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KCS ENGLISH CURRICULUM OUTLINE
I. THEME AND OBJECTIVES p. 2
II. CURRICULUM OUTLINES:
LOWER ELEMENTARY (1 & 2) p. 5
MIDDLE ELEMENTARY (3 & 4) p. 7
UPPER ELEMENTARY (5 & 6) p. 17
ESSENTIAL SKILLS OUTLINE p. 29(Middle through High School)
JUNIOR HIGH SCHOOL (7 & 8) p. 32
HIGH SCHOOL (9-12) p. 34
III. ASSESSMENT/GRADING POLICIES PER GRADE
IV. RECOMMENDED TEXT BOOKS PER GRADE P.49
V. KCS CURRICULUM IMPLEMENTATION BY YEAR
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KCS ENGLISH CURRICULUM OUTLINE
THEME:
In Genesis 1:3, God used the spoken word to create light where there was none before. Since we are
made in Gods image, we seek to strive toward His creativity and excellence by using the language
faculties He has given us, for His glory.
GENERAL OBJECTIVES:
Students studying English Language Arts at Kansai Christian School will grow intellectually
by developing proficiency and artistry in the English language through reading, writing,
speaking, listening, and studying literature and the principles of grammar.
They will also increase their English vocabulary by learning to correctly use and spell new
words. Moreover, they will develop essential research skills; they will gain the ability to
gather information from various sources, organize and understand it, and present it in their
own words.
They will grow spiritually by learning to analyze, critique and appreciate literature from a
Christian worldview.
They will grow socially by honing their ability to listen carefully and communicateeffectively and naturally through a variety of verbal and non-verbal means.
SPECIFIC OBJECTIVES PER PHASE:
ELEMENTARY PHASE:
1-2:
o Reading Students should move past decoding of words to comprehension of text.
They should acquire and use reading strategies, such as choosing books on an
appropriate level, and thinking about what they are reading.
o
Language Students should understand divisions between words, sentences, andparagraphs, and begin learning about parts of speech (nouns, verbs).
o Writing Students should be able to print neatly, write a summary, write 5-7 sentences
on a topic in paragraph form, write drafts, and use a journal.
o Speaking/Listening Students should master concepts of interpersonal and classroom
communication, such as facing the speaker, following directions the first time, and
raising a hand and speaking in turn.
3-4:
o Reading Students should deepen their comprehension by digging into a text, and
should be able to present the info they read. They should be able to choose books on
their level.
o Language Students should increase their mastery of parts of speech, gain practice in
writing grammatical sentences, and understand subject-verb agreement.
o Writing Students should learn cursive writing, gain practice in writing narrative
stories, and write a five-paragraph essay by fourth grade.
o Speaking/Listening Students should learn to speak up in class (rather than responding
with nothing), practice memorizing and performing skits, and give 5-7 minute
presentations to the class (often tied in to other subjects).
5-6:
o Reading Students should be able to assimilate new information that they read, and
present it in oral and written forms.o Language Students should be able to analyze a sentence for parts of speech, continue
mastery of subject-verb agreement, and understand and use different kinds of phrases
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correctly.
o Writing Students should learn to paraphrase information, write and proofread a draft,
write five-paragraph essays with bibliographies and write quickly (250 words/10
minutes).
o Speaking/Listening Students should work on expressing their feelings, opinions and
ideas without getting irate, reaching compromise in a group setting, and following
multiple complex directions.
JUNIOR HIGH SCHOOL PHASE:
7-8:
o Reading Students should develop higher level thinking skills, such as comparing and
contrasting two texts, and drawing a conclusion from a text with evidence to support it.
o Language Students should continue working with parts of speech, and should deepen
their understanding of grammatical sentence structure to include clauses and correct
punctuation (end marks, commas).
o Writing Students should learn pre-writing skills, write two-page essays, response
papers, and creative narratives, and should increase their writing speed (400 words/10
minutes).o Speaking/Listening Students should be able to respond to a presentation with
thoughtful questions at the end, use an appropriate tone of voice for the setting, express
both sides of an issue, and deliver a researched informative speech.
:
HIGH SCHOOL PHASE:
9-10:
o Reading Students should be able to identify and analyze the use of literary techniques
in prose and poetry, and should begin reading texts on a deeper level, looking beyond
plot for symbol, etc.
o Language Students should deepen their understanding of various types of phrases and
clauses, and practice identifying them and using them in their own writing.
o Writing Students should learn how to use footnotes to cite their sources in-text, and
should be able to write a well-structured essay, four pages in length.
o Speaking/Listening Students should be able to deliver a persuasive speech, and
critique the presentations of others in a fair, constructive way.
11-12:
o Reading Students should continue digging deeper into texts, and in the final grades
should be able to place texts in their historical and geographical context, connecting their
themes to the time and place they were written.
o Language Students should broaden their understanding of grammar to include basiccross-linguistic understanding of sounds (phonetics and phonology) and sentence
structure (syntax).
o Writing Students should continue writing medium-length papers with in-text citations,
and should work on the concept of developing a novel, arguable thesis for their papers,
and defending that thesis with strong evidence from the text.
o Speaking/Listening Students should have opportunities to try out more types of
formal communication, such as debate, oral interpretation of a text, impromptu speaking,
etc. They should continue to critique these performances.
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ASSESSMENT: (See specific grading policies at end of document.)
Reading: Comprehension tests, book reports, worksheets, response papers, summaries, summer
reading program, Reading Buddies (the reading buddies program should be more goal-oriented,
with a joint final presentation, to increase student priority)
Writing: Worksheets, writing projects (journals, creative work, book reports, research papers,
etc.)
Speaking: Debate, speeches, oral reports, shared reading, discussion participation, group work Listening: Following oral instructions, debate, listening exercises (summarizing, etc.)
Studying literature: Formal papers, discussion, essay tests, graphic organizers, answering
questions, oral comprehension quizzes
Vocabulary: Spelling tests, vocabulary quizzes, sentence writing
Research skills: Research reports
DIFFERENTIATION:
Second-language learners, incoming first graders and others recommended by a teacher will be
urged to attend summer school and participate in the summer reading program.
IDEAS FOR CO-CURRICULAR EVENTS: Poetry Day an event when students of all ages can make their poetry available for their
peers and families to browse
Reading Camp an evening or overnight event geared towards group enjoyment of books
Reading Buddies older students read to younger students
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KCS Language Arts/English Department
Standards for GRADE 1 & 2
By the end of First Grade the student should:
1. Print conventions-
*understand that text moves from line to line, or return sweep*understand meaning of boldface, italic and all-caps style
*identify and understand punctuation- exclamation point, comma, quotation marks, periods,
and question marks
*read with voice-print match
*identify all upper and lower-case letters.
2. Word Recognition-
*develop sound/symbol cuing strategies, meaning, structure, and visual cues
*begin to apply strategies to three cueing systems and learn sight vocabulary
*attend more to text than to pictures
*apply knowledge of initial, final, along with short, long, and r-controlled vowels*segment words into sounds and distinguish sounds into words
*self-correct errors as they read; begin to read the text with fluency, including expression.
3. Comprehension-
*rely on meaning of topic as they read to keep reading meaningful
*able to retell and summarize reading
*complete cloze activities
*develop an understanding of text structure, such as sequence and description
*begin to identify story elements, like problem and resolution
*understand difference between fiction and non-fiction
*understand difference between genres, such as biographies, folk tales, fairy tales,
informational articles, and poetry; utilize silent reading
*see following pages.
