodicals, Internet, biographies, informational texts) sources.
Propaganda Techniques
GLE 0801.5.4 Analyze written and oral communication for persuasive devices.
GLE 0801.5.5 identify and analyze premises, including false premises.
SPI 0801.5.4 Identify examples of persuasive
devices (i.e., bandwagon, loaded words, testimonial, name-calling, plain folks, snob appeal).
SPI 0801.5.8 Identify instances of bias and stereotyping in print and non-print.
Examplesdefinitions
ABC’s of Immigrants’ Reflections
GLE 0601.8.1 Read and comprehend a variety of works from various forms of literature.
GLE 0701.8.5 Identify and analyze common literary terms (e.g. personification, conflict, theme)
SPI 0601.8.1 Distinguish among various literary genres (e.g.,
fiction, literary drama, nonfiction, poetry)SPI 0601.8.8 Identify examples of sound devices (i.e. accent,
alliteration, onomatopoeia, rhyme, and repetition)SPI 0801.8.12 Recognize and identify words within a context
that reveal particular time periods and cultures.
The Immigrants’ Experience
GLE 0601.8.1 Read and comprehend a variety of works from various forms of literature.
GLE 0801.8.2 Understand the characteristics of various literary genres (e.g. poetry, novel, biography, short story, essay, drama)
SPI 0601.8.1 Distinguish among various literary genres (e.g. fiction, drama, nonfiction, poetry)
SPI 0601.8.2 Identify the setting and conflict of a passage.SPI 0801.8.10 Identify the kind (s) of conflict present in a
literary plot (i.e. person vs. person, person vs. self, person vs. environment. person vs. technology)
The Dynamic Curriculum
+Ctrl
F
This symbol identifies a Tennessee Diploma Project 2008 Standards Awareness Resource
Standards SPI Correlation Teams
□Grade 6□Grade 7□Grade 8Team records date & time for self-selected in-service.
Prentice Hall
Textbook CD?
+Ctrl F
What’s Next?
□Pacing Guide Development□Review SPIs to determine which you would include in each 9 week grading period.
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