Diocese of Superior
English Language Arts
Curriculum
Grades 4K-8
Original Adopted August 1999
New Edition Adopted August 2010
Table of Contents
Section 1……………………………………………………………………………………………………………….Introduction
Section 2…………………………………………………………………..Grades 4K-8 Reading Literature Scope Sequence
Section 3………………………………………….……………………….………Grades 4K-8 Writing Scope and Sequence
Section 4………………………………………………………….Grades 4K-8 Speaking & Listening Scope and Sequence
Section 5………………………………………………………….……………Grades 4K-8 Language Scope and Sequence
Section 6……………………………………………………………..…………..Research and Inquiry Scope and Sequence
Section 7…..……………………………………………………………………………………Grade 4-Year Old Kindergarten
Section 8………………………………………………………………………………………..Grade 5-Year Old Kindergarten
Section 9……………………………………………………………………………………………………………..…First Grade
Section 10…………………………………………………………………………………………………….…….Second Grade
Section 11…………………………………………………………………………………………………………..…Third Grade
Section 12……………………………………………………………………………………………………………Fourth Grade
Section 13……………………………………………………………………………………………………………...Fifth Grade
Section 14……………………………………………………………………………………………………………..Sixth Grade
Section 15…………………………………………………………………………….…………………..………..Seventh Grade
Section 16…………………………………………………………………..………………………………………..Eighth Grade
Section17………………………………………………………………………………........Activities for Religious Integration
Section 18………………………………………………………….……Evaluating Trade-Books for Values and Proper Use
Section 18……………………………………………………………………………………………..………….NCEA Book List
Section 20…………………………………………………………………………………………..….Using Movies with Books
Introduction
Books are the quietest and most constant of friends; they are the most accessible and wisest of counselors,
and the most patient of teachers.
Charles W. Eliot, The Happy Life, 1896 - US Educator (1834 - 1926)
Rationale
This PK-8 English Language Arts Curricular Guideline respects the entity of the individual schools within the diocese. Rather than a
mandate of what is to be learned and when, The Diocese of Superior English Language Arts Curricular Guidelines provides the overall
content of what is recommended to be learned. Local schools are invited to use this curricular guide to create a school specific
curriculum that is more comprehensive and sensitive to the needs of their students.
History
During the 2008-2009 school year, schools were asked to take the 1999 version of the Diocesan English Language Arts Curriculum
and designate which specific grades cover what specific material. From that information a draft of a scope and sequence as displayed
in the current curriculum form. In spring of 2009 each school was given a draft copy of the scope and sequence and asked to evaluate
the skills and target years of introduction, review and mastery. From this evaluation a committee was formed in fall of 2009. This
committee took all of this feedback, arranged, rearranged and edited the data to compile this current document.
Since the time of the initial draft, the State of Wisconsin has conducted a review of their Language Arts Standards and has opted to
follow the new Common Core State Standards developed on a national level. This particular document uses the “old” Wisconsin state
standards as the guide, but has been compared with the new Common Core State Standards.
Acknowledgements
All teachers in the schools during the review and implementation of this document are thanked and respected for their input, time and
energy in helping to establish core standards and skills for each grade level.
The review committee for this document consisted of Dan Bell, Mari Zarcone-Patterson, Mary Piasecki and Marilyn Pekol. Their
assistance, time and efforts are greatly appreciated.
Reading this Document
The format of this curriculum has been chosen by the principals of the schools, in request that there be specific standards and skills
that can be measured. In reading this document, the first part includes the Scope and Sequence which encompasses all Goals,
Objectives and Skills for each grade level and where each are (I) Introduced, (R) Reviewed, (M) Mastered and (A) Applied.
(I) Introduce is to indicate the initial exposure to the skill. (R) Review is to indicate practice of the skill. (M) Master is to indicate
proficiency in the skill within the context of the class. (A) Apply is to indicate expected use of the skill within work across all curricula.
It is assumed that if a skill is mastered that it has been introduced and reviewed, etc.
Following the Scope and Sequence, the sections are divided into Grade Appropriate Skill Sets. These skill sets break down the
Scope and Sequence and explains per grade what is introduced, reviewed and mastered. Within these grade skill sets there is a label
behind each skill indicating which subject areas this skill may be integrated with - SS=Social Studies, S=Science, M=Math, MU=Music,
A=Art, C=Computers, R=Religion, FL=Foreign Language, and PE=Physical Education.
Also included in this document are a tool to help Evaluate Trade-Books, a list of example activities for Faith Integration, a list of
suggested books from the NCEA Reading List, and guidelines on how to Use Media with Books and Movie Ratings.
Philosophy
Language Arts provides the framework upon which other content areas are built. It is the foundation for moral, spiritual and academic
success for learners. To this end, instruction in Language Arts provides a variety of learning opportunities and experiences for
students. Within the parameters of a Language Arts curriculum, students are exposed to and help make the Catholic faith living,
conscious and active.
Resolve to edge in a little reading every day, if it is but a single sentence. If you gain fifteen minutes a day, it
will make itself felt at the end of the year.
Horace Mann - US Educator (1796 - 1859)
A. Reading/Literature
The purpose of the reading standard is to teach students to find key ideas and details while reading. The standard will also
help students analyze the technique and structure of literature and other texts while integrating the knowledge and ideas
found while reading.
(Common Core State Standards Initiative, 2010, http://www.corestandards.org/ )
I = Introduce
R = Review
M = Master
A = Apply
GOAL A.1 Use effective reading strategies to achieve purpose in reading
Students will be able to…
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OBJECTIVE A.1.1: Use a variety of strategies and word recognition skills, including rereading, finding context
clues, applying knowledge of letter-sound relationships, analyzing word, phrase and sentence structure, word
origins, and visual images to understand unfamiliar words and clarify passages of text.
SKILLS:
Match identical forms
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Match like objects
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Assemble a seven piece puzzle
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Sequence picture cards, actions heard
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Notice differences in unlike forms
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Refer to letters by name
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Discriminate and classify by color, shape, size
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Recognize own name in print
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Locate own name and other familiar words in short text
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Recall missing objects
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Coordinate hand and eye to trace, outline, color, cut and
reproduce
Demonstrate left and right progression
Follow two step directions
Know how to turn pages from front to back
Understand top, bottom, up, down, on, over, under
Know the beginning and end of sentences
Names the alphabet letters
Recognize place words
Learn age-appropriate sight words
Recognize, use, spell and read general usage words
Recognize quantitative words
Identify known familiar words in other contexts
Recognize descriptive words: colors, shapes, sizes, same,
alike, different
Recognize, read, define, and spell words from books read
Integrate prior knowledge and text to gain meaning of words
Identify unknown words
Relate new topics to known words and word meaning
Determine subtle differences in meaning in synonymous
words
Explain the meaning of most base words
Explain the structure of words
Derive word meaning from the context and structure of
words
Diocese of Superior
Reading/Literature Scope & Sequence
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Students will be able to…
Recognize and explain multiple meanings in vocabulary
Use word meaning to comprehend story
Ask others for help with meaning and pronunciation of words
Use knowledge of words in the environment when “reading”
and “writing”
Select pertinent passages or phrases to answer questions
Describe how literature creates mental images
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OBJECTIVE A.1.2: Demonstrate phonemic awareness by using letter/sound relationships as aids to pronouncing
and understanding unfamiliar words and text.
SKILLS:
Identify vowel and consonant letters
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Hear, name, match, repeat vowel and consonant letters
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Differentiate and distinguishes initial consonants
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Distinguish medial consonants
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Distinguish double medial consonants: dd, ff, gg, mm, nn, ss,
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Differentiate and distinguish final consonants
Distinguish initial blends: bl, br, cl, cr, dr, dw, fl, fr, gl, gr, pl,
pr, sc, sl, sm, sn, sp, st, sr, tr, tw
Distinguish final consonant blends: ck, ld, lk, mp, nd, nk, nt,
pt, rd, sk, st, lp, lt, ft
Distinguish three letter blends: chr, sch, scr, spl, spr, squ, str,
shr, thr, nch
Distinguish consonant digraphs: ch, ng, ph, sh, th, wh, tch
Distinguish silent consonants: l, b, w, t, k, g
Distinguish long vowels
Distinguish short vowels
Recognize as word families: ack, ake, all, am, at, ay, ell, et,
eck, ight, ike, ill, in, ing, it, ish, ind, ook, ock
Recognize endings that rhyme
Recognize variant consonants: gh, gn, kn, qu, wr, c/g, s/x
Recognize vowel digraphs: ai, ay, aw, ey, ie, oa, oe, ow, ea,
ei, ou, ue, ui, oo, ee
Recognize vowel diphthongs: au, aw, we, wy, oi, oo, ou, ow,
oy, ue, ui
Recognize variant vowels: al, au, aw, ar, er, ir, or, ur
Recognize R-controlled vowels
Recognize Y as a consonant
Recognize Schwa
Recall and explain a single vowel in a syllable or word is
short
Recall and explain final e makes the preceding vowel long
Recall and explain final y sounds like long i or e
Recall and explain when two vowels are together, first is long
and second silent
Recall and explain vowels are influenced when followed by r,
w, and e
Recall and explain c followed by i, e, y makes s sound
Recall and explain c followed by a, o, u makes k sound
Recall and explain g followed by i, e, y makes j sound
Recall and explain g followed by a, o, u make g sound
Diocese of Superior
Reading/Literature Scope & Sequence
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Students will be able to…
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Recall and explain syllabication rule: usually as many
syllables as vowels
Recall and explain syllabication rule: root word is a syllable,
not divided
Recall and explain syllabication rule: blends are not divided
Recall and explain syllabication rule: suffixes and prefixes
are syllables
Recall and explain syllabication rule: vowel followed by 2
consonants the division divides between consonants
Recall and explain syllabication rule: vowel followed by 1
consonant the syllable ends with vowel
Recall and explain syllabication rule: the r following a vowel
goes with r to form syllable
Recall and explain syllabication rule: ed preceded by single
d or t usually forms syllable of ed
Recall and explain the accent rule: first syllable accented
unless a prefix usually
Recall and explain the accent rule: beginning syllables de,
re, be, in and a are unaccented
Recall and explain the accent rule: endings that form
syllables are usually unaccented
Recall and explain the accent rule: ck following single vowel
is accented
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OBJECTIVE A.1.3: Comprehend reading by using strategies such as activating prior knowledge, establishing
purpose, self-correcting, self-monitoring, rereading, making predictions, finding context clues, developing visual
images, applying knowledge of text structures and features, and adjusting reading rate according to purpose and
difficulty.
SKILLS:
Apply comprehension strategies: semantic webbing
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Apply comprehension strategies: story mapping
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Predict and interpret new words using their reading
knowledge
Use a variety of pre, during and post reading strategies
Apply reading strategies: skimming and scanning
Self-correct using knowledge of reading
Identify cause and effect, analogous, comparative and
categorizing relationships
Infer motives and character traits
Formulate inferences: draw conclusions and predict
outcomes
Use questions to comprehend
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OBJECTIVE A.1.4: Read aloud with age-appropriate fluency, accuracy, and expression.
SKILLS:
Read aloud to show understanding of punctuation marks
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Read to others fluently
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“Read” books with simple repetitive language patterns
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Concentrate on reading for lengthy periods of time
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OBJECTIVE A.1.5: Discern how written texts and accompanying illustrations connect to convey meaning.
SKILLS:
Use pictures for clues to the meaning of text
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Diocese of Superior
Reading/Literature Scope & Sequence
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Use picture clues to approximate responses for unknown
words
Use picture clues to help read a text
Follow other readers
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OBJECTIVE A.1.6: Identify and use organizational features of texts, such as headings, paragraphs, and format to
improve understanding.
SKILLS:
Identify and use book title, author, page numbers
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Identify and use title page, table of contents, index, glossary
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Identify and use chapters, headings and paragraphs to
improve understanding
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OBJECTIVE A.1.7: Identify a purpose for reading, such as gaining information, learning about a view point, making
decisions, appreciating literature, and enjoying the experience of reading.
SKILLS:
Describe the value of reading
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Read effectively for a wide variety of purposes
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Design and implement strategies for reading a variety of text
structures and genre for a variety of purposes
Recommend reading materials to others
Select materials to fulfill own purposes
Identify clues indicating statements of fact or opinion
Read for informational purposes
Reflect, discuss and defend the morals and values literature
addresses
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GOAL A.2 Read, interpret and critically analyze literature
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OBJECTIVE A.2.1: Recognize and recall elements and details of story structure, such as sequence of events,
character, plot, setting, language, topic, style, purpose and point of view to reflect on meaning.
SKILLS:
Identify sequence relationships: time order
Identify sequence relationships: steps in a process
Identify sequence relationships: following written directions
Recall and explain the plots of stories
Recall and explain the content and structure of a variety of
narrative, expository and reference materials
Recognize elements of plot structure: setting,
characterization, value system, character traits, climax
Enumerate supporting details
Identify and explains figures of speech
Analyze conclusions from different points of view
Explain how character traits can be identified in oneself and
others
Identify and describe the major conflicts in literature
Diocese of Superior
Reading/Literature Scope & Sequence
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Recognize and analyze literary style: narration, description,
exposition, persuasion
Recognize elements of poetry: rhyme scheme
Recognize elements of poetry: imagery, mood
Recognize elements of poetry: meter, repetition
Recognize elements of style: humor
Recognize elements of style: irony
Recognize elements of style: satire
Recognize figurative language: alliteration, exaggeration,
onomatopoeia
Recognize figurative language: metaphor, simile
Recognize figurative language: symbolism
Recognize stylistic devices: conflict, suspense, dialogue
Recognize stylistic devices: flashback, contrast, propaganda
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OBJECTIVE A.2.2: Interpret meaning of literary works including: fairy tales, fables, short stories, essays, epics,
myths, plays, poems, and novels.
SKILLS:
Read materials with a variety of styles and topics
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Recognize and analyze literary form: fairy tale, fable
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Recognize and analyze literary form: folk tale, legend
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Differentiate prose-fiction: mystery, history, biographical
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Differentiate prose-fiction: myth, science
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Differentiate non-fiction: journals, essays, biographies,
autobiographies
Differentiate a variety of poetry styles
Analyze literary works
Reflect on the personal and cultural significance of literary
works
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OBJECTIVE A.2.3: Summarize ideas drawn from stories, identifying cause-and-effect relationships, interpreting
events and ideas, and connecting different works to each other and to real-life experiences.
SKILLS:
Identify categorizing relationships
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Identify and analyze cause and effect relationships
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Identify and analyze comparative relationships
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Identify clues indicating statements of fact or opinion
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Summarize literary works
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OBJECTIVE A.2.4: Extend the literal meaning of a text by making inferences, and develop criteria to evaluate the
significance, validity and merit of texts in light of prior knowledge, experience and opinion.
SKILLS:
Recall main idea
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Note details
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Use contextual clues
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Categorize facts
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Follow sequence
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Draw conclusions
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Predict outcomes
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A
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Reading/Literature Scope & Sequence
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Construct meaning using prior knowledge
Recognize different terminology for similar concepts and
processes within the content
Differentiate between literal and figurative language
Formulate inferences based on prior knowledge and text
Evaluate source credibility and reliability
Analyze propaganda techniques some writers use
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GOAL A.3 Read and discuss literary and nonliterary texts in order to understand human
experience
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OBJECTIVE A.3.1: Demonstrate the ability to integrate general knowledge about the world and familiarity with
literary and nonliterary texts when reflecting upon life’s experiences.
SKILLS:
Read and discuss chosen literary texts
I
R
R
R
M
A
A
A
Read and discuss chosen classic literature
I
R
R
M
A
A
A
Analyze presentations from other times and cultures
I
R
M
A
A
A
A
A
A
A
A
A
OBJECTIVE A.3.2: Provide interpretive responses to literary and nonliterary texts representing the diversity of
American cultural heritage and cultures of the world.
SKILLS:
Differentiate between literal and figurative language
I
R
R
M
Reflect on the personal and cultural significance of literary
works
Analyze the morality and values held in literature
Read literature to foster language and personal growth
Participate actively in discussions of literary works
Share personal views and defend position in discussion
Generate interesting questions to be answered while reading
I
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M
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M
M
M
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OBJECTIVE A.3.3: Identify common historical, social, and cultural themes and issues in literary works and selected
passages.
SKILLS:
Analyze literature for its historical, social and cultural value
I
R
M
Use literature as an alternative way of learning science,
math, social studies and the arts
Use literature to gain and interpret new or different
perspectives
I
R
R
R
M
I
R
M
OBJECTIVE A.3.4: Draw on a broad base of knowledge about the themes, ideas, and insights found in classical
literature while reading, interpreting, and reflecting on contemporary texts.
SKILLS:
Describe links between personal experience and the
arguments and ideas in printed materials
Make connections among texts, recognizing
similarities/differences in themes, points of view, values
Analyze literature for insight into real life experiences
Diocese of Superior
Reading/Literature Scope & Sequence
I
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I
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M
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Use literature to activate, add, reorganize, relate prior
knowledge to new information
5
6
7
8
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R
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OBJECTIVE A.3.5: Evaluate the themes and main ideas of a work considering its audience and purpose.
SKILLS:
Reflect on opinions, reactions and emotions of audience
response to literature and defend own ideas
I
R
R
M
5
6
7
8
GOAL A.4. Read to acquire information
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OBJECTIVE A.4.1: Identify, summarize and explain key details, main ideas and organization of informational texts,
connecting new information to prior knowledge, in a variety of informational passages.
SKILLS:
Make predictions based on previous knowledge and
information
Monitor one’s understanding of literature, e.g., retelling,
visualizing, identifying main ideas, self-questioning, adjusting
rate to purpose and difficulty, inferring, making notes, or
recognizing over-generalization
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R
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R
M
A
A
A
A
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OBJECTIVE A.4.2: Identify a topic of interest and seek information about it by investigating, comparing, contrasting
and evaluating relative accuracy and usefulness of information from available text resources.
SKILLS:
Choose reading materials as needed
I
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R
R
M
A
A
A
A
Show preferences for specific reading materials
I
I
R
M
A
A
A
A
A
Seek recommendations of materials to read
I
R
R
M
A
A
A
A
Choose more than one type of material to read
I
R
M
A
A
A
A
Evaluate source credibility and reliability
I
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R
R
R
M
Correlate written and visual versions of literary works
I
R
R
R
R
R
Read literature as a source of inspiration for writing and
models of writing
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R
OBJECTIVE A.4.3: Interpret and distinguish between the facts found in documents, narratives, charts, maps,
tables, and other sources and the generalizations and interpretations that are drawn from them.
SKILLS:
Evaluate the accuracy of predictions
I
R
R
M
A
A
A
Make generalizations and conclusions form reading
I
R
R
R
R
Use computers to acquire, organize, analyze and
communicate information.
Interpret and use technical resources such as charts, tables,
travel schedules, timelines and manuals
Diocese of Superior
Reading/Literature Scope & Sequence
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B. Writing
The purpose of the writing standard is to teach students how to write in various forms of pros as well as provide the tools to
produce writing based on purpose and audience.
(Common Core State Standards Initiative, 2010, http://www.corestandards.org/ )
I = Introduce
R = Review
M = Master
A = Apply
GOAL B.1 Create or produce writing to communicate with different audiences for a variety of
purposes.
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OBJECTIVE B.1.1: Write nonfiction, expository and technical pieces (summaries, messages, informational essays,
basic directions, instructions, and simple reports) that convey essential details and facts, provide accurate
representations of events and sequences, fulfill its purpose, uses appropriate language for its audience, and
organized clearly.
SKILLS:
Use new words to write stories and reports
I
R
R
R
M
A
A
A
A
Use new words in a variety of contexts
I
R
R
M
A
A
A
A
Develop a list of words and ideas for writing
I
R
R
R
M
A
A
A
A
Write directions and instructions
I
R
R
M
Write reports
I
I
I
R
R
R
M
Write research reports
I
I
I
R
R
M
Write summaries
I
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R
R
M
Write to compare and contrast
I
R
R
R
R
M
Write for cause and effect
I
R
R
M
Write essays
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R
M
Write an advertisement
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R
R
R
M
Fill out forms
I
R
R
M
OBJECTIVE B.1.2: Write expressive pieces in response to reading, viewing, and life experiences employing
descriptive detail and a personal voice.
a. persuasive pieces with clear position, a discernible tone, and coherent argument with reliable evidence
b. narratives based on experiences that use descriptive language and detail effectively, presents a sequence of
events and reveals a theme
SKILLS:
Write a group story
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R
M
A
A
A
A
A
A
Write a social letter using correct letter parts
I
R
R
R
M
A
Write a business letter using correct letter parts
I
R
R
M
Write a thank-you note using correct letter parts
I
R
R
M
A
A
A
Write envelopes
I
R
R
M
A
A
Write descriptive sentences
I
R
R
R
R
R
R
Write a descriptive paragraph
I
R
R
R
R
R
R
Write a book report
I
R
R
R
M
A
Write introductions and conclusions
I
R
R
Write an editorial
I
R
R
Write journals
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R
R
R
R
R
R
R
Diocese of Superior
Writing Scope & Sequence
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OBJECTIVE B.1.3: Write creative pieces (poetry, fiction and plays) employing basic aesthetic principles appropriate
to each genre.
SKILLS:
Write a short story
I
R
R
R
R
R
R
R
Write poems
I
R
R
R
R
R
Write a personal narrative
I
R
R
R
R
R
R
R
R
Write a play
I
R
R
R
Write tales and fables
I
R
R
R
R
M
OBJECTIVE B.1.4: Write in a variety of situations (timed and untimed, at school and at home) and adapt strategies,
such as revision and the use of reference materials, to the situation.
SKILLS:
Write for an extended, lengthy period of time
I
R
R
R
R
M
Write during an exam
I
R
R
R
R
M
Write using a computer
I
R
R
R
R
M
OBJECTIVE B.1.5: Use a variety of writing technologies, including pen and paper as well as computers.
SKILLS:
Practice making lines, circles, parts of a circle
I
R
M
A
A
A
A
A
Write letters and numerals
I
R
M
A
A
A
A
A
Display small motor control
I
R
R
R
M
A
A
A
Apply top-to-bottom progression
I
R
R
R
M
A
A
A
Demonstrate awareness of size, shape, and spatial
relationships
Demonstrate and evaluate: consistent and correct slant in
writing
Form letters to correct size, height
Show the ability to properly align letters and words
Practice writing in manuscript
Practice writing in cursive
Use personal chalkboard, whiteboard, large and small sand
trays, etc.
Adjust size of handwriting in different situations
Use consistent shape in writing
Use word processing tools
A
A
A
A
A
A
A
A
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R
R
M
A
A
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A
A
M
OBJECTIVE B.1.6: Write for a variety of readers, including peers, teachers and other adults, adapting content, style
and structure to audience and situation.
SKILLS:
Write sentences using complete thoughts and correct word
order
Write an original composition
Use various types of paragraphs
Assign a title to a story
Develop a plot for a story
Develop a setting for a story
Develop characters for a story
Consider the audience for a story
Write stories with a beginning, middle and end, and correct
time order
Diocese of Superior
Writing Scope & Sequence
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R
M
M
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M
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Write using spatial order
Write using sensory words
Write emphasizing overall impression
Write by stating and supporting opinions
Write using persuasive language
Write using fact and opinion
Map out plot and character development in narratives
Use literary language
Define and use writing as a valid form of communication
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7
8
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GOAL B.2 Plan, revise, edit and publish clear and effective writing.
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OBJECTIVE B.2.1: Produce multiple drafts, including finished pieces, that demonstrate the capacity to generate,
focus and organize ideas and to revise the language, organization, and content of successive drafts in order to
fulfill a specific purpose for communication with a specific audience.
SKILLS:
Apply norms for neatness in written work
I
I
R
R
R
R
R
R
R
Pre-write (Plan) the beginning, middle, end
I
R
R
R
R
R
R
R
R
Brainstorm
I
R
R
M
A
A
A
A
A
Choose and narrow topic
I
R
R
M
A
A
A
Make notes to plan story
I
R
R
R
M
A
A
Create an outline
I
R
R
R
M
A
A
Cluster ideas for prewriting
I
R
R
M
Discuss ideas for prewriting
I
R
R
M
Use Question/Answer Method for prewriting
I
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R
R
R
R
M
Make lists for prewriting
I
R
R
R
R
R
M
Freewrite
I
R
R
R
M
Write a first draft
I
R
R
R
R
M
A
A
Organize notes
I
R
R
R
R
Organize ideas in sequence
I
R
R
M
A
A
Develop paragraphs
I
M
A
A
A
A
A
Show the ability to combine and expand sentences
I
R
R
M
A
State main idea in concluding sentence
I
R
R
M
A
Use transitional expressions between paragraphs
I
R
R
M
A
Revise
I
R
R
R
R
R
R
R
R
Check beginning, middle, end, characters and setting
I
R
R
M
A
A
Choose effective words (sensory, avoid overworked words)
I
R
R
R
M
Choose words for clarity, audience, peer response,
coherence, unity, word choice
Proofread to check spelling, grammar, punctuation,
capitalization, indentation
Publish
Name and share written work
I
R
R
M
I
R
R
R
R
R
R
R
R
I
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OBJECTIVE B.2.2: Explain the extent and reasons for revisions in conference with a teacher.
Diocese of Superior
Writing Scope & Sequence
Page 3 of 7
7/22/2010
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OBJECTIVE B.2.3: Given a writing assignment to be completed in a limited amount of time, produce a welldeveloped, well-organized, and effective response in correct English and an appropriate voice.
SKILLS:
Experience Writing
I
R
R
M
A
A
A
Write spelling tests
IM
A
A
A
A
A
A
Write dialogue
I
R
R
M
Write words as labels or lists
I
R
R
R
M
A
A
A
A
Write phrases as captions for pictures
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R
R
R
R
M
A
A
Copy from board
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R
R
M
A
A
A
Write from dictation
I
R
R
R
R
R
R
Compose original ideas
I
R
R
R
R
R
R
Edit and proofread revised drafts
I
R
R
R
R
R
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R
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A
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R
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SKILLS:
Use teacher/peer conferencing
Receive and give constructive criticism
GOAL B.3 Understand the function of various forms, structures, and punctuation marks of
standard American English and use them appropriately in communications.
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OBJECTIVE B.3.1: Understand and use parts of speech effectively, including nouns, pronouns, and adjectives.
SKILLS:
Identify and use contractions
I
R
R
M
A
A
A
Identify and use apostrophe
I
R
R
R
R
R
R
Identify and use Nouns
I
R
R
M
A
A
A
A
Identify and use Singular and Plural Nouns
I
R
R
M
A
A
A
A
Identify and use Common and Proper Nouns
I
R
R
R
M
A
A
A
Identify and use Irregular plural forms of Nouns
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M
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A
A
Identify and use Subject and Object Noun Uses
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R
R
R
R
Identify and use Direct and Indirect Object
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R
R
Identify and use Appositive
I
R
R
Identify and use Predicate nominative
I
R
R
Identify and use Object of Preposition
I
R
R
Identify and use Concrete and Abstract Nouns
I
R
Identify and use Possessive Nouns
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R
R
R
R
Identify and use Adjectives
I
R
R
R
R
R
R
Identify and use Articles
I
R
R
R
R
R
Classify as descriptive adjectives
I
R
R
Classify as limiting adjectives
I
R
R
Classify as determiner adjectives
I
R
R
Identify and use Pronouns
I
R
R
M
A
A
A
Identify and use Personal Pronouns
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R
R
R
R
Identify and use Possessive Pronouns
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Identify and use Subject and Object Pronouns
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Diocese of Superior
Writing Scope & Sequence
8
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Students will be able to…
Identify and use Antecedents
Identify and use Indefinite Pronouns
Identify and use Interrogative Pronouns
Identify and use Demonstrative Pronouns
Identify and use Relative Pronouns
Identify and use Reflexive Pronouns
Identify and use Identify Subject of a Sentence
Identify and use Simple Subject of a Sentence
Identify and use Complete Subject of a Sentence
Identify and use Compound Subject of a Sentence
Identify and use Subject Understood of a Sentence
Identify and use Nominative Case
Spell and use homophones correctly in written form
Use negatives correctly in written form
Use agreement of subject and predicate correctly in written
form
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OBJECTIVE B.3.2: Use adverbials effectively, including words and phrases.
SKILLS:
Identify and use types of verbs
I
R
Identify and use action verbs
I
R
Identify and use main verbs
I
Identify and use principle/helping verbs
Identify and use linking verbs
Identify and use transitive/intransitive verbs
Use correct verb forms in writing
Identify and use verb tenses correctly
Spell and use irregular verbs correctly in written forms
Identify active or passive voice
Identify mood: imperative
Identify mood: indicative, subjunctive
Conjugate regular and irregular verbs
Identify adverbs
Classify as time (when), place (where) and manner (why)
Identify and use adjective modifiers
Identify and use other adverb modifiers
Identify and use intensifiers
Identify and use negatives
Identify and use predicates
Identify and use simple predicate
Identify and use complete predicate
Identify and use compound predicate
Identify and use correct agreement with subject
Identify and use conjunctions
Identify and use subordination
Identify and use coordination
I
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I
I
OBJECTIVE B.3.3: Employ principles of agreement related to number, gender, and case.