4. Writing-
*write simple sentences using appropriate capitalization and punctuation
*write all upper and lower-case letters
*write simple stories, letters, and other works of several sentences (at least five)
*respond to a writing prompt, but not always include complete details
*use knowledge of phonics to spell words, but also know conventional spelling words
By the end of Second Grade the student should:
1. Print convention-
*understand different text formats and graphics
*use and interpret graphs, graphic organizers, picture captions, indexes, the table of
contents, and glossaries
2. Word Recognition-
*Achieve oral fluency
*read much of their text silently
*integrate and apply meaning, structure, and visual cueing strategies
*learn vocabulary from their reading*understand the meaning of affixes and how they can change root words
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3. Comprehension-
*Develop an understanding of elements: title, author, genre, plot, climax, characters, and
problem/solution
*understand some elements of nonfiction: format, content, graphics
*develop an understanding of fact versus opinion
*develop an understanding of text structures, time order, description, compare/contrast,
cause/effect, and problem/solution
*understand how to use text and own experiences to make connections
*begin to interpret or make connections with the text read and infer
*identify authors purpose for writing
*identify main ideas
*recall details of the text
4. Writing-
*Attempt to organize writing and develop it more fully
*use more complex and varied sentence structures
*add details or words (adjectives, adverbs) to write more vividly
*use conventional spelling, with invented spelling for difficult words*proofread for simple sentences, such as capitals at the beginning, proper nouns, and ending
punctuation
In addition, the KCS first or second grade student should be able to
*Use information to form questions and verify predictions
*Identify important themes and topics
*Make comparisons across reading selections
*Summarize content of reading material using text organization (story, sequence)
*Identify how authors and illustrators express their ideas in text and graphics (dialogue,conflict, shape, color, characters)
*Use information presented in simple tables, maps, and charts to form an interpretation
*Respond to literary materials by connecting them to their own experience and
communicate those responses to others (i.e., schema, making connections, drawing mental
images, etc..)
*Identify questions and gather information
*Locate information using a variety of resources
*Select and organize information from various sources for a specific purpose
*Cite sources used*Write letters, reports and stories based on acquired information
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Grade 3 & 4 English-language arts
Grade 3 Outline:
Spelling
Short Vowel SoundsSpelling
*to spell words that demonstrate these
sound letter relationships:
/a/a,/e/e,/i/i,/o/o,/u/u.
*to form the plurals of nouns.
*to build words using phonograms and
initial consonant substitutions.
Reading
*to follow written directions
*to use context clues to complete
sentences given spelling words.
Writing
*to write a post card
*to proofread for spelling,
capitalization, and punctuation
Listening
*to listen for consonant and short
vowel sounds in words.
*to follow oral directionsSpeaking
*to present rhymes to the class
*to respond to questions
Vowel Sounds
Spelling
*Recognize homophones
*spell words given dictionary
pronunciations
*recognize the relationship between thepresent and past form of irregular verbs
Reading
*use the dictionary as a key to
pronunciation
Writing
*write rhyming sentences
Listening
*appreciate sound devices of rhythm
and rhyming*Listen to identify words with the long
vowel sound
Speaking
*contribute ideas and information ingroup discussionsDouble Letters
Spelling
* spell words that demonstrate sound-
letter relationships
* form new words by changing letters
in given words
* use the dictionary to check
alphabetical order
Reading
* follow written directions
* read a class mates story
* write legible manuscript and cursive
letters
Listening
* listen for letter-sound clues when
writing words
* listen for rhyming words
* follow oral directionsSpeaking
* respond questions
* present a story to a class
* express feelings and ideas about a
piece of writing
Verbs
Spelling
*to spell words in which the final
consonant letter is doubled before edor ing is added.
* spell base forms and inflected forms
of verbs
Reading
*follow written directions
*use context clues to complete
sentences given spelling words
*read a paragraph written by a
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*use a dictionary for word meaning
Writing
*write a paragraph using many verbs
Listening
*Listen to identify words in which the
final consonant letter is doubled before
ed or ing is added
*to follow oral directions
Speaking
*respond to a question
*speak clearly to a group
*express feelings and ideas about a
piece of writing
*present a how-to paragraph
Consonant Clusters
Spelling*Spell words that have consonant
clusters in
*Combine initial consonant clusters
and phonograms to spell words
*add ed to verbs to tell what already
happened
*spell new words by changing one
letter in a given word
Reading
*follow written directions
*use context clues to complete
sentences given spelling words
*use a dictionary to locate information
*use a dictionary for word meaning
Writing
*write a mystery story
*proofread for spelling, capitalization,and punctuation
Listening
*follow oral directions
*listen for letter-sound clues when
writing
*listen to words for consonant sounds
Speaking
*present a story to a class
*Express feelings and ideas about a
piece of writing
Plurals
Spelling
*spell plural nouns formed by adding s
and es
*spell plurals formed by adding s or
by changing y to i and adding es
Reading
*read a friendly letter
*use context clues to complete
sentences, given spelling words
Writing
*write a friendly letter
*write legible manuscript and cursive
letters
Listening
*listen for vowel sounds in words
*follow oral directions*listen to identify the difference
between singular and plural nouns in
sentence context
Speaking
*contribute ideas and information in
group discussions
*present a report to the class
The Sound /j/ /k/ /s/
Spelling*make a word chain using spelling
words
Reading
*Arrange given words in sentence
order
*Use context clues to complete
sentences given spelling words
*read a how-to paragraph
Writing*write a how-to paragraph
*write legible manuscript and cursive
letters
Verbs That End with e
Spelling
*spell base forms and inflected forms
of verbs that end with e
Reading
*follow written directions
*use the dictionary to locate
information
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*use the dictionary for word meaning
Writing
*Write an invitation
Listening
*follow oral directions
*listen to identify nouns and their
meaning in a sentence
*listen to identify verbs with inflected
forms
Speaking
*speak clearly to a group
*use visual aids in making oral
presentations
*read aloud a written invitation
Compound Words
Spelling*spell compound words
*alphabetize
Reading
*follow written directions
*recognize consonant clusters
*use a dictionary for word meaning
Writing
*write a news story
*proofread for spelling, capitalization,and punctuation
Listening
*listen to identify rhyming words
*listen to identify words as compounds
or as two words in sentence context
Speaking
*present a news storyContractions
Spelling*spell contractions
*recognize the function of the
apostrophe in contractions
*spell words that are parts of known
contractions
Reading
*use context clues for word
identification
Writing
*write a letter
*write legible manuscript and cursive
letters
Listening
*listen to determine if a contraction fits
in a given sentence
* to follow oral directions
Silent Letters
Spelling
*spell words with silent letters
Reading
*recognize that given words function
as verbs or nouns
*recognize the function of guide words
in a dictionary
*recognize verb tenses
*use a dictionary for word meanings
Writing*write a short story
Listening
*listen to identify a word as noun or
verb in sentence context
*identify silent letters in words read
aloud
Speaking
*speak clearly to a group
*contribute ideas and information ingroup discussions
Homophones
Spelling
*spell homophones
*spell pairs of homophones given
pronunciations
Reading
*understand the meaning of
homophones in sentence context*use a dictionary as a key to
pronunciation
Writing
*write signs
*proofread for spelling, capitalization,
and punctuation
The Sounds /ou/ and /oi/
Spelling
* review plural nouns formed by
adding s.
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*spell words that demonstrate these
sound-letter relationships: /ou/ ou,
/oi/, oi, oy.
Reading
*identify the appropriate meaning of a
word with multiple meanings using
sentence context.
*follow written directions
Writing
* write how-to paragraph
Listening
*Listen to identify the vowel sounds
/ou/ and /oi/ in words
*follow oral directions
Speaking
*express feelings and ideas about apiece of writing
Words with ou and ough
Spelling
*spell words with similar patterns but
different vowel sounds
Reading
*identify rhyming words
*use context clues for word
identification*use a dictionary to locate information
Writing
*write a short paragraph
Listening
*listen to identify the relationship
between sounds and letters
*follow oral directions
Speaking
*speak clearly to a group*present a story
*respond to a question
Syllable Patterns
Spelling
*spell words that have the VC/CV
syllable pattern
Reading
*recognize accented syllables given
dictionary pronunciations
*use a dictionary as a key to
pronunciation
Writing
*write legible manuscript and cursive
letters
Listening
*listen to recognize how words can be
divided into syllables
Penmanship
Write legibly in cursive, allowing
margins and correct spacing between
letters in a word and words in a
sentence
Grammar
* sentences * subject/nouns *
predicate/verbs *simple and compound
sentences *singular and plural nouns *
possessive nouns * action verbs and the
verb be * main verb and helping verb
* present-tense verbs *past-tense and
future tense verbs * irregular verbs *
pronouns * subject and object pronouns* adjectives *adverbs* negatives *
quotation marks *titles *commas
Reading
*read and understand grad-level-
appropriate material
*read and understand ESL-level
appropriate material
*read many short stories to be able to- use titles, tables of contents, chapter
headings, glossaries, and indexes to
locate information in text
- use knowledge of antonyms,
synonyms, homophones, and
homographs to determine the meanings
of words
-use sentence and word context to find
the meaning of unknown words
-use knowledge of prefixes and
suffixes to determine the meaning of
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words
-recall major points in the text and
make and modify predictions about
forthcoming information
-distinguish the main idea and
supporting details
-follow simple multiple-step written
instructions
-distinguish common forms of
literature
-comprehend basic plots of classic fairy
tales, myths, folktales, legends, and
fables
-determine what characters are like by
what they say or do and by how the
author or illustrator portrays them
-identify the speaker or narrator in a
selection
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Grade 4 English-language arts
Spelling
Vowel Sounds
Spelling*to recognize that consonant and vowel
letters between the slanted lines / /
represent sounds.
*to alphabetize words
*to use dictionary guide words
Reading
*to follow written directions
*to use context clues to complete
sentences with given spelling words.
*to use a thesaurus to locateinformation
Writing
*to write a journal entry
*to proofread for spelling,
capitalization, and punctuation
*to write legible cursive letters
Listening
*to listen to identify words with initial
consonant clusters*to listen to identify rhyming words.
*to follow oral directions
*to listen to identify words with short
vowel sounds
Speaking
*to respond to a question
*to contribute ideas and information in
group discussions
Long Vowel SoundsSpelling
*to recognize homophones
*to spell words that can function as
nouns and verbs
*to review alphabetical order and
consonant clusters
* to spell inflected forms of verbs
*to use the parts of a dictionary entry.
Reading*to follow written directions
*to use context clues to complete
sentences with given spelling words
*to use the dictionary to identify
multiple meanings
*to use dictionary to locate informationWriting
*to write a first paragraph for a news
story
*to proofread for spelling,
capitalization, and punctuation
*to write legible cursive letters
*to write a journal entry
Listening
*to follow a series of oral directions
Speaking*to respond to a question
*to contribute ideas and information in
group discussionsWords with ed and ing
Spelling
*to spell inflected forms of verbs
*to identify words with initial and final
consonant clusters
Reading*to follow written directions
*to use a dictionary to locate inflected
forms of verbs
Writing
*to write a silly tale
*to use the writing process
Listening
*to follow a series of oral directions
Speaking*to respond to a question
*to contribute ideas and information in
group discussions
The Sounds /k/,/f/,/z/,/s/,/j/
Spelling
*to spell inflected forms of verbs
*to recognize accented syllables in
pronunciations
*to review alphabetical order*to identify synonyms
*to identify homophones
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Reading
*to follow written directions
*to use context clues to complete
sentences with spelling words
*to use dictionary to locate information
Writing
*to write a thank-you note
*to write a mystery story
*to use context clues to complete
sentences with spelling words
*to write legible cursive letters
Listening
*to follow a series of oral directions
Speaking
*to respond to a question*to contribute ideas and information in
group discussions
Double Letters
Spelling
*to spell words with double consonant
letters
*to form noun plurals by adding s, es
and changing y to i before adding es
*to recognize that double consonantletters stand for single consonant
sounds
Reading
*to follow written directions
*to use context clues to complete
sentences with spelling words
*to use a dictionary to locate
information
Writing*to write a descriptive paragraph
*to use the writing process
*to proofread for spelling,
capitalization, and punctuation
*to write legible cursive letters
Listening
*to follow a series of oral directions
Speaking
*to respond to a question
*to contribute ideas and information in
group discussions
Abbreviations
Spelling
*to spell abbreviations in addresses
*to use capital letters and periods in
abbreviations
Reading
*to follow written directions
Writing
*to address an envelope using
abbreviations
*to proofread for spelling,
capitalization, and punctuation
Listening
*to follow a series of oral directions
Speaking
*to respond to a question*to contribute ideas and information in
group discussions
Consonant Digraphs
Spelling
*to review rhyming words
*to recognize homophones
Reading
*to follow written directions
*to use context clues to complete aparagraph with spelling words
*to use a dictionary to locate
information
Writing
*to write a poem
*to write legible cursive letters
Listening
*to follow a series of oral directions
Speaking*to respond to a question
*to contribute ideas and information in
group discussions
Adding ed , ing, er, est
Spelling
*to spell inflected forms of verbs and
adjectives
*to add inflected endings to adjectives
Reading
*to follow written directions
*to use context clues to complete
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sentences with spelling words
*to use a dictionary to locate
information
Writing
*to write a descriptive paragraph
*to write legible cursive letters
Listening
*to follow a series of oral directions
Speaking
*to respond to a question
*to contribute ideas and information in
group discussions
Special Days and Holidays
Spelling
*to spell the names of holidays
*to spell holiday-related wordsReading
*to use a dictionary to locate
information
Writing
*to write a letter
*to write legible cursive letters
Listening
*to follow a series of oral directions
Speaking*to respond to a question
*to contribute ideas and information in
group discussionsThe sounds /oi/ and /ou/
Spelling
*to identify synonyms
Reading
*to follow written directions
Writing*to write a how-to paragraph
*to use the writing process
*to write legible cursive letters
Listening
*to follow a series of oral directions
Speaking
*to respond to a question
*to contribute ideas and information in
group discussions
Contractions/Possessives
Spelling
*to spell contractions and
possessives
*to identify the functions of its and its
Reading
*to follow written directions
*to use context clues to complete
sentences with spelling words
*to use dictionary entries for
contractions
Writing
*to write a book report
*to write legible cursive letters
Listening
*to follow a series of oral directions
Speaking
*to respond to a questionScience Words
Spelling
*to spell science words
*to identify the number of syllables in
words
Reading
*to follow written directions
Writing*to write an explanatory paragraph
*to proofread for spelling,
capitalization, and punctuation
Listening
*to follow a series of oral directions
Speaking
*to respond to a question
*to contribute ideas and information in
group discussionsCompound Words
Spelling
*to spell compound words
*to spell everyday and every day in
sentences
*to identify abbreviations in dictionary
entries
Reading
*to follow written directions
*to use context clues to complete
sentences with spelling words
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*to use a dictionary to locate
information
Writing
*to write directions
*to write legible cursive letters
Listening
*to follow a series of oral directions
Speaking
*to respond to a question
Syllable Patterns
Spelling
* to spell and syllabicate compound
words and words with the vc/cv
pattern
*to identify antonym pairs
*to review alphabetical order* to write singular and plural nouns
Reading
*to follow written directions
*to use context clues to complete
sentences with spelling words
Writing
*to write a short research report
* to write a thank-you note
*to use the writing processListening
*to follow a series of oral directions
Speaking
*to respond to a questionPrefixes
Spelling
*to spell words with these prefixes:
un-, re-, mis-
* to add prefixes to base wordsReading
*to follow written directions
Writing
*to write a journal entry
*to proofread for spelling,
capitalization, and punctuation
*to write a legible cursive letters
Listening
*to follow a series of oral directions
Speaking
*to respond to a question
*to contribute ideas and information
in group discussionsSuffixes
Spelling
*to spell words with these suffixes:-y,-
ly,-ful,-er, -ist, -ing, -ment
*to spell comparative and superlative
forms of adjectives
*to identify adverbs
* to spell words that can function as
nouns and verbs
Reading
*to follow written directions
*to use context clues to complete
sentences with spelling words
*to use the dictionary to locateinflected forms of adjectives
Writing
*to write a descriptive paragraph
*to write a news story
*to write legible cursive letters
Listening
*to follow series of oral directions
Speaking
*to respond to a questionThree-Syllable Words
Spelling
*to spell three-syllable words
*to add noun-forming suffixes to verbs
Reading
*to follow written directions
*to use a dictionary pronunciation key
Writing
*to write an advertisement*to proofread for spelling,
capitalization, and punctuation
Listening
*to follow a series of oral directions
Penmanship
Write fluidly and legibly in cursive
Grammar
*sentence *subject/nouns
*predicate/verbs *simple and
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compound sentences *singular and
plural nouns *possessive nouns *action
verbs and the verb be * main verb and
helping verb *present-tense verbs
*past-tense verbs and future-tense
verbs *irregular verbs *pronouns
*subject and object pronouns
*adjectives * adverbs * negatives
*quotation marks *titles *commas
Reading
*Read and understand grade-level-
appropriate material
*Read and understand ESL-level-
appropriate material
*Read many short stories to be able to-know derivations, synonyms,
antonyms, and idioms to determine the
meaning of words and phrases
-use knowledge of root words to
determine the meaning of unknown
words within a passage
-to distinguish and interpret words with
multiple meanings
-to make and confirm predictions about
text by using prior knowledge and
ideas presented in the text itself,
including illustrations, titles, topic
sentences, important words, and
foreshadowing clues.