Diocese of Superior
Writing Scope & Sequence
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SKILLS:
Note agreement of subject and verb
Recognize sentence patterns
Use correct tenses in writing
I
OBJECTIVE B.3.4: Capitalize proper nouns, titles, and initial words of sentences.
SKILLS:
Define and use rules of capitalization
I
I
R
R
Capitalize proper nouns and adjectives
I
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R
M
Capitalize names, titles, initials and abbreviations of people
I
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M
Capitalize titles of books, poems, magazines, etc.
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M
Capitalize dates and holidays
I
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R
Capitalize place names, organizations and groups
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I
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R
Capitalize first words of: quotations, dialogue, poetry lines,
outlines
Capitalize first word of a letter’s greeting, closing and
heading
Capitalize the first word in a sentence
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OBJECTIVE B.3.5: Use punctuation marks and conjunctions, as appropriate, to separate sentences and connect
independent clauses.
SKILLS:
Avoid over punctuation
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M
Recognize the effect of punctuation marks and typed
variations on meaning
Distinguish and recognize elements of sentence structure
Distinguish and recognize word order in sentences
Recognize complete sentences
Recognize sentence fragments
Recognize run-on sentences
Use apostrophe to show possession
Use quotation marks for dialogue, direct quotes and titles
Use a colon in business letters, before lists, in expressions
of time
Use semicolon in lists
Use semicolon in compound sentences
Use hyphen, parenthesis, dash and italics
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OBJECTIVE B.3.6: Use commas correctly to punctuate appositives and lists.
SKILLS:
Use comma to separate words in a series
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Use comma with direct quotes
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Use comma to separate city and state
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Use comma with interjections, introductory phrases and
clauses
Use comma with appositives
Use comma in compound sentences
Use comma with parenthetical expressions
Use comma with nonrestrictive clauses
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Writing Scope & Sequence
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OBJECTIVE B.3.8: Use word order and punctuation marks to distinguish sentence types.
SKILLS:
Recognize and write declarative (telling) sentences
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Recognize and write interrogative (question) sentences
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Recognize and write exclamatory (exclamation) sentences
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Recognize and write imperative (command) sentences
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Apply proper punctuation to different sentence types
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Recognize and write compound, complex and compoundcomplex sentences
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OBJECTIVE B.3.7: Spell frequently used words correctly.
SKILLS:
Use spelling/reading words for writing
Describe phonetic sounds and patterns
Integrate penmanship with spelling program
Demonstrate various methods for studying words
Apply rules for correct spelling
Identify root words
Apply dictionary skills
Demonstrate self-correcting and proofreading skills
Expand vocabulary
Incorporate frequently used but misspelled words into the
spelling program
Detect common spelling errors: substitutions, reversals,
omissions, additions
Participate in spelling bees
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OBJECTIVE B.3.9: Understand the function of words, phrases and clauses in a sentence and use them effectively,
including coordinate and subordinate conjunctions, relative pronouns and comparative adjectives.
SKILLS:
Recognize elements of sentence structure
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Write sentences that flow
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Identify and use clauses and phrases
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Identify and use Prepositional phrases
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Identify and use Preposition
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Identify and use Objects of Preposition
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Identify and use Independent and Dependent clauses
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Identify and use Noun, adjective and adverb clauses and
phrases
Identify and use Subordinate clauses
Identify and use Participle, gerund, infinitive phrases
Identify and use interjections
Diocese of Superior
Writing Scope & Sequence
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C. SPEAKING AND LISTENING
The purpose of the speaking and listening standard is to prepare students to participate effectively in conversation while
comprehending, collaborating, presenting and receiving knowledge and ideas.
(Common Core State Standards Initiative, 2010, http://www.corestandards.org/ )
I = Introduce
R = Review
M = Master
A = Apply
GOAL C.1 Orally communicate information, opinions, and ideas effectively to different audiences
for a variety of purposes.
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OBJECTIVE C.1.1: Identify and discuss criteria for effective oral presentations, including such factors as eye
contact, projection, tone, volume, rate and articulation.
SKILLS:
Analyze the content and structure of several speaking styles
of oral presentations
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OBJECTIVE C.1.2: Read aloud effectively from previously-read material.
SKILLS:
Use appropriate phrasing, posture, pronunciation, pacing,
enunciation, voice level, expression and eye-voice span
Lector at Mass and prayer services
Use high frequency words automatically and verbalize new
words in context
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OBJECTIVE C.1.3: Orally communicate information, opinions, and ideas effectively to different audiences for a
variety of purposes.
SKILLS:
Speak clearly and fluently using clear enunciation, good
phrasing, and appropriate tone
Provide information accurately
Express oneself using complete sentences and correct
punctuation/inflections.
Demonstrate the ability to organize a speech and present
effectively
Apply basic skills of speaking including eye contact, volume,
projection, tone, rate and articulation
Give a one minute speech
Give an extemporaneous speech
Lead daily pledge and prayer
Present oral reports
Lead impromptu prayer
Make formal introductions with courtesy and clarity and use
appropriate etiquette when expressing thanks and receiving
praise
Use computers to acquire, organize, analyze and
communicate information.
Diocese of Superior
Speaking & Listening Scope & Sequence
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OBJECTIVE C.1.4: Speaking from notes or a brief outline, communicate precise information and accurate
instructions in clearly organized and sequenced detail as well as relate an experience with a sense of timing and
decorum appropriate for the occasion.
SKILLS:
Provide information accurately
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Use complete sentences
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Adapt speech to different audiences
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Organize materials following a logical sequence and using an
appropriate conclusion
Report from an outline
Express an understanding of the information presented
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OBJECTIVE C.1.5: Participate in group readings.
SKILLS:
Participate in group recitation such as rhymes, riddles,
chorals, and echoes
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OBJECTIVE C.1.6: Perform dramatic readings and presentations.
SKILLS:
Demonstrate creativity in speech through the use of role
playing/dramatization
Participate in dramatic activities such as plays and programs
Tell a story with expression
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OBJECTIVE C.1.7: Distinguish between fact and opinion and provide evidence to support opinions.
SKILLS:
Identify clues indicating statements of fact and opinion and
provide evidence to support opinions
Participate in debate activities (formal and informal)
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GOAL C.2 Listen to and comprehend oral communications.
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OBJECTIVE C.2.2: Identify and summarize key points of a story or discussion accounting for the key ideas,
structure, and relationship of parts of the whole. Follow the speaker’s argument.
SKILLS:
Identify similar and different sounds
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Students will be able to…
OBJECTIVE C.2.1: Follow basic directions.
SKILLS:
Recognize listening as a source of information
Demonstrate the ability to follow oral directions
Follow sequence in plot and character development, predict
outcomes and draw conclusions.
Identify repetitive words
Transfer important ideas into notes
Summarize what was said
Diocese of Superior
Speaking & Listening Scope & Sequence
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Students will be able to…
Retell information
Explain the value of listening as a source of information in all
subject areas
Recognize transitional and signal words and phrases
Answer questions to demonstrate comprehension
Evaluate delivery and content
Concentrate for expanded time periods
Demonstrate an understanding of correct word meanings
through context
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OBJECTIVE C.2.3: Retell stories and reports of events in proper sequence.
SKILLS:
Recognize and recall sequence
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Retell stories and reports
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Dictate stories
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Give book reports
Report to the class
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R
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OBJECTIVE C.2.4: Distinguish among purposes for listening, such as gaining information or being entertained and
taking notes as appropriate. Evaluate the reliability of information in a communication.
SKILLS:
Listen to and evaluate poetry, stories, plays, music, etc,
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Attend and evaluate theatrical performances
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Evaluate the effect of expression, mood, figures of speech
and inferences on the audience
Identify and evaluate propaganda techniques
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GOAL C.3 Participate effectively in discussion.
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OBJECTIVE C.3.1: Volunteer relevant information, ask relevant questions, and answer questions directly.
SKILLS:
Volunteer relevant information by making introductions, giving
directions, conversing with adults and peers.
Listen and apply information in a group, panel, or round table
discussion
Respect free speech of others
Express emotions and use spoken language in socially
acceptable ways
Attend to the content of discussion rather than the speaker
Participate in discussion without dominating
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OBJECTIVE C.3.2: Use appropriate eye contact and other nonverbal cues.
SKILLS:
Demonstrate respectful posture when listening to others
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Focus eyes on speaker
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Increase the appropriate amount of attention span needed to
listen to a speaker
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Diocese of Superior
Speaking & Listening Scope & Sequence
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Page 3 of 4
7/22/2010
Students will be able to…
Demonstrate appropriate applause
Practice appropriate silence while listening
Give appropriate feedback to a speaker
Ignore or accommodate for distractions while listening
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OBJECTIVE C.3.3: Use appropriate strategies to keep a discussion going.
SKILLS:
Use spoken language in socially acceptable ways
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Demonstrate group processing strategies
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Use techniques and strategies to gain attention and develop
interest of audience
Ask questions to draw information from the group
Hold a point of disagreement in mind until the appropriate time
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OBJECTIVE C.3.4: Reflect on the ideas and opinions of others and respond thoughtfully.
SKILLS:
Recognize a speaker’s purpose and main idea
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Give and receive constructive criticism tactfully
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Ask for clarification and explanation of unfamiliar words and
ideas
Summarize information conveyed through discussion
Describe and discuss the freedom of speech: historical roots,
ethical responsibilities
Demonstrate respect for thoughts and opinions of others
Analyze audience feedback following a speech or discussion
Demonstrate techniques for problem solving
Elaborate and illustrate the contribution of another group
member
Self correct to remove effects upon audience of poor word
choice
Analyze factors that contribute to success, lack of success, or
otherwise of a discussion
Make positive interjections
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OBJECTIVE C.3.5: Explain and advance opinions by citing evidence and referring to sources.
SKILLS:
Discuss literary works using literary language
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Give reasons for opinion
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Influence listeners through persuasion
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Distinguish fact from opinion
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Identify and discuss the need for adequate supporting
material to influence the audience
Explore such abstract ideas as justice, good and evil by
generalizing, hypothesizing or inferring
Distinguish between supported and unsupported statements
Distinguish between relevant and irrelevant information
Diocese of Superior
Speaking & Listening Scope & Sequence
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D. LANGUAGE
The purpose of the language standard is to teach students about the conventions of Standard English and how to apply that
knowledge and broaden their vocabulary acquisition and usage.
(Common Core State Standards Initiative, 2010, http://www.corestandards.org/ )
I = Introduce
R = Review
M = Master
A = Apply
GOAL D.1 Develop vocabulary of words, phrases and idioms as a means of improving
communication.
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OBJECTIVE D.1.1: Consult dictionaries, thesauruses, handbooks, grammar texts and other resources to find and
compare definitions, choose among synonyms, spell words correctly and choose words, phrases and expressions.
SKILLS:
Recognize synonyms
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Recognize antonyms
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Recognize homonyms
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Recognize different meanings
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Recognize homophones
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M
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Recognize heteronyms
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M
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Recall alphabetization through the fourth letter
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Use guide words at the top of a dictionary page
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Use diacritical markings in a dictionary
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M
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Use pronunciation key
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Follow cross references in a dictionary
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M
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Use secondary accent mark in a dictionary
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M
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Use the dictionary for spelling
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M
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Use the dictionary for pronunciation
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M
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Use the dictionary for syllabication
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M
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Use the dictionary to find word meanings
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Use the dictionary to determine parts of speech
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M
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Use the dictionary to determine derivation
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M
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Relate dictionary definition to prior experience and
context
Use electronic dictionaries, thesauruses, and other
reference materials such as www.dictionary.com,
www.thesaurus.com
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M
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OBJECTIVE D.1.2: Use knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words.
SKILLS:
Recognize base words from affixes
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M
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Distinguish compound words
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M
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Use prefix and suffix knowledge to assist in identifying
word meaning in context
Recognize, use, spell and define various suffixes
Recognize, use, spell and define various prefixes
Use the Greek and Latin roots to identify word meaning
in context
Diocese of Superior
Language Scope & Sequence
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OBJECTIVE D.1.3: Explain how writers and speakers choose words and use figurative language such as similes,
metaphor, personification, hyperbole and allusion to achieve specific efforts.
SKILLS:
Identify and use literary tools such as irony, metaphor,
simile and symbolism
Identify and use sensory words effectively
Identify and use transition words effectively
Identify and use parallel construction
Identify and use diagrams for illustration
Avoid overworked words
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OBJECTIVE D.1.4: Choose vocabulary purposefully and evaluate the use of words in communications designed to
inform, explain and persuade.
SKILLS:
Develop a personal system of expanding vocabulary
I
R
R
M
Select vocabulary to enhance writing
I
R
R
GOAL D.2 Recognize and interpret various uses and adaptations of language in social, cultural,
regional and professional situations and learn to be flexible and responsive in the use of English.
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OBJECTIVE D.2.1: Identify various styles and purposes of oral and written language and learn to communicate
effectively in commonly occurring situations.
SKILLS:
Describe and give examples of variations in American
English that appear in different social, cultural, regional
and professional environments
Describe how American English is used in various
publics and private contexts such as school, home and
work
Make appropriate choices when speaking and writing,
such as formal or informal language, considering the
purpose and context of the communication
Evaluate how audience and context affect the selection
and use of words and phrases, including technical terms,
slang and jargon
Diocese of Superior
Language Scope & Sequence
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7/22/2010
E. RESEARCH AND INQUIRY
The purpose of the research and inquiry standard is to teach students how to build research and present knowledge in a
wide range of ways.
(Common Core State Standards Initiative, 2010, http://www.corestandards.org/ )
I = Introduce
R = Review
M = Master
A = Apply
GOAL E.1 Conduct research and inquiry on self-selected or assigned topics, issues or problems
and use an appropriate form to communicate feelings.
Students will be able to…
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OBJECTIVE E.1.1: Propose research.
SKILLS:
Formulate initial research questions
Narrow the focus of a topic on relevant and accessible
sources of information
Identify prior knowledge
Develop a basic plan for gathering information
Recognize important ideas when taking notes
Formulate topics and questions for research using a
variety of printed or electronic materials
I
OBJECTIVE E.1.2: Conduct research.
SKILLS:
Identify, locate, explore and effectively use multiple
sources of information
Analyze information from charts, graphs, maps and
tables
Describe and use a variety of sources to gather
information such as textbooks, other books and
electronic devices
Recognize title, author, illustrator and publisher
Identify and utilize index
Identify and reference footnotes
Identify a book preface
Identify a books appendix
Recognize bibliography
Demonstrate library etiquette and procedures
Identify and use basic library classification systems
Classify types of books by fiction, non-fiction and
reference
Conduct interview, field studies and experiments
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OBJECTIVE E.1.3: Recognize, record, compile, organize, evaluate and acknowledge information pertinent to a
project, accurately blending discoveries into answers.
SKILLS:
Recognize important ideas when taking notes
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Outline to organize information
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Use a variety of note taking strategies using various
sources
Diocese of Superior
Research & Inquiry Scope & Sequence
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Page 1 of 2
7/22/2010
Students will be able to…
4K
Identify the basic parts of a research paper
Evaluate the usefulness of information gathered in an
investigation
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OBJECTIVE E.1.4: Present the results of inquiry.
SKILLS:
Produce and organize written and oral reports
Present a report
Draw sound conclusions
Adhere to the conventions of preparing a manuscript
Give proper credit to sources
Use a variety of technological tools to prepare and
present reports
Diocese of Superior
Research & Inquiry Scope & Sequence
Page 2 of 2
7/22/2010
4-YEAR-OLD KINDERGARTEN
A. Reading/Literature
Students will…
GOAL A.1 Use effective reading strategies to achieve purpose in reading
OBJECTIVE A.1.1: Use a variety of strategies and word recognition skills, including rereading, finding context clues, applying knowledge
of letter-sound relationships, analyzing word, phrase and sentence structure, word origins, and visual images to understand unfamiliar
words and clarify passages of text.
Introduced Skills
4KA1.1.1
Match identical forms
SS, S, M, A, MU, C, R
4KA1.1.2
Match like objects
SS, S, M, A, MU, C, R
4KA1.1.3
Assemble a seven piece puzzle
SS, M, A, C, R
4KA1.1.4
Sequence picture cards, actions heard
SS, S, M, A, MU, C, R
4KA1.1.5
Notice differences in unlike forms
S, M, A, MU, C, R
4KA1.1.6
Refer to letters by name
S, M, A, MU, C, SS, R
4KA1.1.7
Discriminate and classify by color, shape, size
M, A, C
4KA1.1.8
Recognize own name in print
SS, A, C, S, R
4KA1.1.9
Locate own name and other familiar words in short text
MU, C, SS, S, R, M
4KA1.1.10 Recall missing objects
SS, S, M, C
4KA1.1.11 Coordinate hand and eye to trace, outline, color, cut and reproduce
SS, S, M, PE, MU, A, C, R, FL
4KA1.1.12 Demonstrate left and right progression
M, A, MU, C, SS, S, FL, R
4KA1.1.13 Follow two step directions
SS, S, M, PE, MU, A, C, R, FL
4KA1.1.14 Know how to turn pages from front to back
SS, M, A, MU, R, S
4KA1.1.15 Understand top, bottom, up, down, on, over, under
S, M, PE, A, MU, C
4KA1.1.16 Know the beginning and end of sentences
SS, S, C, R
4KA1.1.17 Names the alphabet letters
PE, A, MU, C, SS, S, R
4KA1.1.18 Recognize place words
SS, MU, S, R
4KA1.1.19 Select pertinent passages or phrases to answer questions
SS, S, M, R
OBJECTIVE A.1.2: Demonstrate phonemic awareness by using letter/sound relationships as aids to pronouncing and understanding
unfamiliar words and text.
Introduced Skills
4KA.1.2.1 Hear, name, match, repeat vowel and consonant letters
M, FL, MU, R, SS, S
4KA.1.2.2 Differentiates and distinguishes initial consonants
SS, S, MU, R
4KA.1.2.3 Differentiates and distinguishes final consonants
SS, S, MU, R
4KA.1.2.4 Recognize endings that rhyme
SS, S, MU, C, R
OBJECTIVE A.1.3: Comprehend reading by using strategies such as activating prior knowledge, establishing purpose, self-correcting,
self-monitoring, rereading, making predictions, finding context clues, developing visual images, applying knowledge of text structures
and features, and adjusting reading rate according to purpose and difficulty.
Introduced Skills
4KA.1.3.1 Use questions to comprehend
SS, S, MU, R
OBJECTIVE A.1.4: Read aloud with age-appropriate fluency, accuracy, and expression.
Introduced Skills
4KA.1.4.1 “Read” books with simple repetitive language patterns
SS, S, MU, C, R
OBJECTIVE A.1.5: Discern how written texts and accompanying illustrations connect to convey meaning.
Introduced Skills
4KA.1.5.1 Use pictures for clues to the meaning of text
SS, M, MU, A, FL, C, R, S
OBJECTIVE A.1.6: Identify and use organizational features of texts, such as headings, paragraphs, and format to improve understanding.
Diocese of Superior
Page 1 of 6
4 Year Old Kindergarten English-Language Arts Curriculum
7/22/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
4KA.1.6.1
Introduced Skills
Identify and use book title, author, page numbers
MU, C, R, SS, S
OBJECTIVE A.1.7: Identify a purpose for reading, such as gaining information, learning about a view point, making decisions,
appreciating literature, and enjoying the experience of reading.
Introduced Skills
4KA.1.7.1 Describe the value of reading
SS, S, M, MU, FL, A, R
GOAL A.2 Read, interpret and critically analyze literature
OBJECTIVE A.2.1: Recognize and recall elements and details of story structure, such as sequence of events, character, plot, setting,
language, topic, style, purpose and point of view to reflect on meaning.
OBJECTIVE A.2.2: Interpret meaning of literary works including: fairy tales, fables, short stories, essays, epics, myths, plays, poems, and
novels.
OBJECTIVE A.2.3: Summarize ideas drawn from stories, identifying cause-and-effect relationships, interpreting events and ideas, and
connecting different works to each other and to real-life experiences.
Introduced Skills
4KA.2.3.1 Identify and analyze cause and effect relationships
SS, S, M, PE, A, C, R
OBJECTIVE A.2.4: Extend the literal meaning of a text by making inferences, and develop criteria to evaluate the significance, validity and
merit of texts in light of prior knowledge, experience and opinion.
Introduced Skills
4KA.2.4.1 Recall main idea
SS, S, R, M, MU, A, C
4KA.2.4.2 Note details
SS, S, R, M, MU, A, C
4KA.2.4.3 Follow sequence
SS, S, M, A, MU, C
4KA.2.4.4 Predict outcomes
SS, S, M, MU, A, C
GOAL A.3 Read and discuss literary and nonliterary texts in order to understand human experience
OBJECTIVE A.3.1: Demonstrate the ability to integrate general knowledge about the world and familiarity with literary and nonliterary texts
when reflecting upon life’s experiences.
Introduced Skills
4KA.3.1.1 Analyze presentations from other times and cultures
SS, MU, A, FL, C, R
OBJECTIVE A.3.2: Provide interpretive responses to literary and nonliterary texts representing the diversity of American cultural heritage
and cultures of the world.
OBJECTIVE A.3.3: Identify common historical, social, and cultural themes and issues in literary works and selected passages.
OBJECTIVE A.3.4: Draw on a broad base of knowledge about the themes, ideas, and insights found in classical literature while reading,
interpreting, and reflecting on contemporary texts.
OBJECTIVE A.3.5: Evaluate the themes and main ideas of a work considering its audience and purpose.
GOAL A.4. Read to acquire information
OBJECTIVE A.4.1: Identify, summarize and explain key details, main ideas and organization of informational texts, connecting new
information to prior knowledge, in a variety of informational passages.
OBJECTIVE A.4.2: Identify a topic of interest and seek information about it by investigating, comparing, contrasting and evaluating
relative accuracy and usefulness of information from available text resources.
OBJECTIVE A.4.3: Interpret and distinguish between the facts found in documents, narratives, charts, maps, tables, and other sources
and the generalizations and interpretations that are drawn from them.
Diocese of Superior
Page 2 of 6
4 Year Old Kindergarten English-Language Arts Curriculum
7/22/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
B. Writing
Students will…
GOAL B.1 Create or produce writing to communicate with different audiences for a variety of purposes
OBJECTIVE B.1.1: Write nonfiction, expository and technical pieces (summaries, messages, informational essays, basic directions,
instructions, and simple reports) that convey essential details and facts, provide accurate representations of events and sequences, fulfill
its purpose, uses appropriate language for its audience, and organized clearly.
OBJECTIVE B.1.2: Write expressive pieces in response to reading, viewing, and life experiences employing descriptive detail and a
personal voice.
a. persuasive pieces with clear position, a discernible tone, and coherent argument with reliable evidence
b. narratives based on experiences that use descriptive language and detail effectively, presents a sequence of events and reveals a
theme
Introduced Skills
4KB.1.2.1 Write a group story
SS, MU, R
OBJECTIVE B.1.3: Write creative pieces (poetry, fiction and plays) employing basic aesthetic principles appropriate to each genre.
OBJECTIVE B.1.4: Write in a variety of situations (timed and untimed, at school and at home) and adapt strategies, such as revision and
the use of reference materials, to the situation.
OBJECTIVE B.1.5: Use a variety of writing technologies, including pen and paper as well as computers.
Introduced Skills
4KB.1.5.1 Practice making lines, circles, parts of a circle
4KB.1.5.2 Write letters and numerals
4KB.1.5.3 Display small motor control
4KB.1.5.4 Apply top-to-bottom progression
4KB.1.5.5 Form letters to correct size, height
4KB.1.5.6 Show the ability to properly align letters and words
4KB.1.5.7 Practice writing in manuscript
4KB.1.5.8 Use personal chalkboard, whiteboard, large and small sand trays, etc.
4KB.1.5.9 Use consistent shape in writing
M, A, C
M, MU, A, C
SS, S, M, A, C, MU, R
SS, M, MU, A, C
MU, A, C
MU, A, C
SS, S, M, A, C, FL, MU, R
SS, A, C
MU, A
OBJECTIVE B.1.6: Write for a variety of readers, including peers, teachers and other adults, adapting content, style and structure to
audience and situation.
GOAL B.2 Plan, revise, edit and publish clear and effective writing.
OBJECTIVE B.2.1: Produce multiple drafts, including finished pieces, that demonstrate the capacity to generate, focus and organize ideas
and to revise the language, organization, and content of successive drafts in order to fulfill a specific purpose for communication with a
specific audience.
OBJECTIVE B.2.2: Explain the extent and reasons for revisions in conference with a teacher.
OBJECTIVE B.2.3: Given a writing assignment to be completed in a limited amount of time, produce a well-developed, well-organized, and
effective response in correct English and an appropriate voice.
Introduced Skills
4KB.2.3.1 Write words as labels or lists
SS, S, M, A, C
GOAL B.3 Understand the function of various forms, structures, and punctuation marks of standard American
English and use them appropriately in communications.
OBJECTIVE B.3.1: Understand and use parts of speech effectively, including nouns, pronouns, and adjectives.
OBJECTIVE B.3.2: Use adverbials effectively, including words and phrases.
Diocese of Superior
Page 3 of 6
4 Year Old Kindergarten English-Language Arts Curriculum
7/22/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
OBJECTIVE B.3.3: Employ principles of agreement related to number, gender, and case.
OBJECTIVE B.3.4: Capitalize proper nouns, titles, and initial words of sentences.
OBJECTIVE B.3.5: Use punctuation marks and conjunctions, as appropriate, to separate sentences and connect independent clauses.
OBJECTIVE B.3.6: Use commas correctly to punctuate appositives and lists.
OBJECTIVE B.3.7: Spell frequently used words correctly.
OBJECTIVE B.3.8: Use word order and punctuation marks to distinguish sentence types.
C. Speaking & Listening
Students will…
GOAL C.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of
purposes.
OBJECTIVE C.1.1: Identify and discuss criteria for effective oral presentations, including such factors as eye contact, projection, tone,
volume, rate and articulation.
OBJECTIVE C.1.2: Read aloud effectively from previously-read material.
OBJECTIVE C.1.3: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.
Introduced Skills
4KC.1.3.1 Speak clearly and fluently using clear enunciation, good phrasing, and appropriate tone
SS, S, M, MU, A, FL, PE, C, R
4KC.1.3.2 Provide information accurately
4KC.1.3.3 Express oneself using complete sentences and correct punctuation/inflections.
SS, S, M, MU, A, PE, C, R
Apply basic skills of speaking including eye contact, volume, projection, tone, rate and
4KC.1.3.4
SS, S, M, MU, A, PE, C, R
articulation
4KC.1.3.5 Lead daily pledge and prayer
SS, S, M, MU, A, C, R, FL, PE
4KC.1.3.6 Lead impromptu prayer
SS, MU, A, C, R
Make formal introductions with courtesy and clarity and use appropriate etiquette when
4KC.1.3.7
A, C
expressing thanks and receiving praise
OBJECTIVE C.1.4: Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized
and sequenced detail as well as relate an experience with a sense of timing and decorum appropriate for the occasion.
OBJECTIVE C.1.5: Participate in group readings.
4KC.1.5.1
Introduced Skills
Participate in group recitation such as rhymes, riddles, chorals, and echoes
OBJECTIVE C.1.6: Perform dramatic readings and presentations.
Introduced Skills
4KC.1.6.1 Demonstrate creativity in speech through the use of role playing/dramatization
4KC.1.6.2 Participate in dramatic activities such as plays and programs
4KC.1.6.3 Tell a story with expression
MU, R, SS, S
R
SS, MU, A, R
SS, R
OBJECTIVE C.1.7: Distinguish between fact and opinion and provide evidence to support opinions.
GOAL C.2 Listen to and comprehend oral communications.
OBJECTIVE C.2.1: Follow basic directions.
Diocese of Superior
Page 4 of 6
4 Year Old Kindergarten English-Language Arts Curriculum
7/22/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
4KC.2.1.1
4KC.2.1.2
Introduced Skills
Recognize listening as a source of information
Demonstrate the ability to follow oral directions
SS, S, M, MU, A, C, PE, R
SS, S, M, MU, A, C, PE, R
OBJECTIVE C.2.2: Identify and summarize key points of a story or discussion accounting for the key ideas, structure, and relationship of
parts of the whole. Follow the speaker’s argument.
Introduced Skills
4KC.2.2.1 Identify similar and different sounds
SS, S, M, A, C
Follow sequence in plot and character development, predict outcomes and draw
4KC.2.2.2
conclusions.
4KC.2.2.3 Identify repetitive words
MU, A, C
4KC.2.2.4 Explain the value of listening as a source of information in all subject areas
SS, S, M, MU, A, C, R
4KC.2.2.5 Recognize transitional and signal words and phrases
S, SS
4KC.2.2.6 Answer questions to demonstrate comprehension
SS, S, M, MU, A, FL, C, R
4KC.2.2.7 Concentrate for expanded time periods
SS, S, M, MU, A, C, R
OBJECTIVE C.2.3: Retell stories and reports of events in proper sequence.