-to distinguish between cause and
effect and between fact and opinion in
expository text.
-to follow multiple-step instructions in
a basic technical manual
-to identify the main events of the plot,
their causes, and the influence of eachevent on future actions
-to use knowledge of the situation and
setting and of a characters traits and
motivations to determine the causes for
that characters actions
Revised and Updated: May, 2009 16
16
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Grade FiveEnglish-language Arts Content Standards.
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the
meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.
Word Recognition
1.1 Read aloud narrative and expository text fluently and accurately and
with appropriate pacing, intonation, and expression.
Vocabulary and Concept Development1.2 Use word origins to determine the meaning ofunknown words.1.3 Understand and explain frequently used synonyms,antonyms, and homographs.1.4 Know abstract, derived roots and affixes from Greekand Latin and use this knowledge to analyze themeaning of complex words (e.g., controversial).1.5 Understand and explain the figurative andmetaphorical use of words in context.
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Grade Five: 2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, andperspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in RecommendedLiterature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. Inaddition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information).In grade five, students make progress toward this goal.
Structural Features of Informational Materials2.1 Understand how text features (e.g., format,graphics, sequence, diagrams, illustrations,charts, maps) make information accessible andusable.2.2 Analyze text that is organized in sequentialor chronological order.
Comprehension and Analysis ofGrade-Level-Appropriate Text2.3 Discern main ideas and conceptspresented in texts, identifying andassessing evidence that supportsthose ideas.2.4 Draw inferences, conclusions, orgeneralizations about text andsupport them with textual evidenceand prior knowledge.
Expository Critique
2.5 Distinguish facts, supportedinferences, and opinions in text.
3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature. They begin to find ways to clarify the ideas and make
connections between literary works. The selections inRecommended Literature, Kindergarten Through Grade Twelve illustrate the quality andcomplexity of the materials to be read by students.
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Structural Features ofLiterature3.1 Identify and analyzethe characteristics ofpoetry, drama, fiction, andnonfiction and explain theappropriateness of theliterary forms chosen byan author for a specificpurpose.
Narrative Analysis of Grade-Level-Appropriate Text3.2 Identify the main problem or conflict of the plot andexplain how it is resolved.3.3 Contrast the actions, motives (e.g., loyalty,selfishness, conscientiousness), and appearances ofcharacters in a work of fiction and discuss theimportance of the contrasts to the plot or theme.3.4 Understand that theme refers to the meaning ormoral of a selection and recognize themes (whetherimplied or stated directly) in sample works.3.5 Describe the function and effect of common literarydevices (e.g., imagery, metaphor, symbolism).
Literary Criticism
3.6 Evaluate the meaning of archetypal
patterns and symbols that are found in
myth and tradition by using literature
from different eras and cultures.
3.7 Evaluate the author's use of various
techniques (e.g., appeal of characters in a
picture book, logic and credibility of
plots and settings, use of figurativelanguage) to influence readers'
perspectives.
Grade Five:Writing
1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits the students' awareness of the audience and purpose.Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writingprocess as needed.
Organization and Focus
1.1 Create multiple-paragraph narrative compositions:
a. Establish and develop a situation or plot.
b. Describe the setting.
c. Present an ending.
1.2 Create multiple-paragraph expository compositions:
a. Establish a topic, important ideas, or events in
sequence or chronological order.
b. Provide details and transitional expressions that
link one paragraph to another in a clear line of
Research and Technology
1.3 Use organizational features of printed text (e.g.,
citations, end notes, bibliographic references) to locate
relevant information.
1.4 Create simple documents by using electronic media
and employing organizational features (e.g., passwords,entry and pull-down menus, word searches, a thesaurus,
spell checks).
1.5 Use a thesaurus to identify alternative word choices
and meanings.
Evaluation and Revision
1.6 Edit and revise
manuscripts to improve the
meaning and focus of
writing by adding, deleting,
consolidating, clarifying,and rearranging words and
sentences.
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thought.
c. Offer a concluding paragraph that summarizes
important ideas and details.
2.0 Writing Applications (Genres and Their Characteristics)
Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writingdemonstrates a command of standard American English and the research, organizational, and drafting strategies outlined inWriting Standard 1.0.
Using the writing strategies of grade five outlined in Writing Standard 1.0, students:
2.1 Write narratives:
a. Establish a plot,
point of view,
setting, and
conflict.
b. Show, rather than
tell, the events of
the story.
2.2 Write responses to literature:
a. Demonstrate an
understanding of a
literary work.
b. Support judgmentsthrough references to the
text and to prior
knowledge.
c. Develop interpretations
that exhibit careful
reading and
understanding.
2.3 Write research reports about
important ideas, issues, or eventsby using the following
guidelines:
a. Frame questions that
direct the investigation.
b. Establish a controlling
idea or topic.
c. Develop the topic with
simple facts, details,
examples, and
explanations.
2.4 Write persuasive letters or compositions:
a. State a clear position in support of a
proposal.
b. Support a position with relevant
evidence.
c. Follow a simple organizational
pattern.
d. Address reader concerns.
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Grade Five
Written and Oral English Language ConventionsThe standards for written and oral English language conventions have been placed between those for writing and for listening and speaking
because these conventions are essential to both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to this grade level.
Sentence Structure1.1 Identify and
correctly use
prepositional phrases,
appositives, and
independent and
dependent clauses; use
transitions andconjunctions to connect
ideas.
Grammar1.2 Identify and correctly use verbs
that are often misused (e.g., lie/ lay,
sit/ set, rise/ raise), modifiers, and
pronouns.
Punctuation1.3 Use a colon toseparate hours andminutes and to introducea list; use quotationmarks around the exactwords of a speaker andtitles of poems, songs,short stories, and soforth.
Capitalization1.4 Usecorrectcapitalization.
Spelling1.5 Spell roots,suffixes, prefixes,contractions, andsyllableconstructionscorrectly.
Listening and Speaking
1.0 Listening and Speaking Strategies
Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They
evaluate the content of oral communication.
Comprehension
1.1 Ask questions that seek information not already
discussed.
1.2 Interpret a speaker's verbal and nonverbal messages,
purposes, and perspectives.
1.3 Make inferences or draw conclusions based on an
Organization and Delivery of Oral
Communication
1.4 Select a focus, organizational
structure, and point of view for an
oral presentation.
1.5 Clarify and support spoken ideas
Analysis and Evaluation of Oral and Media
Communications
1.7 Identify, analyze, and critique persuasive
techniques (e.g., promises, dares, flattery,
glittering generalities); identify logical fallacies
used in oral presentations and media messages.
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oral report. with evidence and examples.
1.6 Engage the audience with
appropriate verbal cues, facial
expressions, and gestures.
1.8 Analyze media as sources for information,
entertainment, persuasion, interpretation of
events, and transmission of culture.
2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion,
description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined inListening and Speaking Standard 1.0.
Using the speaking strategies of grade five outlined in Listening and Speaking Standard 1.0, students:
2.1 Deliver narrative presentations:
a. Establish a situation, plot, point of view,
and setting with descriptive words and
phrases.
b. Show, rather than tell, the listener what
happens.
2.2 Deliver informative presentations about an
important idea, issue, or event by the
following means:
a. Frame questions to direct the
investigation.
b. Establish a controlling idea or topic.
c. Develop the topic with simple facts,
details, examples, and explanations.
2.3 Deliver oral responses to literature:
a. Summarize significant events and
details.
b. Articulate an understanding of several
ideas or images communicated by the
literary work.
c. Use examples or textual evidence from
the work to support
conclusions.
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popular media (e.g., newspapers,
magazines, online information) and use
the features to obtain information.
2.2 Analyze text that uses the compare-
and-contrast organizational pattern.
their relationships to other sources and related topics.
2.4 Clarify an understanding of texts by creating
outlines, logical notes, summaries, or reports.