Introduced Skills
4KC.2.3.1 Recognize and recall sequence
4KC.2.3.2 Retell stories and reports
4KC.2.3.3 Dictate stories
4KC.2.3.4 Report to the class
SS, S, M, A, MU, C, R
SS, S, MU, A, C, R
SS, S, M, A, C, R
OBJECTIVE C.2.4: Distinguish among purposes for listening, such as gaining information or being entertained and taking notes as
appropriate. Evaluate the reliability of information in a communication.
Introduced Skills
4KC.2.4.1 Listen to and evaluate poetry, stories, plays, music, etc,
4KC.2.4.2 Attend and evaluate theatrical performances
SS, MU, A, R
GOAL C.3 Participate effectively in discussion
OBJECTIVE C.3.1: Volunteer relevant information, ask relevant questions, and answer questions directly.
Introduced Skills
Volunteer relevant information by making introductions, giving directions, conversing with
4KC.3.1.1
adults and peers.
4KC.3.1.2 Respect free speech of others
4KC.3.1.3 Express emotions and use spoken language in socially acceptable ways
4KC.3.1.4 Participate in discussion without dominating
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
S, M, MU, R
OBJECTIVE C.3.2: Use appropriate eye contact and other nonverbal cues.
Introduced Skills
4KC.3.2.1 Demonstrate respectful posture when listening to others
4KC.3.2.2 Focus eyes on speaker
4KC.3.2.3 Increase the appropriate amount of attention span needed to listen to a speaker
4KC.3.2.4 Demonstrate appropriate applause
4KC.3.2.5 Practice appropriate silence while listening
4KC.3.2.6 Give appropriate feedback to a speaker
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
OBJECTIVE C.3.3: Use appropriate strategies to keep a discussion going.
Introduced Skills
4KC.3.3.1 Use spoken language in socially acceptable ways
SS, S, M, MU, A, C, PE, R, FL
OBJECTIVE C.3.4: Reflect on the ideas and opinions of others and respond thoughtfully.
Introduced Skills
4KC.3.4.1 Recognize a speaker’s purpose and main idea
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
OBJECTIVE C.3.5: Explain and advance opinions by citing evidence and referring to sources.
Diocese of Superior
Page 5 of 6
4 Year Old Kindergarten English-Language Arts Curriculum
7/22/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
D. Language
Students will…
GOAL D.1 Develop vocabulary of words, phrases and idioms as a means of improving communication.
OBJECTIVE D.1.1: Consult dictionaries, thesauruses, handbooks, grammar texts and other resources to find and compare definitions,
choose among synonyms, spell words correctly and choose words, phrases and expressions.
OBJECTIVE D.1.2: Use knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words.
OBJECTIVE D.1.3: Explain how writers and speakers choose words and use figurative language such as similes, metaphor,
personification, hyperbole and allusion to achieve specific efforts.
OBJECTIVE D.1.4: Choose vocabulary purposefully and evaluate the use of words in communications designed to inform, explain and
persuade.
GOAL D.2 Recognize and interpret various uses and adaptations of language in social, cultural, regional and
professional situations and learn to be flexible and responsive in the use of English.
OBJECTIVE D.2.1: Identify various styles and purposes of oral and written language and learn to communicate effectively in commonly
occurring situations.
E. Research and Inquiry
Students will…
GOAL E.1 Conduct research and inquiry on self-selected or assigned topics, issues or problems and use an
appropriate form to communicate feelings.
OBJECTIVE E.1.1: Propose research.
OBJECTIVE E.1.2: Conduct research.
Introduced Skills
Recognize title, author, illustrator and publisher
Demonstrate library etiquette and procedures
OBJECTIVE E.1.3: Recognize, record, compile, organize, evaluate and acknowledge information pertinent to a project, accurately blending
discoveries into answers.
OBJECTIVE E.1.4: Present the results of inquiry.
Diocese of Superior
Page 6 of 6
4 Year Old Kindergarten English-Language Arts Curriculum
7/22/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
5 YEAR-OLD KINDERGARTEN
A. Reading/Literature
Students will…
GOAL A.1 Use effective reading strategies to achieve purpose in reading
OBJECTIVE A.1.1: Use a variety of strategies and word recognition skills, including rereading, finding context clues, applying knowledge
of letter-sound relationships, analyzing word, phrase and sentence structure, word origins, and visual images to understand unfamiliar
words and clarify passages of text.
Introduced Skills
5KA.1.1.1 Learn age-appropriate sight words
SS, S, MU, R
5KA.1.1.2 Identify known familiar words in other contexts
SS, S, M, R
5KA.1.1.3 Recognize descriptive words: colors, shapes, sizes, same, alike, different
SS, S, M, A, MU, PE, C, R, FL
5KA.1.1.4 Use word meaning to comprehend story
SS, S, MU, R
Reviewed Skills
5KA.1.1.5 Recognize place words
SS, MU
5KA.1.1.6 Select pertinent passages or phrases to answer questions
SS, S, M, R
Mastered Skills
5KA.1.1.7
Match identical forms
SS, S, M, A, MU, C
5KA.1.1.8
Match like objects
SS, S, M, A, MU, C
5KA.1.1.9
Assemble a seven piece puzzle
SS, M, A,, C
5KA.1.1.10 Sequence picture cards, actions heard
SS, S, A, MU, C
5KA.1.1.11 Notice differences in unlike forms
S, M, A, MU, C
5KA.1.1.12 Refer to letters by name
S, M, A, MU, C
5KA.1.1.13 Discriminate and classify by color, shape, size
M, A, C
5KA.1.1.14 Recognize own name in print
SS, A, C
5KA.1.1.15 Locate own name and other familiar words in short text
MU, C
5KA.1.1.16 Recall missing objects
SS, S, M, C
5KA.1.1.17 Coordinate hand and eye to trace, outline, color, cut and reproduce
SS, S, M, PE, MU, A, C, R
5KA.1.1.18 Demonstrate left and right progression
M, A, MU, C
5KA.1.1.19 Follow two step directions
SS, S, M, PE, MU, A, C, R, FL
5KA.1.1.20 Know how to turn pages from front to back
SS, M, A, MU, R
5KA.1.1.21 Understand top, bottom, up, down, on, over, under
S, M, PE, A, MU, C
5KA.1.1.22 Know the beginning and end of sentences
SS, S, C
5KA.1.1.23 Names the alphabet letters
PE, A, MU, C
OBJECTIVE A.1.2: Demonstrate phonemic awareness by using letter/sound relationships as aids to pronouncing and understanding
unfamiliar words and text.
Introduced Skills
5KA.1.2.1
Identify vowel and consonant letters
SS, S, M, MU, C, FL, R
5KA.1.2.2
Distinguish medial consonants
SS, S
5KA.1.2.3
Differentiate and distinguish final consonants
SS, S, MU
Distinguish initial blends: bl, br, cl, cr, dr, dw, fl, fr, gl, gr, pl, pr, sc, sl, sm, sn, sp, st, sr, tr,
5KA.1.2.4
SS, S
tw
5KA.1.2.5
Distinguish final consonant blends: ck, ld, lk, mp, nd, nk, nt, pt, rd, sk, st, lp, lt, ft
SS, S, MU
5KA.1.2.6
Distinguish consonant digraphs: ch, ng, ph, sh, th, wh, tch
SS, S
5KA.1.2.7
Distinguish long vowels
SS, S, MU
5KA.1.2.8
Distinguish short vowels
SS, S, MU, C
Recognize as word families: ack, ake, all, am, at, ay, ell, et, eck, ight, ike, ill, in, ing, it,
5KA.1.2.9
SS, S
ish, ind, ook, ock
5KA.1.2.10 Recognize endings that rhyme
SS, S, MU, C
5KA.1.2.11 Recall and explain final e makes the preceding vowel long
5KA.1.2.12 Recall and explain final y sounds like long i or e
SS, S
Diocese of Superior
Page 1 of 8
Kindergarten English-Language Arts Curriculum
7/22/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
5KA.1.2.13
5KA.1.2.14
Reviewed Skills
Hear, name, match, repeat vowel and consonant letters
Differentiate and distinguishe initial consonants
M, FL, MU, R
SS, S, MU
OBJECTIVE A.1.3: Comprehend reading by using strategies such as activating prior knowledge, establishing purpose, self-correcting,
self-monitoring, rereading, making predictions, finding context clues, developing visual images, applying knowledge of text structures
and features, and adjusting reading rate according to purpose and difficulty.
Introduced Skills
5KA.1.3.1 Apply comprehension strategies: semantic webbing
SS, S, M, MU, R
5KA.1.3.2 Apply comprehension strategies: story mapping
SS, MU, R, S
5KA.1.3.3 Predict and interpret new words using their reading knowledge
SS, S, M, MU, R
5KA.1.3.4 Use a variety of pre, during and post reading strategies
SS, S, M, R
5KA.1.3.5 Apply reading strategies: skimming and scanning
SS, S, M, MU, R
5KA.1.3.6 Self-correct using knowledge of reading
SS, R, S
5KA.1.3.7 Formulate inferences: draw conclusions and predict outcomes
SS, S, MU, R
Reviewed Skills
5KA.1.3.8 Use questions to comprehend
SS, S, MU, R
OBJECTIVE A.1.4: Read aloud with age-appropriate fluency, accuracy, and expression.
Introduced Skills
5KA.1.4.1 Read aloud to show understanding of punctuation marks
5KA.1.4.2 Read to others fluently
5KA.1.4.3 “Read” books with simple repetitive language patterns
OBJECTIVE A.1.5: Discern how written texts and accompanying illustrations connect to convey meaning.
Introduced Skills
5KA.1.5.1 Use picture clues to approximate responses for unknown words
5KA.1.5.2 Use picture clues to help read a text
Reviewed Skills
5KA.1.5.3 Use pictures for clues to the meaning of text
SS, S, MU, C, R
SS, S, M, PE, MU, A, C, R, FL
SS, S, MU, C, R
MU, A, FL, C
MU, A, C
SS, M, MU, A, FL, C, R
OBJECTIVE A.1.6: Identify and use organizational features of texts, such as headings, paragraphs, and format to improve understanding.
Reviewed Skills
5KA.1.6.1 Identify and use book title, author, page numbers
MU, C, R
OBJECTIVE A.1.7: Identify a purpose for reading, such as gaining information, learning about a view point, making decisions,
appreciating literature, and enjoying the experience of reading.
Introduced Skills
5KA.1.7.1 Recommend reading materials to others
MU
5KA.1.7.2 Select materials to fulfill their own purposes
SS, S, M, PE, MU, A, C, R, FL
Reviewed Skills
5KA.1.7.3 Describe the value of reading
SS, S, M, MU, FL, A, R
GOAL A.2 Read, interpret and critically analyze literature
OBJECTIVE A.2.1: Recognize and recall elements and details of story structure, such as sequence of events, character, plot, setting,
language, topic, style, purpose and point of view to reflect on meaning.
Introduced Skills
5KA.2.1.1 Identify sequence relationships: time order
SS, S, M, MU, R
5KA.2.1.2 Recall and explain the plots of stories
SS, S, R
5KA.2.1.3 Recognize elements of poetry: rhyme scheme
MU, C
OBJECTIVE A.2.2: Interpret meaning of literary works including: fairy tales, fables, short stories, essays, epics, myths, plays, poems, and
novels.
Introduced Skills
5KA.2.2.1 Recognize and analyze literary form: fairy tale, fable
SS, A, S, R, FL
OBJECTIVE A.2.3: Summarize ideas drawn from stories, identifying cause-and-effect relationships, interpreting events and ideas, and
connecting different works to each other and to real-life experiences.
Diocese of Superior
Page 2 of 8
Kindergarten English-Language Arts Curriculum
7/22/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
5KA.2.3.1
Introduced Skills
Identify and analyze cause and effect relationships
SS, S, M, PE, A, C, R
OBJECTIVE A.2.4: Extend the literal meaning of a text by making inferences, and develop criteria to evaluate the significance, validity and
merit of texts in light of prior knowledge, experience and opinion.
Introduced Skills
5KA.2.4.1 Recall main idea
SS, S, R, M, MU, A, C
5KA.2.4.2 Note details
SS, S, R, M, MU, A, C
5KA.2.4.3 Use contextual clues
SS, MU
5KA.2.4.4 Follow sequence
SS, S, M, A, MU, C
5KA.2.4.5 Draw conclusions
SS, S, M, MU
4KA.2.4.6 Predict outcomes
SS, S, M, MU, A, C
5KA.2.4.7 Construct meaning using prior knowledge
SS, S, R, M, MU, A, C, FL, PE
GOAL A.3 Read and discuss literary and nonliterary texts in order to understand human experience
OBJECTIVE A.3.1: Demonstrate the ability to integrate general knowledge about the world and familiarity with literary and nonliterary texts
when reflecting upon life’s experiences.
Introduced Skills
5KA.3.1.1 Read and discuss chosen literary texts
SS, S, FL, R
Reviewed Skills
5KA.3.1.2 Analyze presentations from other times and cultures
SS, MU, A, FL, C, R
OBJECTIVE A.3.2: Provide interpretive responses to literary and nonliterary texts representing the diversity of American cultural heritage
and cultures of the world.
OBJECTIVE A.3.3: Identify common historical, social, and cultural themes and issues in literary works and selected passages.
OBJECTIVE A.3.4: Draw on a broad base of knowledge about the themes, ideas, and insights found in classical literature while reading,
interpreting, and reflecting on contemporary texts.
OBJECTIVE A.3.5: Evaluate the themes and main ideas of a work considering its audience and purpose.
GOAL A.4. Read to acquire information
OBJECTIVE A.4.1: Identify, summarize and explain key details, main ideas and organization of informational texts, connecting new
information to prior knowledge, in a variety of informational passages.
Introduced Skills
5KA.4.1.1 Make predictions based on previous knowledge and information
SS, S, R, M, MU, A, C, PE, FL
OBJECTIVE A.4.2: Identify a topic of interest and seek information about it by investigating, comparing, contrasting and evaluating
relative accuracy and usefulness of information from available text resources.
Introduced Skills
5KA.4.2.1 Choose reading materials as needed
SS, S, R, FL, MU
5KA.4.2.2 Show preferences for specific reading materials
SS, S, R
OBJECTIVE A.4.3: Interpret and distinguish between the facts found in documents, narratives, charts, maps, tables, and other sources
and the generalizations and interpretations that are drawn from them.
Introduced Skills
5KA.4.3.1 Use computers to acquire, organize, analyze and communicate information.
SS, S, R, C
B. Writing
Students will…
GOAL B.1 Create or produce writing to communicate with different audiences for a variety of purposes
Diocese of Superior
Page 3 of 8
Kindergarten English-Language Arts Curriculum
7/22/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
OBJECTIVE B.1.1: Write nonfiction, expository and technical pieces (summaries, messages, informational essays, basic directions,
instructions, and simple reports) that convey essential details and facts, provide accurate representations of events and sequences, fulfill
its purpose, uses appropriate language for its audience, and organized clearly.
Introduced Skills
5KB.1.1.1 Use new words to write stories and reports
SS, C, MU, R
5KB.1.1.2 Develop a list of words and ideas for writing
SS, M, MU, A, R
OBJECTIVE B.1.2: Write expressive pieces in response to reading, viewing, and life experiences employing descriptive detail and a
personal voice.
a. persuasive pieces with clear position, a discernible tone, and coherent argument with reliable evidence
b. narratives based on experiences that use descriptive language and detail effectively, presents a sequence of events and reveals a
theme
Introduced Skills
5KB.1.2.1 Write journals
SS, A, MU, C, R
Reviewed Skills
5KB.1.2.2 Write a group story
SS, MU, R
OBJECTIVE B.1.3: Write creative pieces (poetry, fiction and plays) employing basic aesthetic principles appropriate to each genre.
Introduced Skills
5KB.1.3.1 Write a personal narrative
C
OBJECTIVE B.1.4: Write in a variety of situations (timed and untimed, at school and at home) and adapt strategies, such as revision and
the use of reference materials, to the situation.
OBJECTIVE B.1.5: Use a variety of writing technologies, including pen and paper as well as computers.
Introduced Skills
5KB.1.5.1 Practice making lines, circles, parts of a circle
5KB.1.5.2 Write letters and numerals
5KB.1.5.3 Display small motor control
5KB.1.5.4 Apply top-to-bottom progression
5KB.1.5.5 Form letters to correct size, height
5KB.1.5.6 Show the ability to properly align letters and words
5KB.1.5.7 Practice writing in manuscript
5KB.1.5.8 Use personal chalkboard, whiteboard, large and small sand trays, etc.
5KB.1.5.9 Use consistent shape in writing
M, A, C
M, MU, A, C
SS, S, M, A, C, MU, R
SS, M, MU, A, C
MU, A, C
MU, A, C
SS, S, M, A, C, FL, MU, R
SS, A, C
MU, A
OBJECTIVE B.1.6: Write for a variety of readers, including peers, teachers and other adults, adapting content, style and structure to
audience and situation.
Introduced Skills
5KB.1.6.1 Write sentences using complete thoughts and correct word order
SS, S, R, M, MU, A, C, FL, PE
5KB.1.6.2 Write an original composition
SS, S, R, M, MU, A, C, FL, PE
5KB.1.6.3 Assign a title to a story
SS, S, R, M, MU, A, C, FL, PE
5KB.1.6.4 Develop a plot for a story
SS, S, R, M, MU, A, C, FL, PE
5KB.1.6.5 Develop a setting for a story
SS, S, R, M, MU, A, C, FL, PE
5KB.1.6.6 Develop characters for a story
SS, S, R, M, MU, A, C, FL, PE
GOAL B.2 Plan, revise, edit and publish clear and effective writing.
OBJECTIVE B.2.1: Produce multiple drafts, including finished pieces, that demonstrate the capacity to generate, focus and organize ideas
and to revise the language, organization, and content of successive drafts in order to fulfill a specific purpose for communication with a
specific audience.
Introduced Skills
5KB.2.1.1 Apply norms for neatness in written work
SS, S, MU, A, C
5KB.2.1.2 Pre-write (Plan) the beginning, middle, end
MU, A, C
5KB.2.1.3 Brainstorm
S, M, MU, A, C, R
5KB.2.1.4 Revise
MU, C
5KB.2.1.5 Proofread to check spelling, grammar, punctuation, capitalization, indentation
M, MU, A, C, R
5KB.2.1.6 Publish
A, C
Diocese of Superior
Page 4 of 8
Kindergarten English-Language Arts Curriculum
7/22/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
5KB.2.1.7
Name and share written work
OBJECTIVE B.2.2: Explain the extent and reasons for revisions in conference with a teacher.
Introduced Skills
5KB.2.2.1 Use teacher/peer conferencing
A, C
SS, S, R, M, MU, A, C, FL, PE
OBJECTIVE B.2.3: Given a writing assignment to be completed in a limited amount of time, produce a well-developed, well-organized, and
effective response in correct English and an appropriate voice.
Introduced Skills
5KB.2.3.1 Write phrases as captions for pictures
SS, S, A, C, R
5KB.2.3.2 Edit and proofread revised drafts
MU, A, C
Reviewed Skills
5KB.2.3.3 Write words as labels or lists
SS, S, M, A, C
GOAL B.3 Understand the function of various forms, structures, and punctuation marks of standard American
English and use them appropriately in communications.
OBJECTIVE B.3.1: Understand and use parts of speech effectively, including nouns, pronouns, and adjectives.
Introduced Skills
5KB.3.1.1 Identify and use Nouns
FL, C
5KB.3.1.2 Identify and use Singular and Plural Nouns
FL, C
5KB.3.1.3 Identify and use Common and Proper Nouns
C
OBJECTIVE B.3.2: Use adverbials effectively, including words and phrases.
OBJECTIVE B.3.3: Employ principles of agreement related to number, gender, and case.
OBJECTIVE B.3.4: Capitalize proper nouns, titles, and initial words of sentences.
Introduced Skills
5KB.3.4.1 Define and use rules of capitalization
5KB.3.4.2 Capitalize proper nouns and adjectives
5KB.3.4.3 Capitalize names, titles, initials and abbreviations of people
5KB.3.4.4 Capitalize titles of books, poems, magazines, etc.
5KB.3.4.5 Capitalize dates and holidays
5KB.3.4.6 Capitalize place names, organizations and groups
5KB.3.4.7 Capitalize the first word in a sentence
MU, A, C, R
SS, S, MU, A, C, R
SS, S, A, FL, MU, C, R
MU, A, C, R
SS, MU, A, C, R
SS, MU, C, R
SS, S, M, MU, A, C, R
OBJECTIVE B.3.5: Use punctuation marks and conjunctions, as appropriate, to separate sentences and connect independent clauses.
Introduced Skills
5KB.3.5.1 Recognize the effect of punctuation marks and typed variations on meaning
C
5KB.3.5.2 Distinguish and recognize word order in sentences
5KB.3.5.3 Recognize complete sentences
S, R
OBJECTIVE B.3.6: Use commas correctly to punctuate appositives and lists.
OBJECTIVE B.3.7: Spell frequently used words correctly.
5KB.3.7.1
5KB.3.7.2
5KB.3.7.3
Introduced Skills
Use spelling/reading words for writing
Describe phonetic sounds and patterns
Integrate penmanship with spelling program
OBJECTIVE B.3.8: Use word order and punctuation marks to distinguish sentence types.
Introduced Skills
5KB.3.8.1 Recognize and write declarative (telling) sentences
5KB.3.8.2 Recognize and write interrogative (question) sentences
5KB.3.8.3 Recognize and write exclamatory (exclamation) sentences
5KB.3.8.4 Apply proper punctuation to different sentence types
SS, MU, A, C
MU
R
R
SS, C, R
Diocese of Superior
Page 5 of 8
Kindergarten English-Language Arts Curriculum
7/22/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
OBJECTIVE B.3.9: Understand the function of words, phrases and clauses in a sentence and use them effectively, including coordinate
and subordinate conjunctions, relative pronouns and comparative adjectives.
C. Speaking & Listening
Students will…
GOAL C.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of
purposes.
OBJECTIVE C.1.1: Identify and discuss criteria for effective oral presentations, including such factors as eye contact, projection, tone,
volume, rate and articulation.
OBJECTIVE C.1.2: Read aloud effectively from previously-read material.
Introduced Skills
Use appropriate phrasing, posture, pronunciation, pacing, enunciation, voice level,
5KC.1.2.1
expression and eye-voice span
5KC.1.2.2 Lector at Mass and prayer services
5KC.1.2.3 Use high frequency words automatically and verbalize new words in context
SS, M, MU, A, C, R
MU, R
SS, M, M, A, C, R
OBJECTIVE C.1.3: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.
Introduced Skills
5KC.1.3.1 Speak clearly and fluently using clear enunciation, good phrasing, and appropriate tone
SS, S, M, MU, A, FL, PE, C, R
5KC.1.3.2 Provide information accurately
5KC.1.3.3 Express oneself using complete sentences and correct punctuation/inflections.
SS, S, M, MU, A, PE, C, R
Apply basic skills of speaking including eye contact, volume, projection, tone, rate and
5KC.1.3.4
SS, S, M, MU, A, PE, C, R
articulation
5KC.1.3.5 Lead daily pledge and prayer
SS, S, M, MU, A, C, R, FL, PE
5KC.1.3.6 Lead impromptu prayer
SS, MU, A, C, R
Make formal introductions with courtesy and clarity and use appropriate etiquette when
5KC.1.3.7
A, C
expressing thanks and receiving praise
5KC.1.3.8 Use computers to acquire, organize, analyze and communicate information.
SS, S
OBJECTIVE C.1.4: Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized
and sequenced detail as well as relate an experience with a sense of timing and decorum appropriate for the occasion.
Introduced Skills
5KC.1.4.1 Use complete sentences
SS, S, M, MU, A, C, R, FL, PE
OBJECTIVE C.1.5: Participate in group readings.
5KC.1.5.1
Introduced Skills
Participate in group recitation such as rhymes, riddles, chorals, and echoes
OBJECTIVE C.1.6: Perform dramatic readings and presentations.
Reviewed Skills
5KC.1.6.1 Demonstrate creativity in speech through the use of role playing/dramatization
5KC.1.6.2 Participate in dramatic activities such as plays and programs
5KC.1.6.3 Tell a story with expression
MU, R
R
SS, MU, A, R
SS, R
OBJECTIVE C.1.7: Distinguish between fact and opinion and provide evidence to support opinions.
GOAL C.2 Listen to and comprehend oral communications.
OBJECTIVE C.2.1: Follow basic directions.
5KC.2.1.1
Introduced Skills
Recognize listening as a source of information
Reviewed Skills
SS, S, M, MU, A, C, PE, R
Diocese of Superior
Page 6 of 8
Kindergarten English-Language Arts Curriculum
7/22/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
5KC.2.1.2
Demonstrate the ability to follow oral directions
SS, S, M, MU, A, C, PE, R
OBJECTIVE C.2.2: Identify and summarize key points of a story or discussion accounting for the key ideas, structure, and relationship of
parts of the whole. Follow the speaker’s argument.
Introduced Skills
Follow sequence in plot and character development, predict outcomes and draw
5KC.2.2.1
SS, S, A, MU, C, R
conclusions.
5KC.2.2.2 Summarize what was said
SS, S, R
5KC.2.2.3 Retell information
SS, S, MU, A, C, R
5KC.2.2.4 Explain the value of listening as a source of information in all subject areas
SS, S, M, MU, A, C, R
5KC.2.2.5 Recognize transitional and signal words and phrases
SS, S
5KC.2.2.6 Answer questions to demonstrate comprehension
SS, S, M, MU, A, FL, C, R
5KC.2.2.7 Concentrate for expanded time periods
SS, S, M, MU, A, C, R
Reviewed Skills
5KC.2.2.8 Identify similar and different sounds
SS, S, M, A, C
5KC.2.2.9 Identify repetitive words
MU, A, C
OBJECTIVE C.2.3: Retell stories and reports of events in proper sequence.
Introduced Skills
5KC.2.3.1 Recognize and recall sequence
5KC.2.3.2 Retell stories and reports
5KC.2.3.3 Dictate stories
5KC.2.3.4 Report to the class
SS, S, M, A, MU, C, R
SS, S, MU, A, C, R
SS, S, M, A, C, R
OBJECTIVE C.2.4: Distinguish among purposes for listening, such as gaining information or being entertained and taking notes as
appropriate. Evaluate the reliability of information in a communication.
Reviewed Skills
5KC.2.4.1 Listen to and evaluate poetry, stories, plays, music, etc,
5KC.2.4.2 Attend and evaluate theatrical performances
SS, MU, A, R
GOAL C.3 Participate effectively in discussion
OBJECTIVE C.3.1: Volunteer relevant information, ask relevant questions, and answer questions directly.
Introduced Skills
Volunteer relevant information by making introductions, giving directions, conversing with
5KC.3.1.1
adults and peers.
5KC.3.1.2 Listen and apply information in a group, panel, or round table discussion
5KC.3.1.3 Respect free speech of others
5KC.3.1.4 Express emotions and use spoken language in socially acceptable ways
5KC.3.1.5 Participate in discussion without dominating
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
S, M, MU, R
OBJECTIVE C.3.2: Use appropriate eye contact and other nonverbal cues.
Introduced Skills
5KC.3.2.1 Demonstrate respectful posture when listening to others
5KC.3.2.2 Focus eyes on speaker
5KC.3.2.3 Increase the appropriate amount of attention span needed to listen to a speaker
5KC.3.2.4 Demonstrate appropriate applause
5KC.3.2.5 Practice appropriate silence while listening
5KC.3.2.6 Give appropriate feedback to a speaker
SS, S, M, MU, A, C, PE, R, FL
SS, S, R
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
OBJECTIVE C.3.3: Use appropriate strategies to keep a discussion going.
Introduced Skills
5KC.3.3.1 Use spoken language in socially acceptable ways
SS, S, M, MU, A, C, PE, R, FL
OBJECTIVE C.3.4: Reflect on the ideas and opinions of others and respond thoughtfully.
Introduced Skills
5KC.3.4.1 Recognize a speaker’s purpose and main idea
SS, S, M, MU, A, C, PE, R, FL
Diocese of Superior
Page 7 of 8
Kindergarten English-Language Arts Curriculum
7/22/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
OBJECTIVE C.3.5: Explain and advance opinions by citing evidence and referring to sources.
D. Language
Students will…
GOAL D.1 Develop vocabulary of words, phrases and idioms as a means of improving communication.
OBJECTIVE D.1.1: Consult dictionaries, thesauruses, handbooks, grammar texts and other resources to find and compare definitions,
choose among synonyms, spell words correctly and choose words, phrases and expressions.
Introduced Skills
5KD.1.1.1 Recognize synonyms
M, A, C
5KD.1.1.2 Recognize antonyms
M, A, C
5KD.1.1.3 Recognize homonyms
A, C
5KD.1.1.4 Recognize different meanings
MU, A, C
OBJECTIVE D.1.2: Use knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words.
Introduced Skills
5KD.1.2.1 Recognize base words from affixes
SS, S, M, R
5KD.1.2.2 Distinguish compound words
SS, S, M, A, C, R
OBJECTIVE D.1.3: Explain how writers and speakers choose words and use figurative language such as similes, metaphor,
personification, hyperbole and allusion to achieve specific efforts.