2.5 Follow multiple-step instructions for preparing
applications (e.g., for a public library card, bank
savings account, sports club, league membership).
2.7 Make reasonable assertions about a text
through accurate, supporting citations.
2.8 Note instances of unsupported inferences,
fallacious reasoning, persuasion, and propaganda
in text.
3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and socialscience. They clarify the ideas and connect them to other literary works. The selections inRecommended Literature, Kindergarten Through Grade
Twelve illustrate the quality and complexity of the materials to be read by students.
Structural Features of Literature
3.1 Identify the forms of fiction and
describe the major characteristics of
each form.
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Analyze the effect of the qualities of the
character (e.g., courage or cowardice, ambition or
laziness) on the plot and the resolution of the
conflict.
3.3 Analyze the influence of setting on the problemand its resolution.
3.4 Define how tone or meaning is conveyed in
poetry through word choice, figurative language,
sentence structure, line length, punctuation, rhythm,
repetition, and rhyme.
3.5 Identify the speaker and recognize the difference
between first-and third-person narration (e.g.,
autobiography compared with biography).3.6 Identify and analyze features of themes conveyed
through characters, actions, and images.
3.7 Explain the effects of common literary devices
(e.g., symbolism, imagery, metaphor) in a variety offictional and nonfictional texts.
Literary Criticism
3.8 Critique the credibility of characterization
and the degree to which a plot is contrived or
realistic (e.g., compare use of fact and fantasy in
historical fiction).
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Grade Six :Writing
1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits students' awareness of the audience and purpose. Essays contain formalintroductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.
Organization and Focus
1.1 Choose the form of writing (e.g., personal letter, letter
to the editor, review, poem, report, narrative) that best
suits the intended purpose.
1.2 Create multiple-paragraph expository compositions:
a. Engage the interest of the reader and state a clearpurpose.
b. Develop the topic with supporting details and
precise verbs, nouns, and adjectives to paint a
visual image in the mind of the reader.
c. Conclude with a detailed summary linked to the
purpose of the composition.
1.3 Use a variety of effective and coherent organizationalpatterns, including comparison and contrast; organization
by categories; and arrangement by spatial order, order of
importance, or climactic order.
Research and Technology
1.4 Use organizational features of electronic text
(e.g., bulletin boards, databases, keyword searches,
e-mail addresses) to locate information.1.5 Compose documents with appropriate
formatting by using word-processing skills and
principles of design (e.g., margins, tabs, spacing,
columns, page orientation).
Evaluation and Revision
1.6 Revise writing to improve
the organization and
consistency of ideas within andbetween paragraphs.
2.0 Writing Applications (Genres and Their Characteristics)
Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a
command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
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Using the writing strategies of grade six outlined in Writing Standard 1.0, students:
2.1 Write narratives:
a. Establish and
develop a plot
and setting and
present a point
of view that is
appropriate to
the stories.b. Include sensory
details and
concrete
language todevelop plot and
character.
c. Use a range of
narrative devices
(e.g., dialogue,
suspense).
2.2 Write expository
compositions (e.g.,
description,
explanation,
comparison and
contrast, problem and
solution):
a. State the thesisor purpose.
b. Explain the
situation.
c. Follow an
organizational
pattern
appropriate tothe type of
composition.
d. Offer persuasive
evidence to
validate
arguments and
conclusions asneeded.
2.3 Write research
reports:
a. Pose relevant
questions with a
scope narrow
enough to be
thoroughly
covered.b. Support the main
idea or ideas with
facts, details,
examples, andexplanations from
multiple
authoritative
sources (e.g.,
speakers,
periodicals,
online
information
searches).
c. Include abibliography.
2.4 Write responses to
literature:
a. Develop an
interpretation
exhibiting careful
reading,
understanding,
and insight.b. Organize the
interpretation
around several
clear ideas,premises, or
images.
c. Develop and
justify the
interpretation
through sustained
use of examples
and textual
evidence.
2.5 Write persuasive compositions:
a. State a clear position on a
proposition or proposal.
b. Support the position with
organized and relevant
evidence.
c. Anticipate and address reader
concerns andcounterarguments.
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Grade Six : Written and Oral English Language ConventionsThe standards for written and oral English language conventions have been placed between those for writing and for listening and speaking
because these conventions are essential to both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to this grade level.
Sentence Structure
1.1 Use simple,compound, andcompound-complexsentences; useeffectivecoordination andsubordination ofideas to expresscomplete thoughts.
Grammar
1.2 Identify andproperly useindefinite pronounsand present perfect,past perfect, andfuture perfect verbtenses; ensure thatverbs agree withcompound subjects.
Punctuation
1.3 Use colons afterthe salutation inbusiness letters,semicolons toconnect independentclauses, andcommas whenlinking two clauseswith a conjunction incompoundsentences.
Capitalization
1.4 Use correctcapitalization.
Spelling
1.5 Spell frequentlymisspelled wordscorrectly (e.g., their,they're, there).
Grade Six: Listening and Speaking
1.0 Listening and Speaking Strategies
Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluatethe content of oral communication.
Comprehension
1.1 Relate the speaker's verbal communication(e.g., word choice, pitch, feeling, tone) to the
nonverbal message (e.g., posture, gesture).
1.2 Identify the tone, mood, and emotion conveyed
in the oral communication.
1.3 Restate and execute multiple-step oral
Organization and Delivery of Oral Communication
1.4 Select a focus, an organizational structure, and apoint of view, matching the purpose, message,
occasion, and vocal modulation to the audience.
1.5 Emphasize salient points to assist the listener in
following the main ideas and concepts.
1.6 Support opinions with detailed evidence and with
Analysis and Evaluation of Oral and
Media Communications
1.8 Analyze the use of rhetorical
devices (e.g., cadence, repetitive
patterns, use of onomatopoeia) for
intent and effect.
1.9 Identify persuasive and
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instructions and directions. visual or media displays that use appropriate
technology.
1.7 Use effective rate, volume, pitch, and tone and
align nonverbal elements to sustain audience interest
and attention.
propaganda techniques used in
television and identify false and
misleading information.
2.0 Speaking Applications (Genres and Their Characteristics) Students deliver well-organized formal presentations employingtraditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a commandof standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
Using the speaking strategies of grade six outlined in Listening and Speaking Standard 1.0, students:
2.1 Deliver narrativepresentations:
a. Establish a context,
plot, and point of
view.
b. Include sensory
details and concrete
language to developthe plot and
character.
c. Use a range of
narrative devices
(e.g., dialogue,
tension, orsuspense).
2.2 Deliver informativepresentations:
a. Pose relevant
questions
sufficiently limitedin scope to be
completely and
thoroughly
answered.
b. Develop the topic
with facts, details,
examples, and
explanations from
multipleauthoritative
sources (e.g.,
speakers,periodicals, online
information).
2.3 Deliver oral responsesto literature:
a. Develop an
interpretation
exhibiting carefulreading,
understanding, and
insight.
b. Organize the
selected
interpretation
around several clear
ideas, premises, or
images.
c. Develop and justify
the selected
interpretation
through sustained
use of examples
and textualevidence.
2.4 Deliver persuasivepresentations:
a. Provide a clear
statement of the
position.
b. Include relevant
evidence.
c. Offer a logical
sequence of
information.
d. Engage the listenerand foster
acceptance of the
proposition orproposal.
2.5 Deliver presentationson problems and solutions:
a. Theorize on the
causes and effects
of each problemand establish
connections
between the defined
problem and at least
one solution.
b. Offer persuasive
evidence to validate
the definition of the
problem and theproposed solutions.
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ESSENTIAL SKILLS: WRITING
As a result of their schooling, students should be able to:MIDDLE SCHOOL LOWER HIGH SCHOOL UPPER HIGH SCHOOL
Write compositions that contain
complete sentences and effective
paragraphs.
Be familiar with grammar rules and
usage.
Use standard English to edit documents for
clarity.
(e.g. subject/verb agreement, adverb/adjective
agreement, verb tense)
Proofread for spelling, capitalization, andpunctuation.
Review basic concepts of grammar.
Produce grammatically correct documents for
a variety of purposes.
Produce documents that exhibit focus,
organization, and coherence.
(e.g. creative writing, research paper,
essays, poetry)
Edit and revise for clarity.
Write a research paper. (5 pages)
Regularly report on books read,incorporating knowledge of literary
elements.
Design and produce reports, utilizing
multi-media to evaluate books read.
Produce documents that exhibit a range of
writing techniques.
(e.g. narrative, essay, fiction, non-fiction, poetry,
research paper, descriptive, evaluative, outlining,
creative writing, compare/contrast)
Write a research paper (10 pages) using a
standard manual of style.
Evaluate written work for its effectiveness and
make recommendations for its improvement.
Design and produce reports, utilizing multi-
media to evaluate books read, incorporating
literary elements.
Continue from Lower High School list
Using contemporary technology, produce
documents of publication quality for specificpurposes and audiences.
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READING: ESSENTIAL SKILLSAs a result of their schooling, students should be able to:MIDDLE SCHOOL LOWER HIGH SCHOOL UPPER HIGH SCHOOL
FictionNon-fictionVarious genresPoetry
(at least one novel study per year)
Non-fictionFictionBritish Literature/American LiteratureWorld LiteratureShort storiesPlaysEssaysPoetry
Novel (at least one novel study per year)
Continue from Lower High School list
(at least one novel study per year)
Be familiar with various literary
elements found in reading.
Analyze and evaluate effective use of literary
techniques.
Describe relationships between authors style,
literary form, and intended effect on reader.
Compare and evaluate various genres
according to literary devices.
(e.g. alliteration, allusion, climax, theme, point
of view, flashbacks, stream of consciousness)
Compare and evaluate relationships between
literary devices.
Identify text structure and create a
visual representation.
(e.g. graphic organizers, outline, drawing)
Make predictions, check for
understanding, and relate reading to
information from other sources.
Read age-appropriate material with
fluency and accuracy.
Preview reading materials
Clarify meaning
Analyze themes and coherence
Relate reading to prior knowledge and
experience.
Read age-appropriate material with accuracy and
fluency.
Relate reading to prior knowledge and
experience.
Read age-appropriate material with fluency
and accuracy.
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SPEAKING AND LISTENING: ESSENTIAL SKILLSAs a result of their schooling, students should be able to:MIDDLE SCHOOL LOWER HIGH SCHOOL UPPER HIGH SCHOOL
Demonstrate ways that listening
attentively can improve comprehension.
(e.g. Ask probing questions, provide
feedback to a speaker, summarize and
paraphrase spoken messages.)
Compare a speakers verbal and non-verbal messages.
Restate and carry out multi-step oralinstructions.
Identify barriers to effective listening.(e.g. noise, speaker credibility,
environmental distractions)
Apply listening skills as individuals
and members of a group in a variety of
settings.
(e.g. lectures, discussions, conversations,
team projects, presentations, and
interviews)
Apply listening skills in practical
settings.(e.g. note taking, inter-personal conflict
situations, giving and receiving directions,
and evaluating persuasive messages)
Follow complex oral instructions.
Demonstrate understanding of the
relationship of verbal and non-verbal
messages.
Use criteria to evaluate verbal and
non-verbal communication.
Analyze and evaluate oral messages.
Consider the effect of non-verbal
communication while listening.
(e.g. body language, eye contact,
controlling emotions)
Use note taking to enhance listening.
Deliver planned oral presentations,
using appropriate language to the
purpose, message and audience.
Clarify main ideas with details and
supporting information.
Use visual aids and contemporary
technology as support.
Develop strategies to manage or
overcome communication anxiety and
apprehension.
Use verbal and non-verbalcommunication strategies to maintain
communication.
Deliver planned informative and
persuasive oral presentations using
visual aids and contemporarytechnology, as individuals or members
of a group.
Demonstrate organization, clarity,and
credibility in oral presentations.
Participate in at least one debate using
formal debate style.
Implement learned strategies to self-
monitor communication anxiety and
apprehension.
Use verbal and non-verbal strategies
to maintain communication.
Deliver planned and impromptu oral
presentations as individuals and members
of a group.
Use appropriate visual aids and
available technology.
Use speaking skills to participate and
lead group discussions.
Implement learned strategies to self-
monitor communication anxiety and
apprehension.
Use verbal and non-verbal strategies to
maintain communication and toresolve individual, group, and
workplace conflict.
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7th-8th Grade EnglishYear AQ1
Literature: Short Stories from Of PlacesGrammar: Chapter 17 (Agreement) inEnglish Workshop, Second CourseSpelling:
7th Grade Lessons 1-11 in Vocabulary Workshop, Introductory Course
8th Grade Lessons 16-26 in Vocabulary Workshop, First CourseProject: Picture Book Project
Book Report: 1-2 informal reports
Q2
Literature: Poems from Of Places,Poetry for Young People, and other sourcesGrammar: Chapter 20 (Using Modifiers Correctly) inEnglish Workshop, Second CourseSpelling:
7th Grade Lessons 12-22 in Vocabulary Workshop, Introductory Course
8
th
Grade Lessons 27-30 in Vocabulary Workshop, First Course andLessons 1-7 in Vocabulary Workshop, Second CourseProject: Epic Poem
Book Report: 1-2 informal reports
Q3
Literature: 1-2 of the following novels:
Dont You Know Theres A War On AVI
The Giver Lowry
Farewell to Manzanar Houston
Island of the Blue Dolphins ODell
The Outsiders Hinton
Holes Sachar
Grammar: Chapters 21-22 (A Glossary of Usage and Capital Letters inEnglish Workshop,Second CourseSpelling:
7th Grade Lessons 23-30 in Vocabulary Workshop, Introductory Course andLessons 1-4 in Vocabulary Workshop, First Course
8th Grade Lessons 8-19 in Vocabulary Workshop, Second CourseProject: Literature Response Journals
Book Report: One formal report
Q4
Literature: Short Stories from Of PlacesGrammar: Chapters 23-24 (Punctuation) inEnglish Workshop, Second CourseSpelling:
7th Grade Lessons 5-15 in Vocabulary Workshop, First Course
8th Grade Lessons 20-30 in Vocabulary Workshop, Second Course
Project: In-class Debates
Book Report: 1-2 informal reports
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7th-8th Grade EnglishYear BQ1
Literature: Short Stories from Of PeopleGrammar: Chapters 10-11 (Sentence Sense and Parts of Speech) inEnglish Workshop, First
CourseSpelling:
7th Grade Lessons 1-11 in Vocabulary Workshop, Introductory Course8th Grade Lessons 16-26 in Vocabulary Workshop, First Course
Project: I-Search Report
Book Report: 1-2 informal reports
Q2
Literature: Poems from Of People,Poetry for Young People and other sources
Grammar: Chapters 12-13 (Parts of Speech and Complements) inEnglish Workshop, First
Course
Spelling:7th Grade Lessons 12-22 in Vocabulary Workshop, Introductory Course8th Grade Lessons 27-30 in Vocabulary Workshop, First Course and
Lessons 1-7 in Vocabulary Workshop, Second CourseProject: Poetry Collection
Book Report: 1-2 informal reports
Q3
Literature: 1-2 of the following novels:
The Wanderer Creech
Mrs. Frisby and the Rats of NIMH OBrien