OBJECTIVE D.1.4: Choose vocabulary purposefully and evaluate the use of words in communications designed to inform, explain and
persuade.
GOAL D.2 Recognize and interpret various uses and adaptations of language in social, cultural, regional and
professional situations and learn to be flexible and responsive in the use of English.
OBJECTIVE D.2.1: Identify various styles and purposes of oral and written language and learn to communicate effectively in commonly
occurring situations.
E. Research and Inquiry
Students will…
GOAL E.1 Conduct research and inquiry on self-selected or assigned topics, issues or problems and use an
appropriate form to communicate feelings.
OBJECTIVE E.1.1: Propose research.
OBJECTIVE E.1.2: Conduct research.
5KE.1.2.1
5KE.1.2.2
Introduced Skills
Recognize title, author, illustrator and publisher
Demonstrate library etiquette and procedures
OBJECTIVE E.1.3: Recognize, record, compile, organize, evaluate and acknowledge information pertinent to a project, accurately blending
discoveries into answers.
OBJECTIVE E.1.4: Present the results of inquiry.
Diocese of Superior
Page 8 of 8
Kindergarten English-Language Arts Curriculum
7/22/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
FIRST GRADE
A. Reading/Literature
Students will…
GOAL A.1 Use effective reading strategies to achieve purpose in reading
OBJECTIVE A.1.1: Use a variety of strategies and word recognition skills, including rereading, finding context clues, applying knowledge
of letter-sound relationships, analyzing word, phrase and sentence structure, word origins, and visual images to understand unfamiliar
words and clarify passages of text.
Introduced Skills
1A.1.1.1
Recognize, use, spell and read general usage words
SS, A, MU, C, R
1A.1.1.2
Recognize quantitative words
M, PE, MU
1A.1.1.3
Recognize, read, define, and spell words from books read
SS, S, M, R, C
1A.1.1.4
Integrate prior knowledge and text to gain meaning of words
SS, S, M, MU, C, R
1A.1.1.5
Identify unknown words
SS, S, M, MU, FL, C, R
1A.1.1.6
Relate new topics to known words and word meaning
SS, S, M, MU, FL, C, R
1A.1.1.7
Determine subtle differences in meaning in synonymous words
S, M, R
1A.1.1.8
Explain the meaning of most base words
SS, S, M, MU, C, R
1A.1.1.9
Ask others for help with meaning and pronunciation of words
SS, S, M, MU, FL, R
1A.1.1.10 Use knowledge of words in the environment when “reading” and “writing”
SS, M, R
1A.1.1.11 Describe how literature creates mental images
SS, S, MU, A, FL, C, R
Reviewed Skills
1A.1.1.12 Learn age-appropriate sight words
SS, S, MU, R
1A.1.1.13 Identify known familiar words in other contexts
SS, S, M, R
1A.1.1.14 Use word meaning to comprehend story
SS, S, MU, R
1A.1.1.15 Select pertinent passages or phrases to answer questions
SS, S, M, R
Mastered Skills
1A.1.1.16 Recognize place words
SS, MU
1A.1.1.17 Recognize descriptive words: colors, shapes, sizes, same, alike, different
SS, S, M, A, MU, PE, C, R
Applied Skills
1A.1.1.18 Match identical forms
SS, S, M, A, MU, C
1A.1.1.19 Match like objects
SS, S, M, A, MU, C
1A.1.1.20 Assemble a seven piece puzzle
SS, M, A,, C
1A.1.1.21 Sequence picture cards, actions heard
SS, S, A, MU, C
1A.1.1.22 Notice differences in unlike forms
S, M, A, MU, C
1A.1.1.23 Refer to letters by name
S, M, A, MU, C
1A.1.1.24 Discriminate and classify by color, shape, size
M, A, C
1A.1.1.25 Recognize own name in print
SS, A, C
1A.1.1.26 Locate own name and other familiar words in short text
MU, C
1A.1.1.27 Recall missing objects
SS, S, M, C
1A.1.1.28 Coordinate hand and eye to trace, outline, color, cut and reproduce
SS, S, M, PE, MU, A, C, R
1A.1.1.29 Demonstrate left and right progression
M, A, MU, C
1A.1.1.30 Follow two step directions
SS, S, M, PE, MU, A, C, R, FL
1A.1.1.31 Know how to turn pages from front to back
SS, M, A, MU, R
1A.1.1.32 Understand top, bottom, up, down, on, over, under
S, M, PE, A, MU, C
1A.1.1.33 Know the beginning and end of sentences
SS, S, C
1A.1.1.34 Names the alphabet letters
PE, A, MU, C
OBJECTIVE A.1.2: Demonstrate phonemic awareness by using letter/sound relationships as aids to pronouncing and understanding
unfamiliar words and text.
Introduced Skills
1A.1.2.1
Distinguish double medial consonants: dd, ff, gg, mm, nn, ss, tt, zz
SS, S
1A.1.2.2
Distinguish three letter blends: chr, sch, scr, spl, spr, squ, str, shr, thr, nch
SS, S
Diocese of Superior
Page 1 of 11
First Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
1A.1.2.3
1A.1.2.4
1A.1.2.5
1A.1.2.6
1A.1.2.7
1A.1.2.8
1A.1.2.9
1A.1.2.10
1A.1.2.11
1A.1.2.12
1A.1.2.13
1A.1.2.14
1A.1.2.15
1A.1.2.16
1A.1.2.17
1A.1.2.18
1A.1.2.19
1A.1.2.20
1A.1.2.21
1A.1.2.22
1A.1.2.23
1A.1.2.24
1A.1.2.25
1A.1.2.26
1A.1.2.27
1A.1.2.28
1A.1.2.29
1A.1.2.30
Distinguish silent consonants: l, b, w, t, k, g
Recognize variant consonants: gh, gn, kn, qu, wr, c/g, s/x
Recognize vowel digraphs: ai, ay, aw, ey, ie, oa, oe, ow, ea, ei, ou, ue, ui, oo, ee
Recognize vowel diphthongs: au, aw, we, wy, oi, oo, ou, ow, oy, ue, ui
Recognize variant vowels: al, au, aw, ar, er, ir, or, ur
Recognize R-controlled vowels
Recognize Y as a consonant
Recognize Schwa
Recall and explain a single vowel in a syllable or word is short
Recall and explain when two vowels are together, first is long and second silent
Recall and explain c followed by i, e, y makes s sound
Recall and explain c followed by a, o, u makes k sound
Recall and explain g followed by i, e, y makes j sound
Recall and explain g followed by a, o, u make g sound
Reviewed Skills
Distinguish medial consonants
Distinguish initial blends: bl, br, cl, cr, dr, dw, fl, fr, gl, gr, pl, pr, sc, sl, sm, sn, sp, st, sr, tr,
tw
Distinguish final consonant blends: ck, ld, lk, mp, nd, nk, nt, pt, rd, sk, st, lp, lt, ft
Distinguish consonant digraphs: ch, ng, ph, sh, th, wh, tch
Recall and explain final e makes the preceding vowel long
Recall and explain final y sounds like long i or e
Mastered Skills
Identify vowel and consonant letters
Hear, name, match, repeat vowel and consonant letters
Differentiate and distinguish initial consonants
Differentiate and distinguish final consonants
Distinguish long vowels
Distinguish short vowels
Recognize as word families: ack, ake, all, am, at, ay, ell, et, eck, ight, ike, ill, in, ing, it,
ish, ind, ook, ock
Recognize endings that rhyme
SS, S
SS, S
SS, S, MU
SS, S, MU
SS, S
SS, S
MU
SS, S
SS, S
SS, S, MU
SS, S
SS, S
SS, S, M, MU, C, FL, R
M, FL, MU, R
SS, S, MU
SS, S, MU
SS, S, MU
SS, S, MU, C
SS, S
SS, S, MU, C
OBJECTIVE A.1.3: Comprehend reading by using strategies such as activating prior knowledge, establishing purpose, self-correcting,
self-monitoring, rereading, making predictions, finding context clues, developing visual images, applying knowledge of text structures
and features, and adjusting reading rate according to purpose and difficulty.
Introduced Skills
1A.1.3.1
Use a variety of pre, during and post reading strategies
SS, S, M, R
Reviewed Skills
1A.1.3.2
Apply comprehension strategies: semantic webbing
SS, S, M, MU, R
1A.1.3.3
Apply comprehension strategies: story mapping
SS, MU, R
1A.1.3.4
Predict and interpret new words using their reading knowledge
SS, S, M, MU, R
1A.1.3.5
Apply reading strategies: skimming and scanning
SS, S, M, MU, R
1A.1.3.6
Self-correct using knowledge of reading
SS, S, R
1A.1.3.7
Formulate inferences: draw conclusions and predict outcomes
SS, S, MU, R
1A.1.3.8
Use questions to comprehend
SS, S, MU, R
OBJECTIVE A.1.4: Read aloud with age-appropriate fluency, accuracy, and expression.
Introduced Skills
1A.1.4.1
Concentrate on reading for lengthy periods of time
Reviewed Skills
1A.1.4.2
Read aloud to show understanding of punctuation marks
1A.1.4.3
Read to others fluently
1A.1.4.4
“Read” books with simple repetitive language patterns
SS, S, MU, C, R
SS, S, M, PE, MU, A, C, R, FL
SS, S, MU, C
OBJECTIVE A.1.5: Discern how written texts and accompanying illustrations connect to convey meaning.
Introduced Skills
1A.1.5.1
Follow other readers
MU, A, FL, C
SS, S, R
Diocese of Superior
Page 2 of 11
First Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
1A.1.5.2
1A.1.5.3
1A.1.5.4
Reviewed Skills
Use pictures for clues to the meaning of text
Use picture clues to approximate responses for unknown words
Use picture clues to help read a text
SS, M, MU, A, FL, C, R
MU, A, FL, C
MU, A, C
OBJECTIVE A.1.6: Identify and use organizational features of texts, such as headings, paragraphs, and format to improve understanding.
Introduced Skills
1A.1.6.1
Identify and use title page, table of contents, index, glossary
SS, S, M, MU, C, R
1A.1.6.2
Identify and use chapters, headings and paragraphs to improve understanding
MU, A, C, R
Reviewed Skills
1A.1.6.3
Identify and use book title, author, page numbers
MU, C, R
OBJECTIVE A.1.7: Identify a purpose for reading, such as gaining information, learning about a view point, making decisions,
appreciating literature, and enjoying the experience of reading.
Introduced Skills
1A.1.7.1
Read effectively for a wide variety of purposes
S, MU
Design and implement strategies for reading a variety of text structures and genre for a
1A.1.7.2
variety of purposes
1A.1.7.3
Identify clues indicating statements of fact or opinion
1A.1.7.4
Read for informational purposes
SS, S, M, PE, MU, A, C, R, FL
Reviewed Skills
1A.1.7.5
Describe the value of reading
SS, S, M, MU, FL, A, R
1A.1.7.6
Recommend reading materials to others
MU
1A.1.7.7
Select materials to fulfill own purposes
SS, S, M, PE, MU, A, C, R, FL
GOAL A.2 Read, interpret and critically analyze literature
OBJECTIVE A.2.1: Recognize and recall elements and details of story structure, such as sequence of events, character, plot, setting,
language, topic, style, purpose and point of view to reflect on meaning.
Introduced Skills
1A.2.1.1
Identify sequence relationships: steps in a process
S, M, MU, A, C
Recall and explain the content and structure of a variety of narrative, expository and
1A.2.1.2
SS, S
reference materials
Recognize elements of plot structure: setting, characterization, value system, character
1A.2.1.3
MU, R
traits, climax
1A.2.1.4
Recognize elements of poetry: imagery, mood
MU, A, C
1A.2.1.5
Recognize elements of style: humor
MU, A, C
Reviewed Skills
1A.2.1.6
Identify sequence relationships: time order
SS, S, M, MU, R
1A.2.1.7
Recall and explain the plots of stories
MU, R
1A.2.1.8
Recognize elements of poetry: rhyme scheme
MU, C
OBJECTIVE A.2.2: Interpret meaning of literary works including: fairy tales, fables, short stories, essays, epics, myths, plays, poems, and
novels.
Introduced Skills
1A.2.2.1
Read materials with a variety of styles and topics
SS, S, MU, R
1A.2.2.2
Recognize and analyze literary form: folk tale, legend
SS, A
Reviewed Skills
1A.2.2.3
Recognize and analyze literary form: fairy tale, fable
SS, A
OBJECTIVE A.2.3: Summarize ideas drawn from stories, identifying cause-and-effect relationships, interpreting events and ideas, and
connecting different works to each other and to real-life experiences.
Introduced Skills
1A.2.3.1
Identify categorizing relationships
SS, R
1A.2.3.2
Identify and analyze comparative relationships
SS, S, M, A, R
1A.2.3.3
Identify clues indicating statements of fact or opinion
SS, M, R
1A.2.3.4
Summarize literary works
SS, S, MU, R
Reviewed Skills
Diocese of Superior
Page 3 of 11
First Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
1A.2.3.5
Identify and analyze cause and effect relationships
SS, S, M, PE, A, C, R
OBJECTIVE A.2.4: Extend the literal meaning of a text by making inferences, and develop criteria to evaluate the significance, validity and
merit of texts in light of prior knowledge, experience and opinion.
Introduced Skills
1A.2.4.1
Categorize facts
SS, C, R
1A.2.4.2
Recognize different terminology for similar concepts and processes within the content
A
1A.2.4.3
Differentiate between literal and figurative language
SS, A, R
Reviewed Skills
1A.2.4.4
Recall main idea
SS, S, R, M, MU, A, C
1A.2.4.5
Note details
SS, S, R, M, MU, A, C
1A.2.4.6
Use contextual clues
SS, MU
1A.2.4.7
Follow sequence
SS, S, M, A, MU, C
1A.2.4.8
Draw conclusions
SS, S, M, MU
1A.2.4.9
Predict outcomes
SS, S, M, MU, A, C
1A.2.4.10 Construct meaning using prior knowledge
SS, S, R, M, MU, A, C, FL, PE
GOAL A.3 Read and discuss literary and nonliterary texts in order to understand human experience
OBJECTIVE A.3.1: Demonstrate the ability to integrate general knowledge about the world and familiarity with literary and nonliterary texts
when reflecting upon life’s experiences.
Introduced Skills
1A.3.1.1
Read and discuss chosen classic literature
MU, R
Reviewed Skills
1A.3.1.2
Read and discuss chosen literary texts
SS, S, FL, R
Mastered Skills
1A.3.1.3
Analyze presentations from other times and cultures
SS, MU, A, FL, C, R
OBJECTIVE A.3.2: Provide interpretive responses to literary and nonliterary texts representing the diversity of American cultural heritage
and cultures of the world.
OBJECTIVE A.3.3: Identify common historical, social, and cultural themes and issues in literary works and selected passages.
OBJECTIVE A.3.4: Draw on a broad base of knowledge about the themes, ideas, and insights found in classical literature while reading,
interpreting, and reflecting on contemporary texts.
OBJECTIVE A.3.5: Evaluate the themes and main ideas of a work considering its audience and purpose.
GOAL A.4. Read to acquire information
OBJECTIVE A.4.1: Identify, summarize and explain key details, main ideas and organization of informational texts, connecting new
information to prior knowledge, in a variety of informational passages.
Reviewed Skills
1A.4.1.1
Make predictions based on previous knowledge and information
SS, S, R, M, MU, A, C, PE, FL
OBJECTIVE A.4.2: Identify a topic of interest and seek information about it by investigating, comparing, contrasting and evaluating
relative accuracy and usefulness of information from available text resources.
Introduced Skills
1A.4.2.1
Choose reading materials as needed
MU
1A.4.2.2
Show preferences for specific reading materials
R
1A.4.2.3
Seek recommendations of materials to read
MU
OBJECTIVE A.4.3: Interpret and distinguish between the facts found in documents, narratives, charts, maps, tables, and other sources
and the generalizations and interpretations that are drawn from them.
Introduced Skills
1A.4.3.1
Evaluate the accuracy of predictions
SS, M, MU, R
Reviewed Skills
1A.4.3.2
Use computers to acquire, organize, analyze and communicate information.
Diocese of Superior
Page 4 of 11
First Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
B. Writing
Students will…
GOAL B.1 Create or produce writing to communicate with different audiences for a variety of purposes
OBJECTIVE B.1.1: Write nonfiction, expository and technical pieces (summaries, messages, informational essays, basic directions,
instructions, and simple reports) that convey essential details and facts, provide accurate representations of events and sequences, fulfill
its purpose, uses appropriate language for its audience, and organized clearly.
Introduced Skills
1B.1.1.1
Use new words in a variety of contexts
SS, S, MU, FL, C, R
Reviewed Skills
1B.1.1.2
Use new words to write stories and reports
SS, S, C, MU, R
1B.1.1.3
Develop a list of words and ideas for writing
SS, S, M, MU, A, R
OBJECTIVE B.1.2: Write expressive pieces in response to reading, viewing, and life experiences employing descriptive detail and a
personal voice.
a. persuasive pieces with clear position, a discernible tone, and coherent argument with reliable evidence
b. narratives based on experiences that use descriptive language and detail effectively, presents a sequence of events and reveals a
theme
Introduced Skills
1B.1.2.1
Write a thank-you note using correct letter parts
SS, A, C, R
1B.1.2.2
Write descriptive sentences
SS, S, R, MU, C
1B.1.2.3
Write a descriptive paragraph
SS, S, R, MU, C
Reviewed Skills
1B.1.2.4
Write journals
SS, A, MU, C, R
Mastered Skills
1B.1.2.5
Write a group story
SS, MU, R
OBJECTIVE B.1.3: Write creative pieces (poetry, fiction and plays) employing basic aesthetic principles appropriate to each genre.
Introduced Skills
1B.1.3.1
Write a short story
SS, R
Reviewed Skills
1B.1.3.2
Write a personal narrative
R, C
OBJECTIVE B.1.4: Write in a variety of situations (timed and untimed, at school and at home) and adapt strategies, such as revision and
the use of reference materials, to the situation.
OBJECTIVE B.1.5: Use a variety of writing technologies, including pen and paper as well as computers.
Introduced Skills
1B.1.5.1
Use word processing tools
Reviewed Skills
1B.1.5.2
Display small motor control
1B.1.5.3
Apply top-to-bottom progression
1B.1.5.4
Demonstrate awareness of size, shape, and spatial relationships
1B.1.5.5
Demonstrate and evaluate: consistent and correct slant in writing
1B.1.5.6
Form letters to correct size, height
1B.1.5.7
Show the ability to properly align letters and words
1B.1.5.8
Practice writing in manuscript
1B.1.5.9
Use personal chalkboard, whiteboard, large and small sand trays, etc.
1B.1.5.10 Adjust size of handwriting in different situations
1B.1.5.11 Use consistent shape in writing
Mastered Skills
1B.1.5.12 Practice making lines, circles, parts of a circle
1B.1.5.13 Write letters and numerals
SS, S, R, MU, A, C
SS, S, M, A, C, MU, R
SS, M, MU, A, C
SS, S, R, M, MU, A, C, FL, PE
SS, S, R, M, MU, A, C
SS, S, R, MU, A, C
SS, S, R, MU, A, C
SS, S, M, A, C, FL, MU, R
SS, S, R, M, A, C
SS, S, R, M, MU, A, C
SS, S, R, MU, A
M, A, C
SS, S, R, M, MU, A, C
Diocese of Superior
Page 5 of 11
First Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
OBJECTIVE B.1.6: Write for a variety of readers, including peers, teachers and other adults, adapting content, style and structure to
audience and situation.
Introduced Skills
1B.1.6.1
Write stories with a beginning, middle and end, and correct time order
SS, S, R, M, MU, A, C, FL, PE
Reviewed Skills
1B.1.6.2
Write sentences using complete thoughts and correct word order
SS, S, R, M, MU, A, C, FL, PE
1B.1.6.3
Write an original composition
SS, S, R, M, MU, A, C, FL, PE
1B.1.6.4
Assign a title to a story
SS, S, R, M, MU, A, C, FL, PE
1B.1.6.5
Develop a plot for a story
SS, S, R, M, MU, A, C, FL, PE
1B.1.6.6
Develop a setting for a story
SS, S, R, M, MU, A, C, FL, PE
1B.1.6.7
Develop characters for a story
SS, S, R, M, MU, A, C, FL, PE
GOAL B.2 Plan, revise, edit and publish clear and effective writing.
OBJECTIVE B.2.1: Produce multiple drafts, including finished pieces, that demonstrate the capacity to generate, focus and organize ideas
and to revise the language, organization, and content of successive drafts in order to fulfill a specific purpose for communication with a
specific audience.
Introduced Skills
1B.2.1.1
Apply norms for neatness in written work
SS, S, R, MU, A, C
1B.2.1.2
Write a first draft
SS, S, R, MU, A, C
Reviewed Skills
1B.2.1.3
Pre-write (Plan) the beginning, middle, end
SS, R, MU, A, C
1B.2.1.4
Brainstorm
SS, M, MU, A, C, R
1B.2.1.5
Revise
SS, S, R, MU, C
1B.2.1.6
Proofread to check spelling, grammar, punctuation, capitalization, indentation
SS, S, M, MU, A, C, R
1B.2.1.7
Publish
SS, S, R, A, C
1B.2.1.8
Name and share written work
SS, S, R, A, C
OBJECTIVE B.2.2: Explain the extent and reasons for revisions in conference with a teacher.
Reviewed Skills
1B.2.2.1
Use teacher/peer conferencing
SS, S, R, M, MU, A, C, FL, PE
OBJECTIVE B.2.3: Given a writing assignment to be completed in a limited amount of time, produce a well-developed, well-organized, and
effective response in correct English and an appropriate voice.
Introduced Skills
1B.2.3.1
Experience Writing
SS, MU, C, R
1B.2.3.2
Copy from board
SS, S, R, M, MU, A, C, FL, PE
1B.2.3.3
Write from dictation
SS, MU, A, C, R
1B.2.3.4
Compose original ideas
SS, R, A, MU, C
Reviewed Skills
1B.2.3.5
Write words as labels or lists
SS, S, M, A, C
1B.2.3.6
Write phrases as captions for pictures
SS, S, A, C, R
1B.2.3.7
Edit and proofread revised drafts
SS, S, MU, A, C
Mastered Skills
1B.2.3.8
Write spelling tests
GOAL B.3 Understand the function of various forms, structures, and punctuation marks of standard American
English and use them appropriately in communications.
OBJECTIVE B.3.1: Understand and use parts of speech effectively, including nouns, pronouns, and adjectives.
Introduced Skills
1B.3.1.1
Identify and use contractions
MU, C
1B.3.1.2
Identify and use apostrophe
MU, C
1B.3.1.3
Identify and use Adjectives
C
1B.3.1.4
Identify and use Pronouns
C
1B.3.1.5
Spell and use homophones correctly in written form
MU, A, C
Reviewed Skills
1B.3.1.6
Identify and use Nouns
FL, C
Diocese of Superior
Page 6 of 11
First Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
1B.3.1.7
1B.3.1.8
Identify and use Singular and Plural Nouns
Identify and use Common and Proper Nouns
OBJECTIVE B.3.2: Use adverbials effectively, including words and phrases.
Introduced Skills
1B.3.2.1
Identify and use types of verbs
1B.3.2.2
Identify and use action verbs
FL, C
C
C
C
OBJECTIVE B.3.3: Employ principles of agreement related to number, gender, and case.
OBJECTIVE B.3.4: Capitalize proper nouns, titles, and initial words of sentences.
Introduced Skills
1B.3.4.1
Define and use rules of capitalization
1B.3.4.2
Capitalize proper nouns and adjectives
1B.3.4.3
Capitalize names, titles, initials and abbreviations of people
1B.3.4.4
Capitalize titles of books, poems, magazines, etc.
1B.3.4.5
Capitalize dates and holidays
1B.3.4.6
Capitalize place names, organizations and groups
1B.3.4.7
Capitalize the first word in a sentence
SS, S, MU, A, C, R
SS, S, MU, A, C, R
SS, S, A, FL, MU, C, R
SS, S, MU, A, C, R
SS, MU, A, C, R
SS, MU, C, R
SS, S, M, MU, A, C, R
OBJECTIVE B.3.5: Use punctuation marks and conjunctions, as appropriate, to separate sentences and connect independent clauses.
Introduced Skills
1B.3.5.1
Distinguish and recognize elements of sentence structure
C
1B.3.5.2
Recognize complete sentences
S, R
1B.3.5.3
Recognize sentence fragments
S
1B.3.5.4
Recognize run-on sentences
S
Reviewed Skills
1B.3.5.5
Recognize the effect of punctuation marks and typed variations on meaning
C
1B.3.5.6
Distinguish and recognize word order in sentences
OBJECTIVE B.3.6: Use commas correctly to punctuate appositives and lists.
Introduced Skills
1B.3.6.1
Use comma to separate words in a series
1B.3.6.2
Use comma with direct quotes
SS, S, R, M, MU, C
MU, C
OBJECTIVE B.3.7: Spell frequently used words correctly.
1B.3.7.1
1B.3.7.2
1B.3.7.3
1B.3.7.4
1B.3.7.5
1B.3.7.6
1B.3.7.7
1B.3.7.8
1B.3.7.9
1B.3.7.10
Introduced Skills
Use spelling/reading words for writing
Demonstrate various methods for studying words
Apply rules for correct spelling
Identify root words
Apply dictionary skills
Demonstrate self-correcting and proofreading skills
Expand vocabulary
Participate in spelling bees
Reviewed Skills
Describe phonetic sounds and patterns
Integrate penmanship with spelling program
OBJECTIVE B.3.8: Use word order and punctuation marks to distinguish sentence types.
Reviewed Skills
1B.3.8.1
Recognize and write declarative (telling) sentences
1B.3.8.2
Recognize and write interrogative (question) sentences
1B.3.8.3
Recognize and write exclamatory (exclamation) sentences
1B.3.8.4
Apply proper punctuation to different sentence types
SS, S, R, MU, A, C
SS, S, M, R
SS, S, R,
SS, S, M, R
SS, S, R, M, MU, A, C, FL, PE
SS, S, R,
SS, S, R, M, MU, A, C, FL, PE
MU
SS, S, R
SS, S, R,
SS, S, R
SS, S, C, R
OBJECTIVE B.3.9: Understand the function of words, phrases and clauses in a sentence and use them effectively, including coordinate
and subordinate conjunctions, relative pronouns and comparative adjectives.
Diocese of Superior
Page 7 of 11
First Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
C. Speaking & Listening
Students will…
GOAL C.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of
purposes.
OBJECTIVE C.1.1: Identify and discuss criteria for effective oral presentations, including such factors as eye contact, projection, tone,
volume, rate and articulation.
OBJECTIVE C.1.2: Read aloud effectively from previously-read material.
Introduced Skills
1C.1.2.1
Use high frequency words automatically and verbalize new words in context
Reviewed Skills
Use appropriate phrasing, posture, pronunciation, pacing, enunciation, voice level,
1C.1.2.2
expression and eye-voice span
1C.1.2.3
Lector at Mass and prayer services
SS, M, M, A, C, R
SS, M, MU, A, C, R
MU, R
OBJECTIVE C.1.3: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes
Introduced Skills
1C.1.3.1
Present oral reports
SS, S, R, MU
Reviewed Skills
1C.1.3.2
Speak clearly and fluently using clear enunciation, good phrasing, and appropriate tone
SS, S, M, MU, A, FL, PE, C, R
1C.1.3.3
Provide information accurately
1C.1.3.4
Express oneself using complete sentences and correct punctuation/inflections.
SS, S, M, MU, A, PE, C, R
Apply basic skills of speaking including eye contact, volume, projection, tone, rate and
1C.1.3.5
SS, S, M, MU, A, PE, C, R
articulation
1C.1.3.6
Lead daily pledge and prayer
SS, S, M, MU, A, C, R, FL, PE
1C.1.3.7
Lead impromptu prayer
SS, MU, A, C, R
Make formal introductions with courtesy and clarity and use appropriate etiquette when
1C.1.3.8
A, C
expressing thanks and receiving praise
1C.1.3.9
Use computers to acquire, organize, analyze and communicate information.
SS, S, R
OBJECTIVE C.1.4: Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized
and sequenced detail as well as relate an experience with a sense of timing and decorum appropriate for the occasion.
Introduced Skills
1C.1.4.1
Provide information accurately
SS, S, M, MU, A, C, R, FL, PE
1C.1.4.2
Express an understanding of the information presented
SS, S, M, MU, A, C, R, FL, PE
Reviewed Skills
1C.1.4.3
Use complete sentences
SS, S, M, MU, A, C, R, FL, PE
OBJECTIVE C.1.5: Participate in group readings.
1C.1.5.1
Reviewed Skills
Participate in group recitation such as rhymes, riddles, chorals, and echoes
OBJECTIVE C.1.6: Perform dramatic readings and presentations.
Reviewed Skills
1C.1.6.1
Demonstrate creativity in speech through the use of role playing/dramatization
1C.1.6.2
Participate in dramatic activities such as plays and programs
1C.1.6.3
Tell a story with expression
MU, R
R
SS, MU, A, R
SS, R
OBJECTIVE C.1.7: Distinguish between fact and opinion and provide evidence to support opinions.
GOAL C.2 Listen to and comprehend oral communications.
OBJECTIVE C.2.1: Follow basic directions.
Diocese of Superior
Page 8 of 11
First Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
1C.2.1.1
1C.2.1.2
Reviewed Skills
Recognize listening as a source of information
Demonstrate the ability to follow oral directions
SS, S, M, MU, A, C, PE, R
SS, S, M, MU, A, C, PE, R
OBJECTIVE C.2.2: Identify and summarize key points of a story or discussion accounting for the key ideas, structure, and relationship of
parts of the whole. Follow the speaker’s argument.
Introduced Skills
1C.2.2.1
Demonstrate an understanding of correct word meanings through context
SS, S, R, A, C
Reviewed Skills
1C.2.2.2
Identify similar and different sounds
SS, S, M, A, C
Follow sequence in plot and character development, predict outcomes and draw
1C.2.2.3
conclusions.
1C.2.2.4
Identify repetitive words
MU, A, C
1C.2.2.5
Summarize what was said
SS, S, A, MU, C, R
1C.2.2.6
Retell information
SS, S, MU, A, C, R
1C.2.2.7
Explain the value of listening as a source of information in all subject areas
SS, S, M, MU, A, C, R
1C.2.2.8
Recognize transitional and signal words and phrases
SS, S, R
1C.2.2.9
Answer questions to demonstrate comprehension
SS, S, M, MU, A, FL, C, R
1C.2.2.10 Concentrate for expanded time periods
SS, S, M, MU, A, C, R
OBJECTIVE C.2.3: Retell stories and reports of events in proper sequence.
Reviewed Skills
1C.2.3.1
Recognize and recall sequence
1C.2.3.2
Retell stories and reports
1C.2.3.3
Dictate stories
1C.2.3.4
Report to the class
SS, S, M, A, MU, C, R
SS, S, MU, A, C, R
SS, S, M, A, C, R
OBJECTIVE C.2.4: Distinguish among purposes for listening, such as gaining information or being entertained and taking notes as
appropriate. Evaluate the reliability of information in a communication.
Reviewed Skills
1C.2.4.1
Listen to and evaluate poetry, stories, plays, music, etc,
1C.2.4.2
Attend and evaluate theatrical performances
SS, MU, A, R
GOAL C.3 Participate effectively in discussion
OBJECTIVE C.3.1: Volunteer relevant information, ask relevant questions, and answer questions directly.
Reviewed Skills
Volunteer relevant information by making introductions, giving directions, conversing with
1C.3.1.1
adults and peers.
1C.3.1.2
Listen and apply information in a group, panel, or round table discussion
1C.3.1.3
Respect free speech of others
1C.3.1.4
Express emotions and use spoken language in socially acceptable ways
1C.3.1.5
Participate in discussion without dominating
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, R
OBJECTIVE C.3.2: Use appropriate eye contact and other nonverbal cues.
Reviewed Skills
1C.3.2.1
Demonstrate respectful posture when listening to others
1C.3.2.2
Focus eyes on speaker
1C.3.2.3
Increase the appropriate amount of attention span needed to listen to a speaker
1C.3.2.4
Demonstrate appropriate applause
1C.3.2.5
Practice appropriate silence while listening
1C.3.2.6
Give appropriate feedback to a speaker
SS, S, M, MU, A, C, PE, R, FL
SS, S, R
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
OBJECTIVE C.3.3: Use appropriate strategies to keep a discussion going.
Introduced Skills
1C.3.3.1
Demonstrate group processing strategies
1C.3.3.2
Use techniques and strategies to gain attention and develop interest of audience
1C.3.3.3
Ask questions to draw information from the group
SS, S, R
SS, S, M, R
SS, S, M, MU, A, C, R
Diocese of Superior
Page 9 of 11
First Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
1C.3.3.4
Reviewed Skills
Use spoken language in socially acceptable ways
SS, S, M, MU, A, C, PE, R, FL
OBJECTIVE C.3.4: Reflect on the ideas and opinions of others and respond thoughtfully.
Reviewed Skills
1C.3.4.1
Recognize a speaker’s purpose and main idea
SS, S, M, MU, A, C, PE, R, FL
OBJECTIVE C.3.5: Explain and advance opinions by citing evidence and referring to sources.
Introduced Skills
1C.3.5.1
Discuss literary works using literary language
A, C, R
D. Language
Students will…
GOAL D.1 Develop vocabulary of words, phrases and idioms as a means of improving communication.
OBJECTIVE D.1.1: Consult dictionaries, thesauruses, handbooks, grammar texts and other resources to find and compare definitions,
choose among synonyms, spell words correctly and choose words, phrases and expressions.
Introduced Skills
1D.1.1.1
Recognize homophones
1D.1.1.2
Recall alphabetization through the fourth letter
1D.1.1.3
Use guide words at the top of a dictionary page
SS, A, C
1D.1.1.4
Use the dictionary for spelling
SS, M, A, C, R
1D.1.1.5
Use the dictionary to find word meanings
SS, S, M, MU, A, C, PE, R, FL
Use electronic dictionaries, thesauruses, and other reference materials such as
SS, C, A
1D.1.1.6
www.dictionary.com, www.thesaurus.com
Reviewed Skills
1D.1.1.7
Recognize synonyms
M, A, C
1D.1.1.8
Recognize antonyms
M, A, C
1D.1.1.9
Recognize homonyms
A, C
1D.1.1.10 Recognize different meanings
MU, A, C
OBJECTIVE D.1.2: Use knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words.
Introduced Skills
1D.1.2.1
Distinguish compound words
SS, S, M, A, C, R
1D.1.2.2
Use prefix and suffix knowledge to assist in identifying word meaning in context
S, M, R
1D.1.2.3
Recognize, use, spell and define various suffixes
SS, S
1D.1.2.4
Recognize, use, spell and define various prefixes
SS, S
Reviewed Skills
1D.1.2.5
Recognize base words from affixes
SS, S, M, R
OBJECTIVE D.1.3: Explain how writers and speakers choose words and use figurative language such as similes, metaphor,
personification, hyperbole and allusion to achieve specific efforts.
OBJECTIVE D.1.4: Choose vocabulary purposefully and evaluate the use of words in communications designed to inform, explain and
persuade.
GOAL D.2 Recognize and interpret various uses and adaptations of language in social, cultural, regional and
professional situations and learn to be flexible and responsive in the use of English.
OBJECTIVE D.2.1: Identify various styles and purposes of oral and written language and learn to communicate effectively in commonly
occurring situations.
Diocese of Superior
Page 10 of 11
First Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
E. Research and Inquiry
Students will…
GOAL E.1 Conduct research and inquiry on self-selected or assigned topics, issues or problems and use an
appropriate form to communicate feelings.
OBJECTIVE E.1.1: Propose research.
1E.1.1.1
Introduced Skills
Formulate topics and questions for research using a variety of printed or electronic
materials
OBJECTIVE E.1.2: Conduct research.
1E.1.2.1
1E.1.2.2
1E.1.2.3
1E.1.2.4
1E.1.2.5
Introduced Skills
Analyze information from charts, graphs, maps and tables
Describe and use a variety of sources to gather information such as textbooks, other
books and electronic devices
Classify types of books by fiction, non-fiction and reference
Reviewed Skills
Recognize title, author, illustrator and publisher
Demonstrate library etiquette and procedures
OBJECTIVE E.1.3: Recognize, record, compile, organize, evaluate and acknowledge information pertinent to a project, accurately blending
discoveries into answers.
OBJECTIVE E.1.4: Present the results of inquiry.
Diocese of Superior
Page 11 of 11
First Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
SECOND GRADE
A. Reading/Literature
Students will…
GOAL A.1 Use effective reading strategies to achieve purpose in reading
OBJECTIVE A.1.1: Use a variety of strategies and word recognition skills, including rereading, finding context clues, applying knowledge
of letter-sound relationships, analyzing word, phrase and sentence structure, word origins, and visual images to understand unfamiliar
words and clarify passages of text.
Reviewed Skills
2A.1.1.1
Use word meaning to comprehend story
SS, S, MU, R
2A.1.1.2
Select pertinent passages or phrases to answer questions
SS, S, M, R
2A.1.1.3
Recognize, use, spell and read general usage words
SS, A, MU, C, R
2A.1.1.4
Recognize quantitative words
S, M, PE, MU
2A.1.1.5
Recognize, read, define, and spell words from books read
SS, S, M, R, C
2A.1.1.6
Integrate prior knowledge and text to gain meaning of words
SS, S, M, MU, C, R
2A.1.1.7
Identify unknown words
SS, S, M, MU, FL, C, R
2A.1.1.8
Relate new topics to known words and word meaning
SS, S, M, MU, FL, C, R
2A.1.1.9
Determine subtle differences in meaning in synonymous words
S, M, R
2A.1.1.10 Explain the meaning of most base words
SS, S, M, MU, C, R
2A.1.1.11 Ask others for help with meaning and pronunciation of words
SS, S, M, MU, FL, R
2A.1.1.12 Use knowledge of words in the environment when “reading” and “writing”
SS, S, M, R
2A.1.1.13 Describe how literature creates mental images
SS, S, MU, A, FL, C, R
Mastered Skills
2A.1.1.14 Recognize place words
SS, S, R, M, MU
2A.1.1.15 Learn age-appropriate sight words
SS, S, MU, R
2A.1.1.16 Identify known familiar words in other contexts
SS, S, M, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.2: Demonstrate phonemic awareness by using letter/sound relationships as aids to pronouncing and understanding
unfamiliar words and text.
Introduced Skills
2A.1.2.1
Recall and explain syllabication rule: usually as many syllables as vowels
2A.1.2.2
Recall and explain syllabication rule: root word is a syllable, not divided
2A.1.2.3
Recall and explain syllabication rule: blends are not divided
2A.1.2.4
Recall and explain syllabication rule: suffixes and prefixes are syllables
Recall and explain syllabication rule: vowel followed by 2 consonants the division divides
2A.1.2.5
between consonants
Recall and explain syllabication rule: vowel followed by 1 consonant the syllable ends
2A.1.2.6
with vowel
2A.1.2.7
Recall and explain syllabication rule: the r following a vowel goes with r to form syllable
Recall and explain syllabication rule: ed preceded by single d or t usually forms syllable
2A.1.2.8
of ed
Reviewed Skills
Distinguish initial blends: bl, br, cl, cr, dr, dw, fl, fr, gl, gr, pl, pr, sc, sl, sm, sn, sp, st, sr, tr,
2A.1.2.9
SS, S
tw
2A.1.2.10 Distinguish final consonant blends: ck, ld, lk, mp, nd, nk, nt, pt, rd, sk, st, lp, lt, ft
SS, S, MU
2A.1.2.11 Distinguish consonant digraphs: ch, ng, ph, sh, th, wh, tch
SS, S
2A.1.2.12 Recall and explain final y sounds like long i or e
SS, S
2A.1.2.13 Distinguish three letter blends: chr, sch, scr, spl, spr, squ, str, shr, thr, nch
SS, S
2A.1.2.14 Distinguish silent consonants: l, b, w, t, k, g
SS, S
2A.1.2.15 Recognize variant consonants: gh, gn, kn, qu, wr, c/g, s/x
SS, S
Diocese of Superior
Page 1 of 12
Second Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
2A.1.2.16
2A.1.2.17
2A.1.2.18
2A.1.2.19
2A.1.2.20
2A.1.2.21
2A.1.2.22
2A.1.2.23
2A.1.2.24
2A.1.2.25
Recognize vowel digraphs: ai, ay, aw, ey, ie, oa, oe, ow, ea, ei, ou, ue, ui, oo, ee
SS, S, MU
Recognize vowel diphthongs: au, aw, we, wy, oi, oo, ou, ow, oy, ue, ui
SS, S, MU
Recognize variant vowels: al, au, aw, ar, er, ir, or, ur
SS, S
Recognize R-controlled vowels
SS, S
Recognize Schwa
Recall and explain vowels are influenced when followed by r, w, and e
Recall and explain c followed by i, e, y makes s sound
Recall and explain c followed by a, o, u makes k sound
Recall and explain g followed by i, e, y makes j sound
Recall and explain g followed by a, o, u make g sound
Mastered Skills
2A.1.2.26 Distinguish medial consonants
SS, S
2A.1.2.27 Distinguish double medial consonants: dd, ff, gg, mm, nn, ss, tt, zz
SS, S
2A.1.2.28 Recognize Y as a consonant
MU
2A.1.2.29 Recall and explain a single vowel in a syllable or word is short
2A.1.2.30 Recall and explain final e makes the preceding vowel long
2A.1.2.31 Recall and explain when two vowels are together, first is long and second silent
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.3: Comprehend reading by using strategies such as activating prior knowledge, establishing purpose, self-correcting,
self-monitoring, rereading, making predictions, finding context clues, developing visual images, applying knowledge of text structures
and features, and adjusting reading rate according to purpose and difficulty.
Introduced Skills
2A.1.3.1
Identify cause and effect, analogous, comparative and categorizing relationships
SS, S, R
Reviewed Skills
2A.1.3.2
Apply comprehension strategies: semantic webbing
SS, S, M, MU, R
2A.1.3.3
Apply comprehension strategies: story mapping
SS, MU, R
2A.1.3.4
Predict and interpret new words using their reading knowledge
SS, S, M, MU, R
2A.1.3.5
Use a variety of pre, during and post reading strategies
SS, S, M, R
2A.1.3.6
Apply reading strategies: skimming and scanning
SS, S, M, MU, R
2A.1.3.7
Self-correct using knowledge of reading
SS, S, R
2A.1.3.8
Formulate inferences: draw conclusions and predict outcomes
SS, S, MU, R
Mastered Skills
2A.1.3.9
Use questions to comprehend
SS, S, MU, R
OBJECTIVE A.1.4: Read aloud with age-appropriate fluency, accuracy, and expression.
Reviewed Skills
2A.1.4.1
Concentrate on reading for lengthy periods of time
2A.1.4.2
Read aloud to show understanding of punctuation marks
2A.1.4.3
Read to others fluently
Mastered Skills
2A.1.4.4
“Read” books with simple repetitive language patterns
OBJECTIVE A.1.5: Discern how written texts and accompanying illustrations connect to convey meaning.
Reviewed Skills
2A.1.5.1
Follow other readers
Mastered Skills
2A.1.5.2
Use pictures for clues to the meaning of text
2A.1.5.3
Use picture clues to approximate responses for unknown words
2A.1.5.4
Use picture clues to help read a text
SS, S, R
SS, S, MU, C, R
SS, S, M, PE, MU, A, C, R, FL
SS, S, MU, C
MU, A, FL, C
SS, M, MU, A, FL, C, R
MU, A, FL, C
MU, A, C
OBJECTIVE A.1.6: Identify and use organizational features of texts, such as headings, paragraphs, and format to improve understanding.
Reviewed Skills
2A.1.6.1
Identify and use title page, table of contents, index, glossary
SS, S, M, MU, C, R
2A.1.6.2
Identify and use chapters, headings and paragraphs to improve understanding
MU, A, C, R
Mastered Skills
2A.1.6.3
Identify and use book title, author, page numbers
SS, S, MU, C, R
Diocese of Superior
Page 2 of 12
Second Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
OBJECTIVE A.1.7: Identify a purpose for reading, such as gaining information, learning about a view point, making decisions,
appreciating literature, and enjoying the experience of reading.
Reviewed Skills
2A.1.7.1
Read effectively for a wide variety of purposes
SS, S, R, MU
Design and implement strategies for reading a variety of text structures and genre for a
2A.1.7.2
SS, S
variety of purposes
2A.1.7.3
Identify clues indicating statements of fact or opinion
SS, S, R
2A.1.7.4
Read for informational purposes
SS, S, M, PE, MU, A, C, R, FL
2A.1.7.5
Describe the value of reading
SS, S, M, MU, FL, A, R
2A.1.7.6
Recommend reading materials to others
MU
2A.1.7.7
Select materials to fulfill own purposes
SS, S, M, PE, MU, A, C, R, FL
GOAL A.2 Read, interpret and critically analyze literature
OBJECTIVE A.2.1: Recognize and recall elements and details of story structure, such as sequence of events, character, plot, setting,
language, topic, style, purpose and point of view to reflect on meaning.
Introduced Skills
2A.2.1.1
Identify sequence relationships: following written directions
SS, S, M, MU, A, C
2A.2.1.2
Enumerate supporting details
SS, S, MU
2A.2.1.3
Recognize figurative language: metaphor, simile
SS, S
Reviewed Skills
2A.2.1.4
Identify sequence relationships: time order
SS, S, M, MU, R
2A.2.1.5
Recall and explain the plots of stories
MU, R
2A.2.1.6
Recognize elements of poetry: rhyme scheme
MU, C
2A.2.1.7
Identify sequence relationships: steps in a process
SS, S, M, MU, A, C
Recall and explain the content and structure of a variety of narrative, expository and
2A.2.1.8
SS, S
reference materials
Recognize elements of plot structure: setting, characterization, value system, character
2A.2.1.9
MU, R
traits, climax
2A.2.1.10 Recognize elements of poetry: imagery, mood
MU, A, C
2A.2.1.11 Recognize elements of style: humor
MU, A, C
OBJECTIVE A.2.2: Interpret meaning of literary works including: fairy tales, fables, short stories, essays, epics, myths, plays, poems, and
novels.
Introduced Skills
2A.2.2.1
Analyze literary works
Reviewed Skills
2A.2.2.2
Recognize and analyze literary form: fairy tale, fable
SS, A
2A.2.2.3
Read materials with a variety of styles and topics
SS, S, MU, R
2A.2.2.4
Recognize and analyze literary form: folk tale, legend
SS, A
OBJECTIVE A.2.3: Summarize ideas drawn from stories, identifying cause-and-effect relationships, interpreting events and ideas, and
connecting different works to each other and to real-life experiences.
Reviewed Skills
2A.2.3.1
Identify and analyze cause and effect relationships
SS, S, M, PE, A, C, R
2A.2.3.2
Identify categorizing relationships
SS, S, R
2A.2.3.3
Identify and analyze comparative relationships
SS, S, M, A, R
2A.2.3.4
Identify clues indicating statements of fact or opinion
SS, S, M, R
2A.2.3.5
Summarize literary works
SS, S, MU, R
OBJECTIVE A.2.4: Extend the literal meaning of a text by making inferences, and develop criteria to evaluate the significance, validity and
merit of texts in light of prior knowledge, experience and opinion.
Reviewed Skills
2A.2.4.1
Recall main idea
SS, S, R, M, MU, A, C
2A.2.4.2
Note details
SS, S, R, M, MU, A, C
2A.2.4.3
Use contextual clues
SS, S, R, MU
2A.2.4.4
Follow sequence
SS, S, M, A, MU, C
Diocese of Superior
Page 3 of 12
Second Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
2A.2.4.5
2A.2.4.6
2A.2.4.7
2A.2.4.8
2A.2.4.9
2A.2.4.10
Draw conclusions
Predict outcomes
Construct meaning using prior knowledge
Categorize facts
Recognize different terminology for similar concepts and processes within the content
Differentiate between literal and figurative language
SS, S, M, MU
SS, S, M, MU, A, C
SS, S, R, M, MU, A, C, FL, PE
SS, S, C, R
A
SS, A, R
GOAL A.3 Read and discuss literary and nonliterary texts in order to understand human experience
OBJECTIVE A.3.1: Demonstrate the ability to integrate general knowledge about the world and familiarity with literary and nonliterary texts
when reflecting upon life’s experiences.
Reviewed Skills
2A.3.1.1
Read and discuss chosen literary texts
SS, S, FL, R
2A.3.1.2
Read and discuss chosen classic literature
MU, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.3.2: Provide interpretive responses to literary and nonliterary texts representing the diversity of American cultural heritage
and cultures of the world.
OBJECTIVE A.3.3: Identify common historical, social, and cultural themes and issues in literary works and selected passages.
OBJECTIVE A.3.4: Draw on a broad base of knowledge about the themes, ideas, and insights found in classical literature while reading,
interpreting, and reflecting on contemporary texts.
OBJECTIVE A.3.5: Evaluate the themes and main ideas of a work considering its audience and purpose.
GOAL A.4. Read to acquire information
OBJECTIVE A.4.1: Identify, summarize and explain key details, main ideas and organization of informational texts, connecting new
information to prior knowledge, in a variety of informational passages.
Reviewed Skills
2A.4.1.1
Make predictions based on previous knowledge and information
SS, S, R, M, MU, A, C, PE, FL
OBJECTIVE A.4.2: Identify a topic of interest and seek information about it by investigating, comparing, contrasting and evaluating
relative accuracy and usefulness of information from available text resources.
Introduced Skills
2A.4.2.1
Choose more than one type of material to read
Reviewed Skills
2A.4.2.2
Choose reading materials as needed
2A.4.2.3
Show preferences for specific reading materials
R
2A.4.2.4
Seek recommendations of materials to read
OBJECTIVE A.4.3: Interpret and distinguish between the facts found in documents, narratives, charts, maps, tables, and other sources
and the generalizations and interpretations that are drawn from them.
Introduced Skills
Interpret and use technical resources such as charts, tables, travel schedules, timelines
2A.4.3.1
SS, S, M, C, MU, R
and manuals
Reviewed Skills
2A.4.3.2
Use computers to acquire, organize, analyze and communicate information.
SS, S, R
2A.4.3.3
Evaluate the accuracy of predictions
SS, S, M, MU, R
Diocese of Superior
Page 4 of 12
Second Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
B. Writing
Students will…
GOAL B.1 Create or produce writing to communicate with different audiences for a variety of purposes
OBJECTIVE B.1.1: Write nonfiction, expository and technical pieces (summaries, messages, informational essays, basic directions,
instructions, and simple reports) that convey essential details and facts, provide accurate representations of events and sequences, fulfill
its purpose, uses appropriate language for its audience, and organized clearly.
Introduced Skills
2B.1.1.1
Write reports
SS, S, R, M, MU, A, C, FL, PE
Reviewed Skills
2B.1.1.2
Use new words to write stories and reports
SS, C, MU, R
2B.1.1.3
Develop a list of words and ideas for writing
SS, M, MU, A, R
2B.1.1.4
Use new words in a variety of contexts
MU, FL, C, R
OBJECTIVE B.1.2: Write expressive pieces in response to reading, viewing, and life experiences employing descriptive detail and a
personal voice.
a. persuasive pieces with clear position, a discernible tone, and coherent argument with reliable evidence
b. narratives based on experiences that use descriptive language and detail effectively, presents a sequence of events and reveals a
theme
Introduced Skills
2B.1.2.1
Write a social letter using correct letter parts
C, R
2B.1.2.2
Write an envelopes
C, R
2B.1.2.3
Write a book report
C
Reviewed Skills
2B.1.2.4
Write journals
SS, A, MU, C, R
2B.1.2.5
Write a thank-you note using correct letter parts
A, C, R
2B.1.2.6
Write descriptive sentences
MU, C
2B.1.2.7
Write a descriptive paragraph
MU, C
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.1.3: Write creative pieces (poetry, fiction and plays) employing basic aesthetic principles appropriate to each genre.
Reviewed Skills
2B.1.3.1
Write a personal narrative
C
2B.1.3.2
Write a short story
OBJECTIVE B.1.4: Write in a variety of situations (timed and untimed, at school and at home) and adapt strategies, such as revision and
the use of reference materials, to the situation.
OBJECTIVE B.1.5: Use a variety of writing technologies, including pen and paper as well as computers.
Introduced Skills
2B.1.5.1
Practice writing in cursive
Reviewed Skills
2B.1.5.2
Display small motor control
2B.1.5.3
Apply top-to-bottom progression
2B.1.5.4
Demonstrate awareness of size, shape, and spatial relationships
2B.1.5.5
Demonstrate and evaluate: consistent and correct slant in writing
2B.1.5.6
Form letters to correct size, height
2B.1.5.7
Show the ability to properly align letters and words
2B.1.5.8
Practice writing in manuscript
2B.1.5.9
Use personal chalkboard, whiteboard, large and small sand trays, etc.
2B.1.5.10 Adjust size of handwriting in different situations
2B.1.5.11 Use consistent shape in writing
2B.1.5.12 Use word processing tools
Applied Skills
SS, S, M, A, FL, C, R
SS, S, M, A, C, MU, R
SS, M, MU, A, C
SS, S, R, M, MU, A, C, FL, PE
M, MU, A, C
MU, A, C
MU, A, C
SS, S, M, A, C, FL, MU, R
SS, A, C
SS, S, R, M, MU, A, C
MU, A
SS, MU, A, C
Diocese of Superior
Page 5 of 12
Second Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.1.6: Write for a variety of readers, including peers, teachers and other adults, adapting content, style and structure to
audience and situation.
Introduced Skills
2B.1.6.1
Use various types of paragraphs
SS, S, R, M, MU, A, C, FL, PE
2B.1.6.2
Write using spatial order
SS, S, R, M, MU, A, C, FL, PE
Reviewed Skills
2B.1.6.3
Write sentences using complete thoughts and correct word order
SS, S, R, M, MU, A, C, FL, PE
2B.1.6.4
Write an original composition
SS, S, R, M, MU, A, C, FL, PE
2B.1.6.5
Assign a title to a story
SS, S, R, M, MU, A, C, FL, PE
2B.1.6.6
Develop a plot for a story
SS, S, R, M, MU, A, C, FL, PE
2B.1.6.7
Develop a setting for a story
SS, S, R, M, MU, A, C, FL, PE
2B.1.6.8
Develop characters for a story
SS, S, R, M, MU, A, C, FL, PE
2B.1.6.9
Write stories with a beginning, middle and end, and correct time order
SS, S, R, M, MU, A, C, FL, PE
GOAL B.2 Plan, revise, edit and publish clear and effective writing.
OBJECTIVE B.2.1: Produce multiple drafts, including finished pieces, that demonstrate the capacity to generate, focus and organize ideas
and to revise the language, organization, and content of successive drafts in order to fulfill a specific purpose for communication with a
specific audience.
Introduced Skills
2B.2.1.1
Choose and narrow topic
SS, S, C
2B.2.1.2
Make notes to plan story
SS, S, MU, C
2B.2.1.3
Create an outline
SS, S, MU, C
2B.2.1.4
Use Question/Answer Method for prewriting
SS, S,
2B.2.1.5
Make lists for prewriting
SS, S, M, C, R
2B.2.1.6
Develop paragraphs
SS, S, A, C
Reviewed Skills
2B.2.1.7
Apply norms for neatness in written work
SS, S, MU, A, C
2B.2.1.8
Write a first draft
SS, S, MU, A, C
2B.2.1.9
Pre-write (Plan) the beginning, middle, end
SS, S, MU, A, C
2B.2.1.10 Brainstorm
SS, S, M, MU, A, C, R
2B.2.1.11 Revise
SS, S, MU, C
2B.2.1.12 Proofread to check spelling, grammar, punctuation, capitalization, indentation
SS, S, M, MU, A, C, R
2B.2.1.13 Publish
SS, S, A, C
2B.2.1.14 Name and share written work
SS, S, R, A, C
OBJECTIVE B.2.2: Explain the extent and reasons for revisions in conference with a teacher.
Introduced Skills
2B.2.2.1
Receive and give constructive criticism
Reviewed Skills
2B.2.2.2
Use teacher/peer conferencing
SS, S, R, A, MU, C
SS, S, R, M, MU, A, C, FL, PE
OBJECTIVE B.2.3: Given a writing assignment to be completed in a limited amount of time, produce a well-developed, well-organized, and
effective response in correct English and an appropriate voice.
Reviewed Skills
2B.2.3.1
Write words as labels or lists
SS, S, M, A, C
2B.2.3.2
Write phrases as captions for pictures
SS, S, A, C, R
2B.2.3.3
Edit and proofread revised drafts
MU, A, C
2B.2.3.4
Experience Writing
SS, MU, C, R
2B.2.3.5
Copy from board
SS, S, R, M, MU, A, C, FL, PE
2B.2.3.6
Write from dictation
SS, MU, A, C, R
2B.2.3.7
Compose original ideas
A, MU, C
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
Diocese of Superior
Page 6 of 12
Second Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
GOAL B.3 Understand the function of various forms, structures, and punctuation marks of standard American
English and use them appropriately in communications.
OBJECTIVE B.3.1: Understand and use parts of speech effectively, including nouns, pronouns, and adjectives.
Introduced Skills
2B.3.1.1
Spell and use homophones correctly in written form
MU, A, C
2B.3.1.2
Identify and use Irregular plural forms of Nouns
2B.3.1.3
Identify and use Subject and Object Noun Uses
C
2B.3.1.4
Identify and use Articles
FL
2B.3.1.5
Identify and use Personal Pronouns
C
2B.3.1.6
Identify and use Possessive Pronouns
2B.3.1.7
Identify and use Subject and Object Pronouns
C
2B.3.1.8
Identify and use Identify Subject of a Sentence
C
2B.3.1.9
Identify and use Simple Subject of a Sentence
C
2B.3.1.10 Use agreement of subject and predicate correctly in written form
S, MU
Reviewed Skills
2B.3.1.11 Identify and use contractions
MU, C
2B.3.1.12 Identify and use apostrophe
MU, C
2B.3.1.13 Identify and use Nouns
FL, C
2B.3.1.14 Identify and use Singular and Plural Nouns
FL, C
2B.3.1.15 Identify and use Common and Proper Nouns
C
2B.3.1.16 Identify and use Adjectives
C
2B.3.1.17 Identify and use Pronouns
C
OBJECTIVE B.3.2: Use adverbials effectively, including words and phrases.