A Special Fate Gold Maniac Magee Spinelli
The Westing Game Raskin
Granny Torelli Makes Soup CreechGrammar: Chapter 14 (The Phrase) inEnglish Workshop, First CourseSpelling:
7th Grade Lessons 23-30 in Vocabulary Workshop, Introductory Course and
Lessons 1-4 in Vocabulary Workshop, First Course8th Grade Lessons 8-19 in Vocabulary Workshop, Second Course
Project: Literature Response Journals
Book Report: One formal report
Q4
Literature: Legendary Heroes in Of PeopleGrammar: Chapters 15 and 16 (The Clause and Sentence Structure) inEnglish Workshop, FirstCourseSpelling:
7th Grade Lessons 5-15 in Vocabulary Workshop, First Course
8th Grade Lessons 20-30 in Vocabulary Workshop, Second Course
Project: Informative Speeches
Book Report: 1-2 informal reports
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9th-10th Grade EnglishYear AQ1
Literature: Short Stories fromAdventures in LiteratureGrammar: Chapter 14 (Agreement) inEnglish Workshop, Fourth CourseVocabulary: Lessons 1-8 in Vocabulary Workshop, Third CourseProject: Novella
Q2
Literature: Poetry and Short Plays fromAdventures in LiteratureGrammar: Chapters 17-18 (Using Modifiers Correctly and A Glossary of Usage) inEnglishWorkshop Fourth Course
Vocabulary: Lessons 9-15 in Vocabulary Workshop, Third CourseProject: One-Act Play
Q3
Literature:Hamletby William ShakespeareGrammar: Chapters 20-21 (Punctuation) inEnglish Workshop, Fourth CourseVocabulary: Lessons 16-23 in Vocabulary Workshop, Third CourseProject: Literature/Film Analysis Paper:Hamletand The Lion King
Q4
Literature: Nonfiction fromAdventures in LiteratureGrammar: Chapters 8-9 (Sentence Workshops and Language Workshops inEnglish Workshop,
Fourth CourseVocabulary: Lessons 24-30 in Vocabulary Workshop, Third CourseProject: In-Class Debates
Year BQ1
Literature: Short Stories fromAdventures in AppreciationGrammar: Chapter 10 (The Parts of Speech) inEnglish Workshop, Third CourseVocabulary: Lessons 1-8 in Vocabulary Workshop, Fourth CourseProject: Term Paper
Q2
Literature: Poetry fromAdventures in AppreciationGrammar: Chapter 12 (The Phrase) inEnglish Workshop, Third CourseVocabulary: Lessons 9-15 in Vocabulary Workshop, Fourth CourseProject: Poetry Collection
Q3
Literature:Romeo and Julietby William Shakespeare
Grammar: Chapters 13 and 15 (The Clause and using Verbs Correctly) inEnglish Workshop,Third CourseVocabulary: Lessons 16-23 in Vocabulary Workshop, Fourth CourseProject: Literature/Film Analysis Paper:Hamletand West Side Story
Q4Literature: Nonfiction and Short plays fromAdventures in AppreciationGrammar: Chapter 16 (Using Pronouns Correctly inEnglish Workshop, Fourth CourseVocabulary: Lessons 24-30 in Vocabulary Workshop, Third Course
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Project: Persuasive Speeches
11th-12th Grade EnglishYear AQ1
Literature: Short Stories from Introduction to English Literature andLiterature of EnglandGrammar: Chapter 14 (Agreement) inEnglish Workshop, Sixth CourseVocabulary: Lessons 1-8 in Vocabulary Workshop, Sixth CourseProject: Historical Fiction Writing
Q2
Literature: Poetry fromIntroduction to English Literature andLiterature of EnglandGrammar: Chapters 18-19 (Correct Use of Modifiers and Placement of Modifiers) in EnglishWorkshop Sixth CourseVocabulary: Lessons 9-15 in Vocabulary Workshop, Sixth CourseProject: Sonnet Writing
Q3
Literature:Pride and Prejudice by Jane AustenGrammar: Chapters 16 and 20 (Clear Reference and A Glossary of Usage) inEnglish
Workshop, Sixth CourseVocabulary: Lessons 16-23 in Vocabulary Workshop, Sixth CourseProject: Oral Interpretation of a Selection of Literature
Q4
Literature: The Importance of Being Earnestby Oscar WildeLinguistics: Introduction to Syntax
Vocabulary: Lessons 24-30 in Vocabulary Workshop, Sixth CourseProject: Term Paper onPride and Prejudice orThe Importance of Being Earnest
Year BQ1
Literature: Short Stories from Beginnings of American Literature andLiterature of the American People
Grammar: Chapters 12-13 (The Phrase and The Clause) inEnglish Workshop, Fifth CourseVocabulary: Lessons 1-8 in Vocabulary Workshop, Fifth CourseProject: Historical Fiction Writing
Q2Literature: Poetry fromBeginnings of American Literature andLiterature of the American PeopleGrammar: Chapter 15 (Correct Use of Pronouns) inEnglish Workshop Fifth CourseVocabulary: Lessons 9-15 in Vocabulary Workshop, Fifth CourseProject: Poetry Collection
Q3
Literature: The Adventures of Huckleberry Finn by Mark Twain
Grammar: Chapter 17 (Correct Use of Verbs) inEnglish Workshop, Fifth CourseVocabulary: Lessons 16-23 in Vocabulary Workshop, Fifth CourseProject: Research Paper on the Banning ofHuckleberry Finn
Q4
Literature: The Crucible by Arthur Miller
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Linguistics: Introduction to Phonetics and Phonology
Vocabulary: Lessons 24-30 in Vocabulary Workshop, Fifth CourseProject: Literature/Film Analysis Paper: The Crucible and On the Waterfront
Informative/Persuasive Speeches
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Grading System
Grades 1-2
Spelling Penmanship
WorkbookMystery Word Grammar
Workbook
1st Quarter 25% 25% 25% 10% 15%2nd Quarter 25% 25% 25% 10% 15%
3rd Quarter 25% 25% 25% 10% 15%
4th Quarter 25% 25% 25% 10% 15%
Grading System
SPELLING
Grades 3-4
Spelling Quiz Worksheets
WorkbookSpelling
Sentences
1st Quarter 25% 25% 25% 25%
2nd Quarter 25% 25% 25% 25%
3rd Quarter 25% 25% 25% 25%
4th Quarter 25% 25% 25% 25%
Grading System
GRAMMAR
Grades 3-4
Projects Quiz
WorkbookMagnet
Sentences
1st Quarter 25% 25% 25% 25%
2nd Quarter 25% 25% 25% 25%
3rd Quarter 25% 25% 25% 25%
4th Quarter 25% 25% 25% 25%
Grading System
READING
Grades 3-4
Quiz Book Report
WorkbookReading
Assignment
1st Quarter 25% 25% 25% 25%
2nd Quarter 25% 25% 25% 25%
3rd Quarter 25% 25% 25% 25%
4th Quarter 25% 25% 25% 25%
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Grading System
GRAMMAR
Grades 5 6
Configurations for the Grammar grade in Grades 5 6 are as follows:
Writing Project Workbook Tests Exam
1st Quarter 33.3% 33.3% 33.3% --------------------
2nd Quarter 25% 25% 25% 25%
3rd Quarter 33.3% 33.3% 33.3% --------------------
4th Quarter 25% 25% 25% 25%
Beginning of each Unit: Writing Project
Every day: HOMEWORK Workbook & Worksheets
At the end of each Unit: UNIT TEST
FIRST SEMESTER EXAM: Units 1 4SECOND SEMESTER EXAM: Units 1 7
Grading System
READING
Grades 5 6
Configurations for the Reading grade in Grades 5 6 are as follows:
Workbook Projects Book Report Exam
1st Quarter 33.3% 33.3% 33.3% --------------------2nd Quarter 25% 25% 25% 25%
3rd Quarter 33.3% 33.3% 33.3% --------------------
4th Quarter 25% 25% 25% 25%
Every day: HOMEWORK Workbook
Once a Week: Work on Project (Group Work) Give a Presentation at the end of eachproject.
Each Month: Book Report
FIRST SEMESTER EXAM: Comprehension Test
SECOND SEMESTER EXAM: Comprehension Test
Grading System
SPELLING
Grades 5 6
Configurations for the Spelling grade in Grades 5 6 are as follows:
Workbooks Worksheets Tests Exam1st Quarter 33.3% 33.3% 33.3% --------------------
2nd Quarter 25% 25% 25% 25%
3rd Quarter 33.3% 33.3% 33.3% --------------------
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4th Quarter 25% 25% 25% 25%
Every day: HOMEWORK Workbook & Worksheets
Once a week: TEST Vocabulary (definitions) & Spelling for each Unit. The average of these two
tests written consequitively make up the Test grade.