Introduced Skills
2B.3.2.1
Identify and use main verbs
2B.3.2.2
Identify and use simple predicate
Reviewed Skills
2B.3.2.3
Identify and use types of verbs
2B.3.2.4
Identify and use action verbs
C
C
OBJECTIVE B.3.3: Employ principles of agreement related to number, gender, and case.
OBJECTIVE B.3.4: Capitalize proper nouns, titles, and initial words of sentences.
Reviewed Skills
2B.3.4.1
Define and use rules of capitalization
2B.3.4.2
Capitalize proper nouns and adjectives
2B.3.4.3
Capitalize names, titles, initials and abbreviations of people
2B.3.4.4
Capitalize titles of books, poems, magazines, etc.
2B.3.4.5
Capitalize dates and holidays
2B.3.4.6
Capitalize place names, organizations and groups
2B.3.4.7
Capitalize the first word in a sentence
MU, A, C, R
SS, S, MU, A, C, R
SS, S, A, FL, MU, C, R
MU, A, C, R
SS, MU, A, C, R
SS, MU, C, R
SS, S, M, MU, A, C, R
OBJECTIVE B.3.5: Use punctuation marks and conjunctions, as appropriate, to separate sentences and connect independent clauses.
Reviewed Skills
2B.3.5.1
Recognize the effect of punctuation marks and typed variations on meaning
C
2B.3.5.2
Distinguish and recognize word order in sentences
2B.3.5.3
Distinguish and recognize elements of sentence structure
C
2B.3.5.4
Recognize complete sentences
S, R
2B.3.5.5
Recognize sentence fragments
S
2B.3.5.6
Recognize run-on sentences
S
OBJECTIVE B.3.6: Use commas correctly to punctuate appositives and lists.
Introduced Skills
2B.3.6.1
Recognize sentence patterns
Reviewed Skills
2B.3.6.2
Use comma to separate words in a series
M, MU, C
Diocese of Superior
Page 7 of 12
Second Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
2B.3.6.3
Use comma with direct quotes
MU, C
OBJECTIVE B.3.7: Spell frequently used words correctly.
2B.3.7.1
2B.3.7.2
2B.3.7.3
2B.3.7.4
2B.3.7.5
2B.3.7.6
2B.3.7.7
2B.3.7.8
2B.3.7.9
2B.3.7.10
2B.3.7.11
Introduced Skills
Incorporate frequently used but misspelled words into the spelling program
Reviewed Skills
Describe phonetic sounds and patterns
Integrate penmanship with spelling program
Use spelling/reading words for writing
Demonstrate various methods for studying words
Apply rules for correct spelling
Identify root words
Apply dictionary skills
Demonstrate self-correcting and proofreading skills
Expand vocabulary
Participate in spelling bees
OBJECTIVE B.3.8: Use word order and punctuation marks to distinguish sentence types.
Introduced Skills
2B.3.8.1
Recognize and write imperative (command) sentences
2B.3.8.2
Use period after commands, abbreviations and initials
Reviewed Skills
2B.3.8.3
Recognize and write declarative (telling) sentences
2B.3.8.4
Recognize and write interrogative (question) sentences
2B.3.8.5
Recognize and write exclamatory (exclamation) sentences
2B.3.8.6
Apply proper punctuation to different sentence types
R
MU
SS, MU, A, C
M, R
M, R
SS, S, R, M, MU, A, C, FL, PE
SS, S, R, M, MU, A, C, FL, PE
R
R
SS, C, R
OBJECTIVE B.3.9: Understand the function of words, phrases and clauses in a sentence and use them effectively, including coordinate
and subordinate conjunctions, relative pronouns and comparative adjectives.
C. Speaking & Listening
Students will…
GOAL C.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of
purposes.
OBJECTIVE C.1.1: Identify and discuss criteria for effective oral presentations, including such factors as eye contact, projection, tone,
volume, rate and articulation.
OBJECTIVE C.1.2: Read aloud effectively from previously-read material.
Reviewed Skills
2C.1.2.1
Lector at Mass and prayer services
2C.1.2.2
Use high frequency words automatically and verbalize new words in context
Mastered Skills
Use appropriate phrasing, posture, pronunciation, pacing, enunciation, voice level,
2C.1.2.3
expression and eye-voice span
MU, R
SS, M, M, A, C, R
SS, S, M, MU, A, C, R
OBJECTIVE C.1.3: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes
Reviewed Skills
2C.1.3.1
Speak clearly and fluently using clear enunciation, good phrasing, and appropriate tone
SS, S, M, MU, A, FL, PE, C, R
2C.1.3.2
Provide information accurately
2C.1.3.3
Express oneself using complete sentences and correct punctuation/inflections.
SS, S, M, MU, A, PE, C, R
Apply basic skills of speaking including eye contact, volume, projection, tone, rate and
2C.1.3.4
SS, S, M, MU, A, PE, C, R
articulation
2C.1.3.5
Lead impromptu prayer
SS, MU, A, C, R
Diocese of Superior
Page 8 of 12
Second Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
2C.1.3.6
2C.1.3.7
2C.1.3.8
2C.1.3.9
Make formal introductions with courtesy and clarity and use appropriate etiquette when
expressing thanks and receiving praise
Use computers to acquire, organize, analyze and communicate information.
Present oral reports
Mastered Skills
Lead daily pledge and prayer
A, C
SS, S, R
SS, S, R, MU
SS, S, M, MU, A, C, R, FL, PE
OBJECTIVE C.1.4: Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized
and sequenced detail as well as relate an experience with a sense of timing and decorum appropriate for the occasion.
Reviewed Skills
2C.1.4.1
Use complete sentences
SS, S, M, MU, A, C, R, FL, PE
2C.1.4.2
Provide information accurately
SS, S, M, MU, A, C, R, FL, PE
2C.1.4.3
Express an understanding of the information presented
SS, S, M, MU, A, C, R, FL, PE
OBJECTIVE C.1.5: Participate in group readings.
2C.1.5.1
Reviewed Skills
Participate in group recitation such as rhymes, riddles, chorals, and echoes
OBJECTIVE C.1.6: Perform dramatic readings and presentations.
Reviewed Skills
2C.1.6.1
Demonstrate creativity in speech through the use of role playing/dramatization
2C.1.6.2
Participate in dramatic activities such as plays and programs
2C.1.6.3
Tell a story with expression
OBJECTIVE C.1.7: Distinguish between fact and opinion and provide evidence to support opinions.
Introduced Skills
Identify clues indicating statements of fact and opinion and provide evidence to support
2C.1.7.1
opinions
MU, R
R
SS, MU, A, R
SS, R
SS, S
GOAL C.2 Listen to and comprehend oral communications.
OBJECTIVE C.2.1: Follow basic directions.
2C.2.1.1
2C.2.1.2
Mastered Skills
Recognize listening as a source of information
Demonstrate the ability to follow oral directions
SS, S, M, MU, A, C, PE, R
SS, S, M, MU, A, C, PE, R
OBJECTIVE C.2.2: Identify and summarize key points of a story or discussion accounting for the key ideas, structure, and relationship of
parts of the whole. Follow the speaker’s argument.
Introduced Skills
2C.2.2.1
Demonstrate an understanding of correct word meanings through context
SS, S, R, A, C
2C.2.2.2
Transfer important ideas into notes
SS, S, MU, A, C, R
Reviewed Skills
Follow sequence in plot and character development, predict outcomes and draw
2C.2.2.3
conclusions.
2C.2.2.4
Summarize what was said
SS, S, A, MU, C, R
2C.2.2.5
Retell information
SS, S, MU, A, C, R
2C.2.2.6
Explain the value of listening as a source of information in all subject areas
SS, S, M, MU, A, C, R
2C.2.2.7
Recognize transitional and signal words and phrases
SS, S, R
2C.2.2.8
Answer questions to demonstrate comprehension
SS, S, M, MU, A, FL, C, R
2C.2.2.9
Concentrate for expanded time periods
SS, S, M, MU, A, C, R
Mastered Skills
2C.2.2.10 Identify similar and different sounds
SS, S, M, A, C
2C.2.2.11 Identify repetitive words
MU, A, C
OBJECTIVE C.2.3: Retell stories and reports of events in proper sequence.
Reviewed Skills
2C.2.3.1
Recognize and recall sequence
2C.2.3.2
Retell stories and reports
SS, S, M, A, MU, C, R
SS, S, MU, A, C, R
Diocese of Superior
Page 9 of 12
Second Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
2C.2.3.3
2C.2.3.4
Dictate stories
Report to the class
SS, S, M, A, C, R
OBJECTIVE C.2.4: Distinguish among purposes for listening, such as gaining information or being entertained and taking notes as
appropriate. Evaluate the reliability of information in a communication.
Reviewed Skills
2C.2.4.1
Listen to and evaluate poetry, stories, plays, music, etc,
2C.2.4.2
Attend and evaluate theatrical performances
SS, MU, A, R
GOAL C.3 Participate effectively in discussion
OBJECTIVE C.3.1: Volunteer relevant information, ask relevant questions, and answer questions directly.
Reviewed Skills
Volunteer relevant information by making introductions, giving directions, conversing with
2C.3.1.1
adults and peers.
2C.3.1.2
Listen and apply information in a group, panel, or round table discussion
2C.3.1.3
Respect free speech of others
2C.3.1.4
Express emotions and use spoken language in socially acceptable ways
2C.3.1.5
Participate in discussion without dominating
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, R
OBJECTIVE C.3.2: Use appropriate eye contact and other nonverbal cues.
Reviewed Skills
2C.3.2.1
Demonstrate respectful posture when listening to others
2C.3.2.2
Focus eyes on speaker
2C.3.2.3
Increase the appropriate amount of attention span needed to listen to a speaker
2C.3.2.4
Demonstrate appropriate applause
2C.3.2.5
Practice appropriate silence while listening
2C.3.2.6
Give appropriate feedback to a speaker
SS, S, M, MU, A, C, PE, R, FL
SS, S, R
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
OBJECTIVE C.3.3: Use appropriate strategies to keep a discussion going.
Reviewed Skills
2C.3.3.4
Use spoken language in socially acceptable ways
2C.3.3.1
Demonstrate group processing strategies
2C.3.3.2
Use techniques and strategies to gain attention and develop interest of audience
2C.3.3.3
Ask questions to draw information from the group
SS, S, M, MU, A, C, PE, R, FL
SS, S, R
SS, S, M, R
SS, S, M, MU, A, C, R
OBJECTIVE C.3.4: Reflect on the ideas and opinions of others and respond thoughtfully.
Reviewed Skills
2C.3.4.1
Recognize a speaker’s purpose and main idea
SS, S, M, MU, A, C, PE, R, FL
OBJECTIVE C.3.5: Explain and advance opinions by citing evidence and referring to sources.
Introduced Skills
2C.3.5.1
Give reasons for opinion
2C.3.5.2
Influence listeners through persuasion
Reviewed Skills
2C.3.5.3
Discuss literary works using literary language
SS, S, M, MU, A, C, R
S, MU, A, C, R
A, C, R
D. Language
Students will…
GOAL D.1 Develop vocabulary of words, phrases and idioms as a means of improving communication.
OBJECTIVE D.1.1: Consult dictionaries, thesauruses, handbooks, grammar texts and other resources to find and compare definitions,
choose among synonyms, spell words correctly and choose words, phrases and expressions.
Diocese of Superior
Page 10 of 12
Second Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
2D.1.1.1
2D.1.1.2
2D.1.1.3
2D.1.1.4
2D.1.1.5
2D.1.1.6
2D.1.1.7
2D.1.1.8
2D.1.1.9
2D.1.1.10
2D.1.1.11
2D.1.1.12
2D.1.1.13
2D.1.1.14
2D.1.1.15
2D.1.1.16
2D.1.1.17
2D.1.1.18
Introduced Skills
Recognize heteronyms
Use accent markings in a dictionary
Use pronunciation key
Use the dictionary for pronunciation
Use the dictionary for syllabication
Use the dictionary to determine parts of speech
Use the dictionary to determine derivation
Relate dictionary definition to prior experience and context
Reviewed Skills
Recognize synonyms
Recognize antonyms
Recognize homonyms
Recognize different meanings
Recognize homophones
Recall alphabetization through the fourth letter
Use guide words at the top of a dictionary page
Use the dictionary for spelling
Use the dictionary to find word meanings
Use electronic dictionaries, thesauruses, and other reference materials such as
www.dictionary.com, www.thesaurus.com
SS, S
SS, M, A, C, R
R
SS, S
M, A, C
M, A, C
A, C
MU, A, C
SS, A, C
SS, M, A, C, R
SS, S, M, MU, A, C, PE, R, FL
SS, C, A
OBJECTIVE D.1.2: Use knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words.
Reviewed Skills
2D.1.2.5
Recognize base words from affixes
SS, S, M, R
2D.1.2.1
Distinguish compound words
SS, S, M, A, C, R
2D.1.2.2
Use prefix and suffix knowledge to assist in identifying word meaning in context
S, M, R
2D.1.2.3
Recognize, use, spell and define various suffixes
SS, S
2D.1.2.4
Recognize, use, spell and define various prefixes
SS, S
OBJECTIVE D.1.3: Explain how writers and speakers choose words and use figurative language such as similes, metaphor,
personification, hyperbole and allusion to achieve specific efforts.
OBJECTIVE D.1.4: Choose vocabulary purposefully and evaluate the use of words in communications designed to inform, explain and
persuade.
GOAL D.2 Recognize and interpret various uses and adaptations of language in social, cultural, regional and
professional situations and learn to be flexible and responsive in use of English.
OBJECTIVE D.2.1: Identify various styles and purposes of oral and written language and learn to communicate effectively in commonly
occurring situations.
E. Research and Inquiry
Students will…
GOAL E.1 Conduct research and inquiry on self-selected or assigned topics, issues or problems and use an
appropriate form to communicate feelings.
OBJECTIVE E.1.1: Propose research.
2E.1.1.1
2E.1.1.2
2E.1.1.3
2E.1.1.4
Introduced Skills
Formulate initial research questions
Narrow the focus of a topic on relevant and accessible sources of information
Identify prior knowledge
Develop a basic plan for gathering information
SS, S, R
SS, S, R
SS, S, R
SS, S, R
Diocese of Superior
Page 11 of 12
Second Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
2E.1.1.5
Reviewed Skills
Formulate topics and questions for research using a variety of printed or electronic
materials
SS, S, R
OBJECTIVE E.1.2: Conduct research.
2E.1.2.1
2E.1.2.2
2E.1.2.3
2E.1.2.4
2E.1.2.5
2E.1.2.6
2E.1.2.7
2E.1.2.8
Introduced Skills
Identify and utilize index
Identify and use basic library classification systems
Conduct interview, field studies and experiments
Reviewed Skills
Recognize title, author, illustrator and publisher
Demonstrate library etiquette and procedures
Analyze information from charts, graphs, maps and tables
Describe and use a variety of sources to gather information such as textbooks, other
books and electronic devices
Classify types of books by fiction, non-fiction and reference
SS, S, R
SS, S, R
SS, S, R
SS, S, R
SS, S, R
SS, S, R
SS, S, R
SS, S, R
OBJECTIVE E.1.3: Recognize, record, compile, organize, evaluate and acknowledge information pertinent to a project, accurately blending
discoveries into answers.
OBJECTIVE E.1.4: Present the results of inquiry.
Diocese of Superior
Page 12 of 12
Second Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
THIRD GRADE
A. Reading/Literature
Students will…
GOAL A.1 Use effective reading strategies to achieve purpose in reading
OBJECTIVE A.1.1: Use a variety of strategies and word recognition skills, including rereading, finding context clues, applying knowledge
of letter-sound relationships, analyzing word, phrase and sentence structure, word origins, and visual images to understand unfamiliar
words and clarify passages of text.
Introduced Skills
3A.1.1.1
Recognize and explain multiple meanings in vocabulary
SS, S, A, C, R
Reviewed Skills
3A.1.1.2
Select pertinent passages or phrases to answer questions
SS, S, M, R
3A.1.1.3
Recognize, read, define, and spell words from books read
SS, S, M, R, C
3A.1.1.4
Integrate prior knowledge and text to gain meaning of words
SS, S, M, MU, C, R
3A.1.1.5
Identify unknown words
SS, S, M, MU, FL, C, R
3A.1.1.6
Relate new topics to known words and word meaning
SS, S, M, MU, FL, C, R
3A.1.1.7
Determine subtle differences in meaning in synonymous words
SS, S, M, R
3A.1.1.8
Explain the meaning of most base words
SS, S, M, MU, C, R
3A.1.1.9
Use knowledge of words in the environment when “reading” and “writing”
SS, S, M, R
3A.1.1.10 Describe how literature creates mental images
SS, S, MU, A, FL, C, R
Mastered Skills
3A.1.1.11 Recognize place words
SS, S, M, R, MU
3A.1.1.12 Recognize, use, spell and read general usage words
SS, S, A, MU, C, R
3A.1.1.13 Recognize quantitative words
S, M, PE, MU
3A.1.1.14 Use word meaning to comprehend story
SS, S, MU, R
3A.1.1.15 Ask others for help with meaning and pronunciation of words
SS, S, M, MU, FL, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.2: Demonstrate phonemic awareness by using letter/sound relationships as aids to pronouncing and understanding
unfamiliar words and text.
Introduced Skills
3A.1.2.1
Recall and explain the accent rule: first syllable accented unless a prefix usually
SS
Recall and explain the accent rule: beginning syllables de, re, be, in and a are
3A.1.2.2
unaccented
3A.1.2.3
Recall and explain the accent rule: endings that form syllables are usually unaccented
3A.1.2.4
Recall and explain the accent rule: ck following single vowel is accented
Reviewed Skills
3A.1.2.5
Recall and explain syllabication rule: usually as many syllables as vowels
3A.1.2.6
Recall and explain syllabication rule: root word is a syllable, not divided
3A.1.2.7
Recall and explain syllabication rule: blends are not divided
3A.1.2.8
Recall and explain syllabication rule: suffixes and prefixes are syllables
Recall and explain syllabication rule: vowel followed by 2 consonants the division divides
3A.1.2.9
between consonants
Recall and explain syllabication rule: vowel followed by 1 consonant the syllable ends
3A.1.2.10
with vowel
3A.1.2.11 Recall and explain syllabication rule: the r following a vowel goes with r to form syllable
Recall and explain syllabication rule: ed preceded by single d or t usually forms syllable
3A.1.2.12
of ed
Mastered Skills
Distinguish initial blends: bl, br, cl, cr, dr, dw, fl, fr, gl, gr, pl, pr, sc, sl, sm, sn, sp, st, sr, tr,
3A.1.2.13
SS, S
tw
3A.1.2.14 Distinguish final consonant blends: ck, ld, lk, mp, nd, nk, nt, pt, rd, sk, st, lp, lt, ft
SS, S, MU
Diocese of Superior
Page 1 of 13
Third Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
3A.1.2.15
3A.1.2.16
3A.1.2.17
3A.1.2.18
3A.1.2.19
3A.1.2.20
3A.1.2.21
3A.1.2.22
3A.1.2.23
3A.1.2.24
3A.1.2.25
3A.1.2.26
3A.1.2.27
3A.1.2.28
3A.1.2.29
Distinguish consonant digraphs: ch, ng, ph, sh, th, wh, tch
SS, S
Recall and explain final y sounds like long i or e
SS, S
Distinguish three letter blends: chr, sch, scr, spl, spr, squ, str, shr, thr, nch
SS, S
Distinguish silent consonants: l, b, w, t, k, g
SS, S
Recognize variant consonants: gh, gn, kn, qu, wr, c/g, s/x
SS, S
Recognize vowel digraphs: ai, ay, aw, ey, ie, oa, oe, ow, ea, ei, ou, ue, ui, oo, ee
SS, S, MU
Recognize vowel diphthongs: au, aw, we, wy, oi, oo, ou, ow, oy, ue, ui
SS, S, MU
Recognize variant vowels: al, au, aw, ar, er, ir, or, ur
SS, S
Recognize R-controlled vowels
SS, S
Recognize Schwa
Recall and explain vowels are influenced when followed by r, w, and e
Recall and explain c followed by i, e, y makes s sound
Recall and explain c followed by a, o, u makes k sound
Recall and explain g followed by i, e, y makes j sound
Recall and explain g followed by a, o, u make g sound
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.3: Comprehend reading by using strategies such as activating prior knowledge, establishing purpose, self-correcting,
self-monitoring, rereading, making predictions, finding context clues, developing visual images, applying knowledge of text structures
and features, and adjusting reading rate according to purpose and difficulty.
Introduced Skills
3A.1.3.1
Infer motives and character traits
SS
Reviewed Skills
3A.1.3.2
Apply comprehension strategies: story mapping
SS, MU, R
3A.1.3.3
Predict and interpret new words using their reading knowledge
SS, S, M, MU, R
3A.1.3.4
Apply reading strategies: skimming and scanning
SS, S, M, MU, R
3A.1.3.5
Formulate inferences: draw conclusions and predict outcomes
SS, S, MU, R
3A.1.3.6
Identify cause and effect, analogous, comparative and categorizing relationships
SS, S, R
Mastered Skills
3A.1.3.7
Apply comprehension strategies: semantic webbing
SS, S, M, MU, R
3A.1.3.8
Use a variety of pre, during and post reading strategies
SS, S, M, R
3A.1.3.9
Self-correct using knowledge of reading
SS, S, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.4: Read aloud with age-appropriate fluency, accuracy, and expression.
Reviewed Skills
3A.1.4.1
Read aloud to show understanding of punctuation marks
SS, S, MU, C, R
3A.1.4.2
Read to others fluently
SS, S, M, PE, MU, A, C, R, FL
Mastered Skills
3A.1.4.3
Concentrate on reading for lengthy periods of time
SS, S, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.5: Discern how written texts and accompanying illustrations connect to convey meaning.
Mastered Skills
3A.1.5.1
Follow other readers
SS, S, R, MU, A, FL, C
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.6: Identify and use organizational features of texts, such as headings, paragraphs, and format to improve understanding.
Reviewed Skills
3A.1.6.1
Identify and use chapters, headings and paragraphs to improve understanding
SS, S, MU, A, C, R
Mastered Skills
3A.1.6.2
Identify and use title page, table of contents, index, glossary
SS, S, M, MU, C, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
Diocese of Superior
Page 2 of 13
Third Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
OBJECTIVE A.1.7: Identify a purpose for reading, such as gaining information, learning about a view point, making decisions,
appreciating literature, and enjoying the experience of reading.
Reviewed Skills
3A.1.7.1
Read effectively for a wide variety of purposes
SS, S, R, MU
Design and implement strategies for reading a variety of text structures and genre for a
3A.1.7.2
variety of purposes
3A.1.7.3
Identify clues indicating statements of fact or opinion
SS, S
3A.1.7.4
Read for informational purposes
SS, S, M, PE, MU, A, C, R, FL
3A.1.7.5
Recommend reading materials to others
MU
3A.1.7.6
Select materials to fulfill own purposes
SS, S, M, PE, MU, A, C, R, FL
Mastered Skills
3A.1.7.7
Describe the value of reading
SS, S, M, MU, FL, A, R
GOAL A.2 Read, interpret and critically analyze literature
OBJECTIVE A.2.1: Recognize and recall elements and details of story structure, such as sequence of events, character, plot, setting,
language, topic, style, purpose and point of view to reflect on meaning.
Introduced Skills
3A.2.1.1
Identify and explain figures of speech
3A.2.1.2
Analyze conclusions from different points of view
SS, S, MU
3A.2.1.3
Explain how character traits can be identified in oneself and others
3A.2.1.4
Identify and describe the major conflicts in literature
3A.2.1.5
Recognize elements of poetry: meter, repetition
MU, A,
3A.2.1.6
Recognize figurative language: alliteration, exaggeration, onomatopoeia
3A.2.1.7
Recognize stylistic devices: conflict, suspense, dialogue
Reviewed Skills
3A.2.1.8
Identify sequence relationships: time order
SS, S, M, MU, R
3A.2.1.9
Recall and explain the plots of stories
MU, R
3A.2.1.10 Recognize elements of poetry: rhyme scheme
MU, C
3A.2.1.11 Identify sequence relationships: steps in a process
S, M, MU, A, C
Recall and explain the content and structure of a variety of narrative, expository and
3A.2.1.12
SS, S
reference materials
Recognize elements of plot structure: setting, characterization, value system, character
3A.2.1.13
MU, R
traits, climax
3A.2.1.14 Recognize elements of poetry: imagery, mood
MU, A, C
3A.2.1.15 Recognize elements of style: humor
MU, A, C
3A.2.1.16 Identify sequence relationships: following written directions
S, M, MU, A, C
3A.2.1.17 Enumerate supporting details
3A.2.1.18 Recognize figurative language: metaphor, simile
OBJECTIVE A.2.2: Interpret meaning of literary works including: fairy tales, fables, short stories, essays, epics, myths, plays, poems, and
novels.
Introduced Skills
3A.2.2.1
Differentiate prose-fiction: mystery, history, biographical
3A.2.2.2
Differentiate non-fiction: journals, essays, biographies, autobiographies
SS
3A.2.2.3
Differentiate a variety of poetry styles
3A.2.2.4
Reflect on the personal and cultural significance of literary works
A
Reviewed Skills
3A.2.2.5
Recognize and analyze literary form: fairy tale, fable
SS, A
3A.2.2.6
Read materials with a variety of styles and topics
SS, S, MU, R
3A.2.2.7
Recognize and analyze literary form: folk tale, legend
SS, A
3A.2.2.8
Analyze literary works
OBJECTIVE A.2.3: Summarize ideas drawn from stories, identifying cause-and-effect relationships, interpreting events and ideas, and
connecting different works to each other and to real-life experiences.
Reviewed Skills
3A.2.3.1
Identify and analyze cause and effect relationships
SS, S, M, PE, A, C, R
Diocese of Superior
Page 3 of 13
Third Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
3A.2.3.2
3A.2.3.3
3A.2.3.4
3A.2.3.5
Identify categorizing relationships
Identify and analyze comparative relationships
Identify clues indicating statements of fact or opinion
Summarize literary works
SS, S, R
SS, S, M, A, R
SS, S, M, R
SS, S, MU, R
OBJECTIVE A.2.4: Extend the literal meaning of a text by making inferences, and develop criteria to evaluate the significance, validity and
merit of texts in light of prior knowledge, experience and opinion.
Introduced Skills
3A.2.4.1
Formulate inferences based on prior knowledge and text
SS, S, R, M, MU, A, C, FL, PE
3A.2.4.2
Evaluate source credibility and reliability
S, MU, A, C, R
Reviewed Skills
3A.2.4.3
Use contextual clues
SS, S, R, MU
3A.2.4.4
Draw conclusions
SS, S, M, MU
3A.2.4.5
Predict outcomes
SS, S, M, MU, A, C
3A.2.4.6
Construct meaning using prior knowledge
SS, S, R, M, MU, A, C, FL, PE
3A.2.4.7
Categorize facts
SS, C, R
3A.2.4.8
Recognize different terminology for similar concepts and processes within the content
SS, S, R, A
3A.2.4.9
Differentiate between literal and figurative language
SS, A, R
Mastered Skills
3A.2.4.10 Recall main idea
SS, S, R, M, MU, A, C
3A.2.4.11 Note details
SS, S, R, M, MU, A, C
3A.2.4.12 Follow sequence
SS, S, M, A, MU, C
GOAL A.3 Read and discuss literary and nonliterary texts in order to understand human experience
OBJECTIVE A.3.1: Demonstrate the ability to integrate general knowledge about the world and familiarity with literary and nonliterary texts
when reflecting upon life’s experiences.
Reviewed Skills
3A.3.1.1
Read and discuss chosen literary texts
SS, S, FL, R
3A.3.1.2
Read and discuss chosen classic literature
SS, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.3.2: Provide interpretive responses to literary and nonliterary texts representing the diversity of American cultural heritage
and cultures of the world.
OBJECTIVE A.3.3: Identify common historical, social, and cultural themes and issues in literary works and selected passages.
OBJECTIVE A.3.4: Draw on a broad base of knowledge about the themes, ideas, and insights found in classical literature while reading,
interpreting, and reflecting on contemporary texts.
OBJECTIVE A.3.5: Evaluate the themes and main ideas of a work considering its audience and purpose.
GOAL A.4. Read to acquire information
OBJECTIVE A.4.1: Identify, summarize and explain key details, main ideas and organization of informational texts, connecting new
information to prior knowledge, in a variety of informational passages.
Introduced Skills
Monitor one’s understanding of literature, e.g., retelling, visualizing, identifying main
3A.4.1.1
ideas, self-questioning, adjusting rate to purpose and difficulty, inferring, making notes, or SS, S, R
recognizing over-generalization
Reviewed Skills
3A.4.1.2
Make predictions based on previous knowledge and information
SS, S, R, M, MU, A, C, PE, FL
OBJECTIVE A.4.2: Identify a topic of interest and seek information about it by investigating, comparing, contrasting and evaluating
relative accuracy and usefulness of information from available text resources.
Introduced Skills
3A.4.2.1
Evaluate source credibility and reliability
SS, S, MU, C, R
3A.4.2.2
Correlate written and visual versions of literary works
SS, R, A, MU
Diocese of Superior
Page 4 of 13
Third Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
3A.4.2.3
3A.4.2.4
3A.4.2.5
3A.4.2.6
Reviewed Skills
Choose reading materials as needed
Seek recommendations of materials to read
Choose more than one type of material to read
Mastered Skills
Show preferences for specific reading materials
R
OBJECTIVE A.4.3: Interpret and distinguish between the facts found in documents, narratives, charts, maps, tables, and other sources
and the generalizations and interpretations that are drawn from them.
Introduced Skills
3A.4.3.1
Make generalizations and conclusions form reading
SS, S, R
Reviewed Skills
3A.4.3.2
Use computers to acquire, organize, analyze and communicate information.
SS, S, R
3A.4.3.3
Evaluate the accuracy of predictions
SS, S, M, MU, R
Interpret and use technical resources such as charts, tables, travel schedules, timelines
3A.4.3.4
SS, S, M, C, MU, R
and manuals
B. Writing
Students will…
GOAL B.1 Create or produce writing to communicate with different audiences for a variety of purposes
OBJECTIVE B.1.1: Write nonfiction, expository and technical pieces (summaries, messages, informational essays, basic directions,
instructions, and simple reports) that convey essential details and facts, provide accurate representations of events and sequences, fulfill
its purpose, uses appropriate language for its audience, and organized clearly.
Introduced Skills
3B.1.1.1
Write reports
SS, S, R, M, MU, A, C, FL, PE
3B.1.1.2
Write research reports
SS, S, R, M, MU, A, C, FL, PE
3B.1.1.3
Write summaries
SS, S, R, M, MU, A, C, FL, PE
3B.1.1.4
Write to compare and contrast
SS, S, R, M, MU, A, C, FL, PE
3B.1.1.5
Write an advertisement
SS, A, C
Reviewed Skills
3B.1.1.6
Use new words to write stories and reports
SS, C, MU, R
3B.1.1.7
Develop a list of words and ideas for writing
SS, M, MU, A, R
3B.1.1.8
Use new words in a variety of contexts
MU, FL, C, R
OBJECTIVE B.1.2: Write expressive pieces in response to reading, viewing, and life experiences employing descriptive detail and a
personal voice.
a. persuasive pieces with clear position, a discernible tone, and coherent argument with reliable evidence
b. narratives based on experiences that use descriptive language and detail effectively, presents a sequence of events and reveals a
theme
Reviewed Skills
3B.1.2.1
Write journals
SS, A, MU, C, R
3B.1.2.2
Write a thank-you note using correct letter parts
A, C, R
3B.1.2.3
Write descriptive sentences
SS, S, R, MU, C
3B.1.2.4
Write a descriptive paragraph
SS, S, R, MU, C
3B.1.2.5
Write a social letter using correct letter parts
C, R
3B.1.2.6
Write envelopes
SS, S, C, R
3B.1.2.7
Write a book report
C
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.1.3: Write creative pieces (poetry, fiction and plays) employing basic aesthetic principles appropriate to each genre.
Introduced Skills
3B.1.3.1
Write Poems
A
3B.1.3.2
Write Tales and Fables
C
Diocese of Superior
Page 5 of 13
Third Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
Reviewed Skills
3B.1.3.3
3B.1.3.4
Write a personal narrative
Write a short story
C
OBJECTIVE B.1.4: Write in a variety of situations (timed and untimed, at school and at home) and adapt strategies, such as revision and
the use of reference materials, to the situation.
Introduced Skills
3B.1.4.1
Write for an extended, lengthy period of time
SS, S, A, C, R
3B.1.4.2
Write during an exam
SS, S, MU, A, C, R
3B.1.4.3
Write using a computer
SS, S, MU, A, C, R
OBJECTIVE B.1.5: Use a variety of writing technologies, including pen and paper as well as computers.
Reviewed Skills
3B.1.5.1
Adjust size of handwriting in different situations
SS, S, R, M, MU, A, C
3B.1.5.2
Use consistent shape in writing
SS, S, MU, A
3B.1.5.3
Use word processing tools
SS, MU, A, C
Mastered Skills
3B.1.5.4
Display small motor control
SS, S, M, A, C, MU, R
3B.1.5.5
Apply top-to-bottom progression
SS, M, MU, A, C
3B.1.5.6
Demonstrate awareness of size, shape, and spatial relationships
SS, S, R, M, MU, A, C, FL, PE
3B.1.5.7
Demonstrate and evaluate: consistent and correct slant in writing
M, MU, A, C
3B.1.5.8
Form letters to correct size, height
MU, A, C
3B.1.5.9
Show the ability to properly align letters and words
MU, A, C
3B.1.5.10 Practice writing in manuscript
SS, S, M, A, C, FL, MU, R
3B.1.5.11 Use personal chalkboard, whiteboard, large and small sand trays, etc.
SS, S, M, R, A, C
3B.1.5.12 Practice writing in cursive
SS, S, M, A, FL, C, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.1.6: Write for a variety of readers, including peers, teachers and other adults, adapting content, style and structure to
audience and situation.
Introduced Skills
3B.1.6.1
Consider the audience for a story
SS, S, R, M, MU, A, C, FL, PE
3B.1.6.2
Map out plot and character development in narratives
SS, S, R, M, MU, A, C, FL, PE
Reviewed Skills
3B.1.6.3
Write sentences using complete thoughts and correct word order
SS, S, R, M, MU, A, C, FL, PE
3B.1.6.4
Write an original composition
SS, S, R, M, MU, A, C, FL, PE
3B.1.6.5
Assign a title to a story
SS, S, R, M, MU, A, C, FL, PE
3B.1.6.6
Develop a plot for a story
SS, S, R, M, MU, A, C, FL, PE
3B.1.6.7
Develop a setting for a story
SS, S, R, M, MU, A, C, FL, PE
3B.1.6.8
Develop characters for a story
SS, S, R, M, MU, A, C, FL, PE
3B.1.6.9
Write stories with a beginning, middle and end, and correct time order
SS, S, R, M, MU, A, C, FL, PE
3B.1.6.10 Use various types of paragraphs
SS, S, R, M, MU, A, C, FL, PE
3B.1.6.11 Write using spatial order
SS, S, R, M, MU, A, C, FL, PE
GOAL B.2 Plan, revise, edit and publish clear and effective writing.
OBJECTIVE B.2.1: Produce multiple drafts, including finished pieces, that demonstrate the capacity to generate, focus and organize ideas
and to revise the language, organization, and content of successive drafts in order to fulfill a specific purpose for communication with a
specific audience.
Introduced Skills
3B.2.1.1
Organize ideas in sequence
M, A, C, R
3B.2.1.2
Check beginning, middle, end, characters and setting
C
Reviewed Skills
3B.2.1.3
Apply norms for neatness in written work
SS, S, MU, A, C
3B.2.1.4
Write a first draft
SS, S, MU, A, C
3B.2.1.5
Pre-write (Plan) the beginning, middle, end
SS, S, MU, A, C
3B.2.1.6
Choose and narrow topic
SS, S, C
Diocese of Superior
Page 6 of 13
Third Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
3B.2.1.7
3B.2.1.8
3B.2.1.9
3B.2.1.10
3B.2.1.11
3B.2.1.12
3B.2.1.13
3B.2.1.14
3B.2.1.15
3B.2.1.16
Make notes to plan story
Create an outline
Use Question/Answer Method for prewriting
Make lists for prewriting
Revise
Proofread to check spelling, grammar, punctuation, capitalization, indentation
Publish
Name and share written work
Mastered Skills
Brainstorm
Develop paragraphs
OBJECTIVE B.2.2: Explain the extent and reasons for revisions in conference with a teacher.
Reviewed Skills
3B.2.2.1
Use teacher/peer conferencing
3B.2.2.2
Receive and give constructive criticism
SS, S, MU, C
SS, S, MU, C
SS, S,
SS, S, M, C, R
SS, S, MU, C
SS, S, M, MU, A, C, R
SS, S, A, C
SS, S, A, C
SS, S, M, MU, A, C, R
SS, S, A, C
SS, S, R, M, MU, A, C, FL, PE
SS, S, R, A, MU, C
OBJECTIVE B.2.3: Given a writing assignment to be completed in a limited amount of time, produce a well-developed, well-organized, and
effective response in correct English and an appropriate voice.
Reviewed Skills
3B.2.3.1
Write phrases as captions for pictures
SS, S, A, C, R
3B.2.3.2
Edit and proofread revised drafts
MU, A, C
3B.2.3.3
Experience Writing
SS, MU, C, R
3B.2.3.4
Copy from board
SS, S, R, M, MU, A, C, FL, PE
3B.2.3.5
Write from dictation
SS, MU, A, C, R
3B.2.3.6
Compose original ideas
A, MU, C
Mastered Skills
3B.2.3.7
Write words as labels or lists
SS, S, M, A, C
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
GOAL B.3 Understand the function of various forms, structures, and punctuation marks of standard American
English and use them appropriately in communications.
OBJECTIVE B.3.1: Understand and use parts of speech effectively, including nouns, pronouns, and adjectives.
Introduced Skills
3B.3.1.1
Identify and use Direct and Indirect Object
3B.3.1.2
Identify and use Possessive Nouns
C
3B.3.1.3
Identify and use Antecedents
3B.3.1.4
Identify and use Complete Subject of a Sentence
3B.3.1.5
Identify and use Compound Subject of a Sentence
3B.3.1.6
Identify and use Subject Understood of a Sentence
Reviewed Skills
3B.3.1.7
Identify and use contractions
MU, C
3B.3.1.8
Identify and use apostrophe
MU, C
3B.3.1.9
Identify and use Common and Proper Nouns
C
3B.3.1.10 Identify and use Irregular plural forms of Nouns
3B.3.1.11 Identify and use Subject and Object Noun Uses
C
3B.3.1.12 Identify and use Adjectives
C
3B.3.1.13 Identify and use Articles
FL
3B.3.1.14 Identify and use Pronouns
C
3B.3.1.15 Identify and use Personal Pronouns
C
3B.3.1.16 Identify and use Possessive Pronouns
3B.3.1.17 Identify and use Subject and Object Pronouns
C
3B.3.1.18 Identify and use Identify Subject of a Sentence
C
3B.3.1.19 Identify and use Simple Subject of a Sentence
C
3B.3.1.20 Spell and use homophones correctly in written form
MU, A, C
3B.3.1.21 Use agreement of subject and predicate correctly in written form
S, MU
Diocese of Superior
Page 7 of 13
Third Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
3B.3.1.22
3B.3.1.23
Mastered Skills
Identify and use Nouns
Identify and use Singular and Plural Nouns
FL, C
FL, C
OBJECTIVE B.3.2: Use adverbials effectively, including words and phrases.
Introduced Skills
3B.3.2.1
Identify and use principle/helping verbs
3B.3.2.2
Use correct verb forms in writing
3B.3.2.3
Spell and use irregular verbs correctly in written forms
3B.3.2.4
Identify adverbs
3B.3.2.5
Identify and use predicates
3B.3.2.6
Identify and use complete predicate
3B.3.2.7
Identify and use compound predicate
Reviewed Skills
3B.3.2.8
Identify and use types of verbs
3B.3.2.9
Identify and use main verbs
3B.3.2.10 Identify and use simple predicate
Mastered Skills
3B.3.2.11 Identify and use action verbs
C
OBJECTIVE B.3.3: Employ principles of agreement related to number, gender, and case.
Introduced Skills
3B.3.3.1
Note agreement of subject and verb
3B.3.3.2
Use correct tenses in writing
S
S, MU, C, R
OBJECTIVE B.3.4: Capitalize proper nouns, titles, and initial words of sentences.
Introduced Skills
3B.3.4.1
Capitalize first words of: quotations, dialogue, poetry lines, outlines
3B.3.4.2
Capitalize first word of a letter’s greeting, closing and heading
Reviewed Skills
3B.3.4.3
Define and use rules of capitalization
3B.3.4.4
Capitalize dates and holidays
3B.3.4.5
Capitalize place names, organizations and groups
Mastered Skills
3B.3.4.6
Capitalize proper nouns and adjectives
3B.3.4.7
Capitalize names, titles, initials and abbreviations of people
3B.3.4.8
Capitalize titles of books, poems, magazines, etc.
3B.3.4.9
Capitalize the first word in a sentence
C
MU, C, R
C, R
MU, A, C, R
SS, MU, A, C, R
SS, MU, C, R
SS, S, MU, A, C, R
SS, S, A, FL, MU, C, R
MU, A, C, R
SS, S, M, MU, A, C, R
OBJECTIVE B.3.5: Use punctuation marks and conjunctions, as appropriate, to separate sentences and connect independent clauses.
Introduced Skills
3B.3.5.1
Use apostrophe to show possession
3B.3.5.2
Use quotation marks for dialogue, direct quotes and titles
SS, MU, C, R
Reviewed Skills
3B.3.5.3
Recognize the effect of punctuation marks and typed variations on meaning
C
3B.3.5.4
Distinguish and recognize word order in sentences
3B.3.5.5
Distinguish and recognize elements of sentence structure
C
3B.3.5.6
Recognize complete sentences
S, R
3B.3.5.7
Recognize sentence fragments
S
3B.3.5.8
Recognize run-on sentences
S
OBJECTIVE B.3.6: Use commas correctly to punctuate appositives and lists.
Introduced Skills
3B.3.6.1
Use comma with interjections, introductory phrases and clauses
Reviewed Skills
3B.3.6.2
Use comma to separate words in a series
3B.3.6.3
Use comma with direct quotes
3B.3.6.4
Recognize sentence patterns
SS, S, R, M, MU, C
MU, C
Diocese of Superior
Page 8 of 13
Third Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
OBJECTIVE B.3.7: Spell frequently used words correctly.
3B.3.7.1
3B.3.7.2
3B.3.7.3
3B.3.7.4
3B.3.7.5
3B.3.7.6
3B.3.7.7
3B.3.7.8
3B.3.7.9
3B.3.7.10
3B.3.7.11
3B.3.7.12
Introduced Skills
Detect common spelling errors: substitutions, reversals, omissions, additions
Reviewed Skills
Describe phonetic sounds and patterns
Integrate penmanship with spelling program
Use spelling/reading words for writing
Demonstrate various methods for studying words
Apply rules for correct spelling
Identify root words
Apply dictionary skills
Demonstrate self-correcting and proofreading skills
Expand vocabulary
Participate in spelling bees
Incorporate frequently used but misspelled words into the spelling program
OBJECTIVE B.3.8: Use word order and punctuation marks to distinguish sentence types.
Reviewed Skills
3B.3.8.1
Recognize and write imperative (command) sentences
3B.3.8.2
Use period after commands, abbreviations and initials
Mastered Skills
3B.3.8.3
Recognize and write declarative (telling) sentences
3B.3.8.4
Recognize and write interrogative (question) sentences
3B.3.8.5
Recognize and write exclamatory (exclamation) sentences
3B.3.8.6
Apply proper punctuation to different sentence types
SS, S, R
MU
SS, S, R, MU, A, C
M, R
M, R
SS, S, R, M, MU, A, C, FL, PE
SS, S, R
SS, S, R, M, MU, A, C, FL, PE
R
SS, S, R
SS, S, R
SS, S, R,
SS, S, R,
SS, S, C, R
OBJECTIVE B.3.9: Understand the function of words, phrases and clauses in a sentence and use them effectively, including coordinate
and subordinate conjunctions, relative pronouns and comparative adjectives.
C. Speaking & Listening
Students will…
GOAL C.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of
purposes.
OBJECTIVE C.1.1: Identify and discuss criteria for effective oral presentations, including such factors as eye contact, projection, tone,
volume, rate and articulation.
OBJECTIVE C.1.2: Read aloud effectively from previously-read material.
Reviewed Skills
3C.1.2.1
Lector at Mass and prayer services
MU, R
3C.1.2.2
Use high frequency words automatically and verbalize new words in context
SS, M, M, A, C, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.1.3: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes
Introduced Skills
3C.1.3.1
Demonstrate the ability to organize a speech and present effectively
SS, S, R, A, C
Reviewed Skills
3C.1.3.2
Lead impromptu prayer
SS, MU, A, C, R
Make formal introductions with courtesy and clarity and use appropriate etiquette when
3C.1.3.3
A, C
expressing thanks and receiving praise
3C.1.3.4
Use computers to acquire, organize, analyze and communicate information.
SS, S, R
3C.1.3.5
Present oral reports
SS, S, R, MU
Diocese of Superior
Page 9 of 13
Third Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
Mastered Skills
Speak clearly and fluently using clear enunciation, good phrasing, and appropriate tone
SS, S, M, MU, A, FL, PE, C, R
Provide information accurately
SS, S, R
Express oneself using complete sentences and correct punctuation/inflections.
SS, S, M, MU, A, PE, C, R
Apply basic skills of speaking including eye contact, volume, projection, tone, rate and
3C.1.3.9
SS, S, M, MU, A, PE, C, R
articulation
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
3C.1.3.6
3C.1.3.7
3C.1.3.8
OBJECTIVE C.1.4: Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized
and sequenced detail as well as relate an experience with a sense of timing and decorum appropriate for the occasion.
Introduced Skills
3C.1.4.1
Adapt speech to different audiences
SS, S, M, MU, A, C, R, FL, PE
3C.1.4.2
Organize materials following a logical sequence and using an appropriate conclusion
SS, S, M, MU, A, C, R, FL, PE
Reviewed Skills
3C.1.4.3
Use complete sentences
SS, S, M, MU, A, C, R, FL, PE
3C.1.4.4
Provide information accurately
SS, S, M, MU, A, C, R, FL, PE
3C.1.4.5
Express an understanding of the information presented
SS, S, M, MU, A, C, R, FL, PE
OBJECTIVE C.1.5: Participate in group readings.
3C.1.5.1
Reviewed Skills
Participate in group recitation such as rhymes, riddles, chorals, and echoes
OBJECTIVE C.1.6: Perform dramatic readings and presentations.
Reviewed Skills
3C.1.6.1
Demonstrate creativity in speech through the use of role playing/dramatization
3C.1.6.2
Participate in dramatic activities such as plays and programs
3C.1.6.3
Tell a story with expression
OBJECTIVE C.1.7: Distinguish between fact and opinion and provide evidence to support opinions.
Reviewed Skills
Identify clues indicating statements of fact and opinion and provide evidence to support
3C.1.7.1
opinions
MU, R
R
SS, MU, A, R
SS, R
SS, S
GOAL C.2 Listen to and comprehend oral communications.
OBJECTIVE C.2.1: Follow basic directions.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.2.2: Identify and summarize key points of a story or discussion accounting for the key ideas, structure, and relationship of
parts of the whole. Follow the speaker’s argument.
Reviewed Skills
3C.2.2.1
Transfer important ideas into notes
SS, S, MU, A, C, R
3C.2.2.2
Demonstrate an understanding of correct word meanings through context
SS, S, A, C
Follow sequence in plot and character development, predict outcomes and draw
3C.2.2.3
conclusions.
3C.2.2.4
Summarize what was said
SS, S, A, MU, C, R
3C.2.2.5
Retell information
SS, S, MU, A, C, R
3C.2.2.6
Explain the value of listening as a source of information in all subject areas
SS, S, M, MU, A, C, R
3C.2.2.7
Recognize transitional and signal words and phrases
SS, S, R
3C.2.2.8
Answer questions to demonstrate comprehension
SS, S, M, MU, A, FL, C, R
3C.2.2.9
Concentrate for expanded time periods
SS, S, M, MU, A, C, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.2.3: Retell stories and reports of events in proper sequence.
Introduced Skills
Diocese of Superior
Page 10 of 13
Third Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
3C.2.3.1
Give book reports
3C.2.3.2
3C.2.3.3
3C.2.3.4
3C.2.3.5
Recognize and recall sequence
Retell stories and reports
Dictate stories
Report to the class
Reviewed Skills
SS, S, M, A, MU, C, R
SS, S, MU, A, C, R
SS, S, M, A, C, R
OBJECTIVE C.2.4: Distinguish among purposes for listening, such as gaining information or being entertained and taking notes as
appropriate. Evaluate the reliability of information in a communication.
Introduced Skills
Evaluate the effect of expression, mood, figures of speech and inferences on the
3C.2.4.1
MU, A, C
audience
Reviewed Skills
3C.2.4.2
Listen to and evaluate poetry, stories, plays, music, etc,
3C.2.4.3
Attend and evaluate theatrical performances
SS, MU, A, R
GOAL C.3 Participate effectively in discussion
OBJECTIVE C.3.1: Volunteer relevant information, ask relevant questions, and answer questions directly.
Reviewed Skills
Volunteer relevant information by making introductions, giving directions, conversing with
3C.3.1.1
adults and peers.
3C.3.1.2
Listen and apply information in a group, panel, or round table discussion
3C.3.1.3
Respect free speech of others
3C.3.1.4
Express emotions and use spoken language in socially acceptable ways
3C.3.1.5
Participate in discussion without dominating
OBJECTIVE C.3.2: Use appropriate eye contact and other nonverbal cues.
Introduced Skills
3C.3.2.1
Ignore or accommodate for distractions while listening
Reviewed Skills
3C.3.2.2
Demonstrate respectful posture when listening to others
3C.3.2.3
Focus eyes on speaker
3C.3.2.4
Increase the appropriate amount of attention span needed to listen to a speaker
3C.3.2.5
Demonstrate appropriate applause
3C.3.2.6
Practice appropriate silence while listening
3C.3.2.7
Give appropriate feedback to a speaker
OBJECTIVE C.3.3: Use appropriate strategies to keep a discussion going.
Introduced Skills
3C.3.3.1
Hold a point of disagreement in mind until the appropriate time
Reviewed Skills
3C.3.3.2
Use spoken language in socially acceptable ways
3C.3.3.3
Demonstrate group processing strategies
3C.3.3.4
Use techniques and strategies to gain attention and develop interest of audience
3C.3.3.5
Ask questions to draw information from the group
OBJECTIVE C.3.4: Reflect on the ideas and opinions of others and respond thoughtfully.
Introduced Skills
3C.3.4.1
Give and receive constructive criticism tactfully
3C.3.4.2
Ask for clarification and explanation of unfamiliar words and ideas
3C.3.4.3
Summarize information conveyed through discussion
3C.3.4.4
Demonstrate respect for thoughts and opinions of others
Reviewed Skills
3C.3.4.5
Recognize a speaker’s purpose and main idea
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, R
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, R
SS, S, M, MU, A, C, PE, R, FL
SS, S, R
SS, S, M, R
SS, S, M, MU, A, C, R
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
OBJECTIVE C.3.5: Explain and advance opinions by citing evidence and referring to sources.
Introduced Skills
Diocese of Superior
Page 11 of 13
Third Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
3C.3.5.1
Distinguish fact from opinion
SS, S, M, MU, A, C, R
3C.3.5.2
3C.3.5.3
3C.3.5.4
Reviewed Skills
Discuss literary works using literary language
Give reasons for opinion
Influence listeners through persuasion
A, C, R
SS, S, M, MU, A, C, R
S, MU, A, C, R
D. Language
Students will…
GOAL D.1 Develop vocabulary of words, phrases and idioms as a means of improving communication.
OBJECTIVE D.1.1: Consult dictionaries, thesauruses, handbooks, grammar texts and other resources to find and compare definitions,
choose among synonyms, spell words correctly and choose words, phrases and expressions.
Introduced Skills
3D.1.1.1
Follow cross references in a dictionary
A, C
3D.1.1.2
Use secondary accent mark in a dictionary
Reviewed Skills
3D.1.1.3
Recognize homophones
3D.1.1.4
Recognize heteronyms
3D.1.1.5
Recall alphabetization through the fourth letter
3D.1.1.6
Use guide words at the top of a dictionary page
SS, A, C
3D.1.1.7
Use the dictionary for spelling
SS, M, A, C, R
3D.1.1.8
Use the dictionary to find word meanings
SS, S, M, MU, A, C, PE, R, FL
3D.1.1.9
Use accent markings in a dictionary
3D.1.1.10 Use pronunciation key
SS, S
3D.1.1.11 Use the dictionary for pronunciation
SS, M, A, C, R
3D.1.1.12 Use the dictionary for syllabication
3D.1.1.13 Use the dictionary to determine parts of speech
3D.1.1.14 Use the dictionary to determine derivation
R
3D.1.1.15 Relate dictionary definition to prior experience and context
SS, S
SS, C, A
3D.1.1.16 Use electronic dictionaries, thesauruses, and other reference materials such as
www.dictionary.com, www.thesaurus.com
Mastered Skills
3D.1.1.17 Recognize synonyms
M, A, C
3D.1.1.18 Recognize antonyms
M, A, C
3D.1.1.19 Recognize homonyms
A, C
3D.1.1.20 Recognize different meanings
MU, A, C
OBJECTIVE D.1.2: Use knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words.
Reviewed Skills
3D.1.2.1
Recognize base words from affixes
SS, S, M, R
3D.1.2.2
Distinguish compound words
SS, S, M, A, C, R
3D.1.2.3
Use prefix and suffix knowledge to assist in identifying word meaning in context
S, M, R
3D.1.2.4
Recognize, use, spell and define various suffixes
SS, S
3D.1.2.5
Recognize, use, spell and define various prefixes
SS, S
OBJECTIVE D.1.3: Explain how writers and speakers choose words and use figurative language such as similes, metaphor,
personification, hyperbole and allusion to achieve specific efforts.
OBJECTIVE D.1.4: Choose vocabulary purposefully and evaluate the use of words in communications designed to inform, explain and
persuade.
GOAL D.2 Recognize and interpret various uses and adaptations of language in social, cultural, regional and
professional situations and learn to be flexible and responsive in the use of English.
Diocese of Superior
Page 12 of 13
Third Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
OBJECTIVE D.2.1: Identify various styles and purposes of oral and written language and learn to communicate effectively in commonly
occurring situations.
Introduced Skills
Describe and give examples of variations in American English that appear in different
3D.2.1.1
SS
social, cultural, regional and professional environments
Describe how American English is used in various publics and private contexts such as
3D.2.1.2
school, home and work
Make appropriate choices when speaking and writing, such as formal or informal
3D.2.1.3
SS, C, R
language, considering the purpose and context of the communication
Evaluate how audience and context affect the selection and use of words and phrases,
3D.2.1.4
MU, C
including technical terms, slang and jargon
E. Research and Inquiry
Students will…
GOAL E.1 Conduct research and inquiry on self-selected or assigned topics, issues or problems and use an
appropriate form to communicate feelings.
OBJECTIVE E.1.1: Propose research.
3E.1.1.1
3E.1.1.2
3E.1.1.3
3E.1.1.4
3E.1.1.5
Reviewed Skills
Formulate initial research questions
Narrow the focus of a topic on relevant and accessible sources of information
Identify prior knowledge
Develop a basic plan for gathering information
Formulate topics and questions for research using a variety of printed or electronic
materials
SS, S, R
SS, S, R
SS, S, R
SS, S, R
SS, S, R
OBJECTIVE E.1.2: Conduct research.
3E.1.2.1
3E.1.2.2
3E.1.2.3
3E.1.2.4
3E.1.2.5
3E.1.2.6
3E.1.2.7
3E.1.2.8
3E.1.2.9
3E.1.2.10
Introduced Skills
Identify, locate, explore and effectively use multiple sources of information
Recognize bibliography
Reviewed Skills
Analyze information from charts, graphs, maps and tables
Describe and use a variety of sources to gather information such as textbooks, other
books and electronic devices
Classify types of books by fiction, non-fiction and reference
Identify and utilize index
Identify and use basic library classification systems
Conduct interview, field studies and experiments
Mastered Skills
Recognize title, author, illustrator and publisher
Demonstrate library etiquette and procedures
SS, S, R
SS, S, R
SS, S, R
SS, S, R
SS, S, R
SS, S, R
SS, S, R
SS, S, R
SS, S, R
SS, S, R
OBJECTIVE E.1.3: Recognize, record, compile, organize, evaluate and acknowledge information pertinent to a project, accurately blending
discoveries into answers.
OBJECTIVE E.1.4: Present the results of inquiry.
Diocese of Superior
Page 13 of 13
Third Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
FOURTH GRADE
A. Reading/Literature
Students will…
GOAL A.1 Use effective reading strategies to achieve purpose in reading
OBJECTIVE A.1.1: Use a variety of strategies and word recognition skills, including rereading, finding context clues, applying knowledge
of letter-sound relationships, analyzing word, phrase and sentence structure, word origins, and visual images to understand unfamiliar
words and clarify passages of text.