FIRST SEMESTER EXAM: Units 1 18 Spelling Words only (no definitions)
SECOND SEMESTER EXAM: Units 19 32 Spelling Words only (no definitions)
Grading System
Literature
Grades 7-12
Tests Homewor
k
Projects Exams
1stQuarter
60% 40% 40% ------
2nd
Quarter
25% 25% 25% 25%
3rd
Quarter
60% 40% 40% -------
4th
Quarter
25% 25% 25% 25%
Grading System
Vocabulary
Grades 7-12
Tests Homewor
k Classwork
Exams
1st
Quarter
40% 30% 30% ------
2
nd
Quarter 25% 25% 25% 25%
3rd
Quarter
40% 30% 30% -------
4th
Quarter
25% 25% 25% 25%
Grading System
Grammar
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Grades 7-12
Tests Homework
Classw
ork
Projects Exams
1st
Quarter
25% 25% 25% 25% ------
2nd
Quarter
25% 15% 15% 20% 25%
3rd
Quarter
25% 25% 25% 25% ------
4th
Quarter
25% 15% 15% 20% 25%
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Helpful Rubric Examples
Rubrics used for Unit Projects:
1. Self Confidence
Kansai Christian SchoolUnit 1 READING Self Confidence
Name: ________________________ Teacher: Mrs. Greeff
Date Submitted: ____________ Title of Work: ___________________
Criteria Points4 3 2 1
Body
Language
Movements seemedfluid and helped theaudience visualize.
Made movementsor gestures that
enhancedarticulation.
Very littlemovement ordescriptivegestures.
No movement ordescriptivegestures.
____
Eye Contact
Holds attention ofentire audience withthe use of direct eye
contact.
Consistent use ofdirect eye contact
with audience.
Displayed minimaleye contact with
audience.
No eye contactwith audience.
____
Introductionand Closure
Student delivers openand closing remarks
that capture theattention of the
audience and set themood.
Student displaysclear introductoryor closing remarks.
Student clearly
uses either anintroductory orclosing remark,but not both.
Student does not
display clearintroductory or
closing remarks.
____
Pacing
Good use of dramaand student meetsapportioned time
interval.
Delivery ispatterned, but does
not meetapportioned time
interval.
Delivery is inbursts and does
not meetapportioned time
interval.
Delivery is eithertoo quick or too
slow to meetapportioned time
interval.
____
Poise
Student displaysrelaxed, self-confident
nature about self, withno mistakes.
Makes minormistakes, but
quickly recovers
from them;displays little or notension.
Displays mildtension; has
trouble recoveringfrom mistakes.
Tension andnervousness isobvious; has
trouble recoveringfrom mistakes.
____
Voice
Use of fluid speechand inflection
maintains the interestof the audience.
Satisfactory use ofinflection, but does
not consistentlyuse fluid speech.
Displays somelevel of inflection
throughoutdelivery.
Consistently usesa monotone
voice.____
Total----> ____/24
Teacher Comments:
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2. Historical Project
Kansai Christian SchoolUnit 2 READING - Historical Information
Name: ________________________ Teacher: Mrs. Greeff
Date of Presentation: ____________ Title of Work: ___________________
Criteria Points
1 2 3 4
Organization
Audience cannot
understand presentation
because there is no
sequence of information.
Audience has
difficulty following
presentation because
student jumps
around.
Student presents
information in
logical sequence
which audience can
follow.
Student presents
information in
logical, interesting
sequence which
audience can
follow.
____
Content
Knowledge
Student does not have
grasp of information;student cannot answer
questions about subject.
Student is
uncomfortable with
information and isable to answer only
rudimentary
questions.
Student is at easewith content, but
fails to elaborate.
Student
demonstrates full
knowledge (morethan required) with
explanations and
elaboration.
____
Visuals Student used no visuals.
Student occasional
used visuals that
rarely support text
and presentation.
Visuals related to
text and
presentation.
Student used
visuals to reinforce
screen text and
presentation.
____
Mechanics
Student's presentation
had four or more
spelling errors and/or
grammatical errors.
Presentation had
three misspellings
and/or grammatical
errors.
Presentation has no
more than two
misspellings and/or
grammatical errors.
Presentation has no
misspellings or
grammatical errors.
____
Delivery
Student mumbles,incorrectly pronounces
terms, and speaks too
quietly for students in
the back of class to hear.
Student incorrectlypronounces terms.
Audience members
have difficulty
hearing presentation.
Student's voice is
clear. Student
pronounces most
words correctly.
Student used a clearvoice and correct,
precise
pronunciation of
terms.
____
Total----> ____/20
Teacher Comments:
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3. Careers Interview
Kansai Christian SchoolUnit 3 READING - Careers Interview
Name: ________________________ Teacher: Mrs. Greeff Date Submitted: ____________ Title of Work: ___________________
Criteria Points
4 3 2 1
Body
Language
Movements seemedfluid and helped theaudience visualize.
Made movementsor gestures that
enhancedarticulation.
Very littlemovement ordescriptivegestures.
No movement ordescriptivegestures.
____
Eye ContactHolds attention ofentire audience with
the use of direct eyecontact.
Consistent use ofdirect eye contact
with audience.
Displayed minimaleye contact with
audience.
No eye contactwith audience.
____
Introduction
and Closure
Student delivers openand closing remarks
that capture theattention of the
audience and set themood.
Student displaysclear introductory
or closing remarks.
Student clearlyuses either anintroductory orclosing remark,but not both.
Student does notdisplay clear
introductory orclosing remarks.
____
Pacing
Good use of dramaand student meets
apportioned timeinterval.
Delivery ispatterned, but does
not meet
apportioned timeinterval.
Delivery is inbursts and does
not meet
apportioned timeinterval.
Delivery is eithertoo quick or too
slow to meet
apportioned timeinterval.
____
Poise
Student displaysrelaxed, self-confidentnature about self, with
no mistakes.
Makes minormistakes, but
quickly recoversfrom them;
displays little or notension.
Displays mildtension; has
trouble recoveringfrom mistakes.
Tension andnervousness isobvious; has
trouble recoveringfrom mistakes.
____
Voice
Use of fluid speechand inflection
maintains the interestof the audience.
Satisfactory use ofinflection, but does
not consistentlyuse fluid speech.
Displays somelevel of inflection
throughoutdelivery.
Consistently usesa monotone
voice.____
Total----> ____/24
Teacher Comments:
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4. Communication
Kansai Christian SchoolUnit 4 READING - Communications Project
Name: _____________________ Teacher: Mrs. Greeff
Date: _____________________ Title of Work: ______________
SkillsCriteria
Points
1 2 3 4
Helping
The teacher observed the students
offering assistance to each other.
None of the
Time
Some of the
Time
Mostof theTime
Allof theTime
____
Listening
The teacher observed students
working from each other's ideas.
None of the
Time
Some of the
Time
Mostof theTime
Allof theTime
____
Participating:
The teacher observed each student
contributing to the project by
bringing items needed from home.
None of the
Time
Some of the
Time
Mostof theTime
Allof theTime
____
Persuading:
The teacher observed the students
exchanging, defending, and
rethinking ideas.
None of the
Time
Some of the
Time
Mostof theTime
Allof theTime
____
Questioning:
The teacher observed the students
interacting, discussing, and posing
questions to all members of the
team.
None of the
Time
Some of the
Time
Mostof theTime
Allof theTime
____
Respecting:
The teacher observed the students
encouraging and supporting the
ideas and efforts of others.
None of the
Time
Some of the
Time
Mostof theTime
Allof theTime
____
Sharing:
The teacher observed the studentsoffering ideas and reporting their
findings to each other.
Noneof theTime
Someof theTime
Mostof theTime
Allof theTime ____
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Total Points28
Teacher Comments:
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From: http://www.teach-nology.com/cgi-bin/teamwork.cgi
Kansai Christian SchoolPresentation Unit 4 Communications
Name: ________________________ Teacher: Mrs. Greeff
Date of Presentation: _____________________ Title of Work: ___________________
Criteria Points
1 2 3 4
Organization
Audience cannot
understand presentation
because there is no
sequence of information.
Audience has
difficulty following
presentation because
student jumps
around.
Student presents
information in
logical sequence
which audience can
follow.
Student presents
information in
logical, interesting
sequence which
audience can
follow.
____
Content
Knowledge
Student does not have
grasp of information;
student cannot answer
questions about subject.
Student is
uncomfortable with
information and is
able to answer only
rudimentary
questions.
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
____
Visuals Student used no visuals.
Student occasionallyused visuals that
rarely support text
and presentation.
Visuals related to
text and
presentation.
Student used visuals
to reinforce
presentation.
____
Mechanics
Student's presentation
had four or more
spelling errors and/or
grammatical errors.
Presentation had
three misspellings
and/or grammatical
errors.
Presentation has no
more than two
misspellings and/or
grammatical errors.
Presentation has no
misspellings or
grammatical errors.
____
Delivery
Stude