Reviewed Skills
4A.1.1.1
Select pertinent passages or phrases to answer questions
SS, S, M, R
4A.1.1.2
Explain the meaning of most base words
SS, S, M, MU, C, R
4A.1.1.3
Describe how literature creates mental images
SS, S, MU, A, FL, C, R
4A.1.1.4
Recognize and explain multiple meanings in vocabulary
SS, S, A, C, R
Mastered Skills
4A.1.1.5
Recognize, read, define, and spell words from books read
SS, S, M, R, C
4A.1.1.6
Integrate prior knowledge and text to gain meaning of words
SS, S, M, MU, C, R
4A.1.1.7
Identify unknown words
SS, S, M, MU, FL, C, R
4A.1.1.8
Relate new topics to known words and word meaning
SS, S, M, MU, FL, C, R
4A.1.1.9
Determine subtle differences in meaning in synonymous words
SS, S, M, R
4A.1.1.10 Use knowledge of words in the environment when “reading” and “writing”
SS, S, M, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.2: Demonstrate phonemic awareness by using letter/sound relationships as aids to pronouncing and understanding
unfamiliar words and text.
Reviewed Skills
4A.1.2.1
Recall and explain the accent rule: first syllable accented unless a prefix usually
SS
Recall and explain the accent rule: beginning syllables de, re, be, in and a are
4A.1.2.2
unaccented
4A.1.2.3
Recall and explain the accent rule: endings that form syllables are usually unaccented
4A.1.2.4
Recall and explain the accent rule: ck following single vowel is accented
Mastered Skills
4A.1.2.5
Recall and explain syllabication rule: usually as many syllables as vowels
4A.1.2.6
Recall and explain syllabication rule: root word is a syllable, not divided
4A.1.2.7
Recall and explain syllabication rule: blends are not divided
4A.1.2.8
Recall and explain syllabication rule: suffixes and prefixes are syllables
Recall and explain syllabication rule: vowel followed by 2 consonants the division divides
4A.1.2.9
between consonants
Recall and explain syllabication rule: vowel followed by 1 consonant the syllable ends
4A.1.2.10
with vowel
4A.1.2.11 Recall and explain syllabication rule: the r following a vowel goes with r to form syllable
Recall and explain syllabication rule: ed preceded by single d or t usually forms syllable
4A.1.2.12
of ed
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.3: Comprehend reading by using strategies such as activating prior knowledge, establishing purpose, self-correcting,
self-monitoring, rereading, making predictions, finding context clues, developing visual images, applying knowledge of text structures
and features, and adjusting reading rate according to purpose and difficulty.
Reviewed Skills
4A.1.3.1
Apply reading strategies: skimming and scanning
SS, S, M, MU, R
4A.1.3.2
Identify cause and effect, analogous, comparative and categorizing relationships
SS, S, R
Diocese of Superior
Page 1 of 13
Fourth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
4A.1.3.3
Infer motives and character traits
SS, R
Mastered Skills
4A.1.3.4
Apply comprehension strategies: story mapping
SS, MU, R
4A.1.3.5
Predict and interpret new words using their reading knowledge
SS, S, M, MU, R
4A.1.3.6
Formulate inferences: draw conclusions and predict outcomes
SS, S, MU, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.4: Read aloud with age-appropriate fluency, accuracy, and expression.
Mastered Skills
4A.1.4.1
Read aloud to show understanding of punctuation marks
SS, S, MU, C, R
4A.1.4.2
Read to others fluently
SS, S, M, PE, MU, A, C, R, FL
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.5: Discern how written texts and accompanying illustrations connect to convey meaning.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.6: Identify and use organizational features of texts, such as headings, paragraphs, and format to improve understanding.
Mastered Skills
4A.1.6.1
Identify and use chapters, headings and paragraphs to improve understanding
SS, S, MU, A, C, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.7: Identify a purpose for reading, such as gaining information, learning about a view point, making decisions,
appreciating literature, and enjoying the experience of reading.
Mastered Skills
4A.1.7.1
Read effectively for a wide variety of purposes
SS, S, R, MU
Design and implement strategies for reading a variety of text structures and genre for a
4A.1.7.2
SS, S, R
variety of purposes
4A.1.7.3
Identify clues indicating statements of fact or opinion
SS, S, R
4A.1.7.4
Read for informational purposes
SS, S, M, PE, MU, A, C, R, FL
4A.1.7.5
Recommend reading materials to others
SS, S, R
4A.1.7.6
Select materials to fulfill own purposes
SS, S, M, PE, MU, A, C, R, FL
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
GOAL A.2 Read, interpret and critically analyze literature
OBJECTIVE A.2.1: Recognize and recall elements and details of story structure, such as sequence of events, character, plot, setting,
language, topic, style, purpose and point of view to reflect on meaning.
Reviewed Skills
Recall and explain the content and structure of a variety of narrative, expository and
4A.2.1.1
SS, S
reference materials
Recognize elements of plot structure: setting, characterization, value system, character
4A.2.1.2
MU, R
traits, climax
4A.2.1.3
Recognize elements of poetry: imagery, mood
MU, A, C
4A.2.1.4
Recognize figurative language: metaphor, simile
4A.2.1.5
Recognize elements of poetry: meter, repetition
MU, A,
4A.2.1.6
Analyze conclusions from different points of view
SS, S, MU
4A.2.1.7
Explain how character traits can be identified in oneself and others
MU
4A.2.1.8
Identify and describe the major conflicts in literature
4A.2.1.9
Recognize figurative language: alliteration, exaggeration, onomatopoeia
4A.2.1.10 Recognize stylistic devices: conflict, suspense, dialogue
MU
Mastered Skills
4A.2.1.11 Identify sequence relationships: time order
SS, S, M, MU, R
4A.2.1.12 Identify sequence relationships: steps in a process
S, M, MU, A, C
Diocese of Superior
Page 2 of 13
Fourth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
4A.2.1.13
4A.2.1.14
4A.2.1.15
4A.2.1.16
4A.2.1.17
4A.2.1.18
Identify sequence relationships: following written directions
Recall and explain the plots of stories
Enumerate supporting details
Identify and explain figures of speech
Recognize elements of style: humor
Recognize elements of poetry: rhyme scheme
S, M, MU, A, C
MU, R
MU
MU, A, C
MU, C
OBJECTIVE A.2.2: Interpret meaning of literary works including: fairy tales, fables, short stories, essays, epics, myths, plays, poems, and
novels.
Reviewed Skills
4A.2.2.1
Analyze literary works
4A.2.2.2
Differentiate non-fiction: journals, essays, biographies, autobiographies
SS, S, R
4A.2.2.3
Differentiate a variety of poetry styles
R
4A.2.2.4
Reflect on the personal and cultural significance of literary works
SS, A
Mastered Skills
4A.2.2.5
Recognize and analyze literary form: fairy tale, fable
SS, A
4A.2.2.6
Read materials with a variety of styles and topics
SS, S, MU, R
4A.2.2.7
Recognize and analyze literary form: folk tale, legend
SS, A
4A.2.2.8
Differentiate prose-fiction: mystery, history, biographical
OBJECTIVE A.2.3: Summarize ideas drawn from stories, identifying cause-and-effect relationships, interpreting events and ideas, and
connecting different works to each other and to real-life experiences.
Reviewed Skills
4A.2.3.1
Identify and analyze cause and effect relationships
SS, S, M, PE, A, C, R
4A.2.3.2
Identify and analyze comparative relationships
SS, S, M, A, R
4A.2.3.3
Summarize literary works
SS, S, MU, R
Mastered Skills
4A.2.3.4
Identify categorizing relationships
SS, S, R
4A.2.3.5
Identify clues indicating statements of fact or opinion
SS, S, M, R
OBJECTIVE A.2.4: Extend the literal meaning of a text by making inferences, and develop criteria to evaluate the significance, validity and
merit of texts in light of prior knowledge, experience and opinion.
Mastered Skills
4A.2.4.1
Formulate inferences based on prior knowledge and text
SS, S, R, M, MU, A, C, FL, PE
4A.2.4.2
Evaluate source credibility and reliability
SS, S, MU, A, C, R
4A.2.4.3
Use contextual clues
SS, S, R, MU
4A.2.4.4
Draw conclusions
SS, S, M, MU
4A.2.4.5
Predict outcomes
SS, S, M, MU, A, C
4A.2.4.6
Construct meaning using prior knowledge
SS, S, R, M, MU, A, C, FL, PE
4A.2.4.7
Categorize facts
SS, C, R
4A.2.4.8
Recognize different terminology for similar concepts and processes within the content
SS, S, A
4A.2.4.9
Differentiate between literal and figurative language
SS, A, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
GOAL A.3 Read and discuss literary and nonliterary texts in order to understand human experience
OBJECTIVE A.3.1: Demonstrate the ability to integrate general knowledge about the world and familiarity with literary and nonliterary texts
when reflecting upon life’s experiences.
Mastered Skills
4A.3.1.1
Read and discuss chosen literary texts
SS, S, FL, R
4A.3.1.2
Read and discuss chosen classic literature
SS, MU, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.3.2: Provide interpretive responses to literary and nonliterary texts representing the diversity of American cultural heritage
and cultures of the world.
Diocese of Superior
Page 3 of 13
Fourth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
OBJECTIVE A.3.3: Identify common historical, social, and cultural themes and issues in literary works and selected passages.
Introduced Skills
4A.3.3.1
Use literature as an alternative way of learning science, math, social studies and the arts SS, S, M, A, MU, C
OBJECTIVE A.3.4: Draw on a broad base of knowledge about the themes, ideas, and insights found in classical literature while reading,
interpreting, and reflecting on contemporary texts.
OBJECTIVE A.3.5: Evaluate the themes and main ideas of a work considering its audience and purpose.
GOAL A.4. Read to acquire information
OBJECTIVE A.4.1: Identify, summarize and explain key details, main ideas and organization of informational texts, connecting new
information to prior knowledge, in a variety of informational passages.
Reviewed Skills
Monitor one’s understanding of literature, e.g., retelling, visualizing, identifying main
4A.4.1.1
ideas, self-questioning, adjusting rate to purpose and difficulty, inferring, making notes, or SS, S, R, MU
recognizing over-generalization
Mastered Skills
4A.4.1.2
Make predictions based on previous knowledge and information
SS, S, R, M, MU, A, C, PE, FL
OBJECTIVE A.4.2: Identify a topic of interest and seek information about it by investigating, comparing, contrasting and evaluating
relative accuracy and usefulness of information from available text resources.
Introduced Skills
4A.4.2.1
Evaluate source credibility and reliability
SS, S, M, MU, C, R
Reviewed Skills
4A.4.2.2
Correlate written and visual versions of literary works
SS, S, R, A, MU
Mastered Skills
4A.4.2.3
Show preferences for specific reading materials
R
43A.4.2.4 Choose reading materials as needed
4A.4.2.5
Seek recommendations of materials to read
4A.4.2.6
Choose more than one type of material to read
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.4.3: Interpret and distinguish between the facts found in documents, narratives, charts, maps, tables, and other sources
and the generalizations and interpretations that are drawn from them.
Reviewed Skills
4A.4.3.1
Make generalizations and conclusions form reading
SS, S, R
4A.4.3.2
Use computers to acquire, organize, analyze and communicate information.
SS, S, M, R
Interpret and use technical resources such as charts, tables, travel schedules, timelines
4A.4.3.3
SS, S, M, C, MU, R
and manuals
Mastered Skills
4A.4.3.4
Evaluate the accuracy of predictions
SS, S, M, MU, R
B. Writing
Students will…
GOAL B.1 Create or produce writing to communicate with different audiences for a variety of purposes
OBJECTIVE B.1.1: Write nonfiction, expository and technical pieces (summaries, messages, informational essays, basic directions,
instructions, and simple reports) that convey essential details and facts, provide accurate representations of events and sequences, fulfill
its purpose, uses appropriate language for its audience, and organized clearly.
Introduced Skills
4B.1.1.1
Write reports
SS, S, R, M, MU, A, C, FL, PE
4B.1.1.2
Write research reports
SS, S, R, M, MU, A, C, FL, PE
Diocese of Superior
Page 4 of 13
Fourth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
Reviewed Skills
4B.1.1.3
4B.1.1.4
4B.1.1.5
Write summaries
Write to compare and contrast
Write an advertisement
SS, S, R, M, MU, A, C, FL, PE
SS, S, R, M, MU, A, C, FL, PE
SS, A, C
4B.1.1.6
4B.1.1.7
4B.1.1.8
Mastered Skills
Use new words to write stories and reports
Develop a list of words and ideas for writing
Use new words in a variety of contexts
SS, C, MU, R
SS, M, MU, A, R
MU, FL, C, R
OBJECTIVE B.1.2: Write expressive pieces in response to reading, viewing, and life experiences employing descriptive detail and a
personal voice.
a. persuasive pieces with clear position, a discernible tone, and coherent argument with reliable evidence
b. narratives based on experiences that use descriptive language and detail effectively, presents a sequence of events and reveals a
theme
Introduced Skills
4B.1.2.1
Write a business letter using correct letter parts
SS, C
Reviewed Skills
4B.1.2.2
Write journals
SS, A, MU, C, R
4B.1.2.3
Write descriptive sentences
SS, S, R, MU, C
4B.1.2.4
Write a descriptive paragraph
SS, S, R, MU, C
4B.1.2.5
Write a social letter using correct letter parts
C, R
4B.1.2.6
Write envelopes
SS, S, C, R
4B.1.2.7
Write a book report
C
Mastered Skills
4B.1.2.8
Write a thank-you note using correct letter parts
A, C, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.1.3: Write creative pieces (poetry, fiction and plays) employing basic aesthetic principles appropriate to each genre.
Reviewed Skills
4B.1.3.1
Write Poems
A
4B.1.3.2
Write Tales and Fables
C
4B.1.3.3
Write a personal narrative
C
4B.1.3.4
Write a short story
OBJECTIVE B.1.4: Write in a variety of situations (timed and untimed, at school and at home) and adapt strategies, such as revision and
the use of reference materials, to the situation.
Reviewed Skills
4B.1.4.1
Write for an extended, lengthy period of time
SS, S, A, C, R
4B.1.4.2
Write during an exam
SS, S, MU, A, C, R
4B.1.4.3
Write using a computer
SS, MU, A, C, R
OBJECTIVE B.1.5: Use a variety of writing technologies, including pen and paper as well as computers.
Reviewed Skills
4B.1.5.1
Use word processing tools
SS, S, R, MU, A, C
Mastered Skills
4B.1.5.2
Adjust size of handwriting in different situations
SS, S, R, M, MU, A, C
4B.1.5.3
Use consistent shape in writing
SS, S, R, MU, A
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.1.6: Write for a variety of readers, including peers, teachers and other adults, adapting content, style and structure to
audience and situation.
Introduced Skills
4A.1.6.1
Write using sensory words
SS, S, R, M, MU, A, C, FL, PE
Reviewed Skills
4A.1.6.2
Write stories with a beginning, middle and end, and correct time order
SS, S, R, M, MU, A, C, FL, PE
4A.1.6.3
Use various types of paragraphs
SS, S, R, M, MU, A, C, FL, PE
Diocese of Superior
Page 5 of 13
Fourth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
4A.1.6.4
4A.1.6.5
4A.1.6.6
4A.1.6.7
4A.1.6.8
4A.1.6.9
4A.1.6.10
4A.1.6.11
4A.1.6.12
Write using spatial order
Consider the audience for a story
Map out plot and character development in narratives
Mastered Skills
Write sentences using complete thoughts and correct word order
Write an original composition
Assign a title to a story
Develop a plot for a story
Develop a setting for a story
Develop characters for a story
SS, S, R, M, MU, A, C, FL, PE
SS, S, R, M, MU, A, C, FL, PE
SS, S, R, M, MU, A, C, FL, PE
SS, S, R, M, MU, A, C, FL, PE
SS, S, R, M, MU, A, C, FL, PE
SS, S, R, M, MU, A, C, FL, PE
SS, S, R, M, MU, A, C, FL, PE
SS, S, R, M, MU, A, C, FL, PE
SS, S, R, M, MU, A, C, FL, PE
GOAL B.2 Plan, revise, edit and publish clear and effective writing.
OBJECTIVE B.2.1: Produce multiple drafts, including finished pieces, that demonstrate the capacity to generate, focus and organize ideas
and to revise the language, organization, and content of successive drafts in order to fulfill a specific purpose for communication with a
specific audience.
Introduced Skills
4B.2.1.1
Freewrite
SS, S, MU, A, C
4B.2.1.2
Organize notes
SS, S, MU, A, C
4B.2.1.3
Show the ability to combine and expand sentences
SS, S, MU, A, C
4B.2.1.4
State main idea in concluding sentence
SS, S, MU, A, C
4B.2.1.5
Use transitional expressions between paragraphs
SS, S, MU, A, C
4B.2.1.6
Choose effective words (sensory, avoid overworked words)
SS, S, MU, A, C
Reviewed Skills
4B.2.1.7
Apply norms for neatness in written work
SS, S, MU, A, C
4B.2.1.8
Pre-write (Plan) the beginning, middle, end
SS, S, MU, A, C
4B.2.1.9
Choose and narrow topic
SS, S, C
4B.2.1.10 Make notes to plan story
SS, S, MU, C
4B.2.1.11 Create an outline
SS, S, MU, C
4B.2.1.12 Use Question/Answer Method for prewriting
SS, S,
4B.2.1.13 Make lists for prewriting
SS, S, M, C, R
4B.2.1.14 Organize ideas in sequence
SS, S, M, A, C, R
4B.2.1.15 Write a first draft
SS, S, MU, A, C
4B.2.1.16 Revise
SS, S, MU, C
4B.2.1.17 Check beginning, middle, end, characters and setting
SS, S, C
4B.2.1.18 Proofread to check spelling, grammar, punctuation, capitalization, indentation
SS, S, M, MU, A, C, R
4B.2.1.19 Publish
SS, S, A, C
4B.2.1.20 Name and share written work
SS, S, R, A, C
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.2.2: Explain the extent and reasons for revisions in conference with a teacher.
Reviewed Skills
4B.2.2.1
Use teacher/peer conferencing
4B.2.2.2
Receive and give constructive criticism
SS, S, R, M, MU, A, C, FL, PE
A, MU, C
OBJECTIVE B.2.3: Given a writing assignment to be completed in a limited amount of time, produce a well-developed, well-organized, and
effective response in correct English and an appropriate voice.
Introduced Skills
4B.2.3.1
Write dialogue
SS, MU
Reviewed Skills
4B.2.3.2
Write phrases as captions for pictures
SS, S, A, C, R
4B.2.3.3
Edit and proofread revised drafts
MU, A, C
4B.2.3.4
Write from dictation
SS, MU, A, C, R
4B.2.3.5
Compose original ideas
A, MU, C
Mastered Skills
4B.2.3.6
Experience Writing
SS, MU, C, R
4B.2.3.7
Copy from board
SS, S, R, M, MU, A, C, FL, PE
Diocese of Superior
Page 6 of 13
Fourth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
GOAL B.3 Understand the function of various forms, structures, and punctuation marks of standard American
English and use them appropriately in communications.
OBJECTIVE B.3.1: Understand and use parts of speech effectively, including nouns, pronouns, and adjectives.
Introduced Skills
4B.3.1.1
Use negatives correctly in written form
Reviewed Skills
4B.3.1.2
Identify and use apostrophe
MU, C
4B.3.1.3
Identify and use Subject and Object Noun Uses
C
4B.3.1.4
Identify and use Direct and Indirect Object
4B.3.1.5
Identify and use Possessive Nouns
C
4B.3.1.6
Identify and use Adjectives
C
4B.3.1.7
Identify and use Articles
FL
4B.3.1.8
Identify and use Personal Pronouns
C
4B.3.1.9
Identify and use Possessive Pronouns
4B.3.1.10 Identify and use Subject and Object Pronouns
C
4B.3.1.11 Identify and use Antecedents
4B.3.1.12 Identify and use Simple Subject of a Sentence
C
4B.3.1.13 Identify and use Complete Subject of a Sentence
4B.3.1.14 Identify and use Compound Subject of a Sentence
4B.3.1.15 Identify and use Subject Understood of a Sentence
4B.3.1.16 Spell and use homophones correctly in written form
MU, A, C
4B.3.1.17 Use agreement of subject and predicate correctly in written form
S, MU
Mastered Skills
4B.3.1.18 Identify and use contractions
MU, C
4B.3.1.19 Identify and use Common and Proper Nouns
C
4B.3.1.20 Identify and use Irregular plural forms of Nouns
4B.3.1.21 Identify and use Pronouns
C
4B.3.1.22 Identify and use Identify Subject of a Sentence
C
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.2: Use adverbials effectively, including words and phrases.
Introduced Skills
4B.3.2.1
Identify and use verb tenses correctly
4B.3.2.2
Identify and use correct agreement with subject
4B.3.2.3
Identify and use conjunctions
Reviewed Skills
4B.3.2.4
Use correct verb forms in writing
4B.3.2.5
Spell and use irregular verbs correctly in written forms
4B.3.2.6
Identify and use principle/helping verbs
4B.3.2.7
Identify adverbs
4B.3.2.8
Identify and use predicates
4B.3.2.9
Identify and use simple predicate
4B.3.2.10 Identify and use complete predicate
4B.3.2.11 Identify and use compound predicate
Mastered Skills
4B.3.2.12 Identify and use types of verbs
C
4B.3.2.13 Identify and use main verbs
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.3: Employ principles of agreement related to number, gender, and case.
Introduced Skills
4B.3.3.1
Recognize sentence patterns
Diocese of Superior
Page 7 of 13
Fourth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
Reviewed Skills
4B.3.3.2
4B.3.3.3
Note agreement of subject and verb
Use correct tenses in writing
S
S, MU, C, R
OBJECTIVE B.3.4: Capitalize proper nouns, titles, and initial words of sentences.
Reviewed Skills
4B.3.4.1
Define and use rules of capitalization
MU, A, C, R
4B.3.4.2
Capitalize place names, organizations and groups
SS, MU, C, R
4B.3.4.3
Capitalize first words of: quotations, dialogue, poetry lines, outlines
MU, C, R
4B.3.4.4
Capitalize first word of a letter’s greeting, closing and heading
C, R
Mastered Skills
4B.3.4.5
Capitalize dates and holidays
SS, MU, A, C, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.5: Use punctuation marks and conjunctions, as appropriate, to separate sentences and connect independent clauses.
Introduced Skills
4B.3.5.1
Avoid over punctuation
SS, S, R, MU, C
4B.3.5.2
Use a colon in business letters, before lists, in expressions of time
M, C
4B.3.5.3
Use semicolon in lists
4B.3.5.4
Use hyphen, parenthesis, dash and italics
C
Reviewed Skills
4B.3.5.5
Distinguish and recognize word order in sentences
4B.3.5.6
Distinguish and recognize elements of sentence structure
C
4B.3.5.7
Use apostrophe to show possession
4B.3.5.8
Use quotation marks for dialogue, direct quotes and titles
SS, MU, C, R
Mastered Skills
4B.3.5.9
Recognize the effect of punctuation marks and typed variations on meaning
C
4B.3.5.10 Recognize complete sentences
SS, S, R
4B.3.5.11 Recognize sentence fragments
SS, S
4B.3.5.12 Recognize run-on sentences
SS, S
OBJECTIVE B.3.6: Use commas correctly to punctuate appositives and lists.
Introduced Skills
4B.3.6.1
Use comma in compound sentences
Reviewed Skills
4B.3.6.2
Use comma with interjections, introductory phrases and clauses
Mastered Skills
4B.3.6.3
Use comma to separate words in a series
4B.3.6.4
Use comma with direct quotes
4B.3.6.5
Recognize sentence patterns
SS, S, R, M, MU, C
MU, C
OBJECTIVE B.3.7: Spell frequently used words correctly.
4B.3.7.1
4B.3.7.2
4B.3.7.3
4B.3.7.4
4B.3.7.5
4B.3.7.6
4B.3.7.7
4B.3.7.8
4B.3.7.9
4B.3.7.10
4B.3.7.11
4B.3.7.12
Reviewed Skills
Participate in spelling bees
Detect common spelling errors: substitutions, reversals, omissions, additions
Mastered Skills
Describe phonetic sounds and patterns
Integrate penmanship with spelling program
Use spelling/reading words for writing
Demonstrate various methods for studying words
Apply rules for correct spelling
Identify root words
Apply dictionary skills
Demonstrate self-correcting and proofreading skills
Expand vocabulary
Incorporate frequently used but misspelled words into the spelling program
MU
SS, S, R, MU, A, C
SS, S, M, R
SS, S, R
SS, S, M, R
SS, S, R, M, MU, A, C, FL, PE
SS, S, R
SS, S, R, M, MU, A, C, FL, PE
R
Diocese of Superior
Page 8 of 13
Fourth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
OBJECTIVE B.3.8: Use word order and punctuation marks to distinguish sentence types.
Mastered Skills
4B.3.8.1
Recognize and write imperative (command) sentences
4B.3.8.2
Use period after commands, abbreviations and initials
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.9: Understand the function of words, phrases and clauses in a sentence and use them effectively, including coordinate
and subordinate conjunctions, relative pronouns and comparative adjectives.
Introduced Skills
4B.3.9.1
Identify and use interjections
C. Speaking & Listening
Students will…
GOAL C.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of
purposes.
OBJECTIVE C.1.1: Identify and discuss criteria for effective oral presentations, including such factors as eye contact, projection, tone,
volume, rate and articulation.
Introduced Skills
4C.1.1.1
Analyze the content and structure of several speaking styles of oral presentations
OBJECTIVE C.1.2: Read aloud effectively from previously-read material.
Reviewed Skills
4C.1.2.1
Lector at Mass and prayer services
MU, R
Mastered Skills
4C.1.2.2
Use high frequency words automatically and verbalize new words in context
SS, S, M, A, C, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.1.3: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes
Introduced Skills
4C.1.3.1
Give an extemporaneous speech
SS, S, R
Reviewed Skills
4C.1.3.2
Lead impromptu prayer
SS, MU, A, C, R
Make formal introductions with courtesy and clarity and use appropriate etiquette when
4C.1.3.3
A, C
expressing thanks and receiving praise
4C.1.3.4
Use computers to acquire, organize, analyze and communicate information.
SS, S, R
4C.1.3.5
Present oral reports
SS, S, R, MU
4C.1.3.6
Demonstrate the ability to organize a speech and present effectively
SS, S, R, A, C
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.1.4: Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized
and sequenced detail as well as relate an experience with a sense of timing and decorum appropriate for the occasion.
Reviewed Skills
4C.1.4.1
Adapt speech to different audiences
SS, S, M, MU, A, C, R, FL, PE
4C.1.4.2
Organize materials following a logical sequence and using an appropriate conclusion
SS, S, M, MU, A, C, R, FL, PE
4C.1.4.3
Express an understanding of the information presented
SS, S, M, MU, A, C, R, FL, PE
Mastered Skills
4C.1.4.4
Use complete sentences
SS, S, M, MU, A, C, R, FL, PE
4C.1.4.5
Provide information accurately
SS, S, M, MU, A, C, R, FL, PE
OBJECTIVE C.1.5: Participate in group readings.
Diocese of Superior
Page 9 of 13
Fourth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
4C.1.5.1
Mastered Skills
Participate in group recitation such as rhymes, riddles, chorals, and echoes
OBJECTIVE C.1.6: Perform dramatic readings and presentations.
Mastered Skills
4C.1.6.1
Demonstrate creativity in speech through the use of role playing/dramatization
4C.1.6.2
Participate in dramatic activities such as plays and programs
4C.1.6.3
Tell a story with expression
OBJECTIVE C.1.7: Distinguish between fact and opinion and provide evidence to support opinions.
Mastered Skills
Identify clues indicating statements of fact and opinion and provide evidence to support
4C.1.7.1
opinions
MU, R
R
SS, MU, A, R
SS, R
SS, S
GOAL C.2 Listen to and comprehend oral communications.
OBJECTIVE C.2.1: Follow basic directions.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.2.2: Identify and summarize key points of a story or discussion accounting for the key ideas, structure, and relationship of
parts of the whole. Follow the speaker’s argument.
Reviewed Skills
4C.2.2.1
Transfer important ideas into notes
SS, S, MU, A, C, R
4C.2.2.2
Demonstrate an understanding of correct word meanings through context
SS, S, A, C
Follow sequence in plot and character development, predict outcomes and draw
4C.2.2.3
conclusions.
4C.2.2.4
Summarize what was said
SS, S, A, MU, C, R
4C.2.2.5
Retell information
SS, S, MU, A, C, R
4C.2.2.6
Explain the value of listening as a source of information in all subject areas
SS, S, M, MU, A, C, R
4C.2.2.7
Recognize transitional and signal words and phrases
SS, S, R
4C.2.2.8
Answer questions to demonstrate comprehension
SS, S, M, MU, A, FL, C, R
4C.2.2.9
Concentrate for expanded time periods
SS, S, M, MU, A, C, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.2.3: Retell stories and reports of events in proper sequence.
Reviewed Skills
4C.2.3.1
Give book reports
4C.2.3.2
Dictate stories
4C.2.3.3
Report to the class
Mastered Skills
4C.2.3.4
Recognize and recall sequence
4C.2.3.5
Retell stories and reports
SS, S, M, A, C, R
SS, S, M, A, MU, C, R
SS, S, MU, A, C, R
OBJECTIVE C.2.4: Distinguish among purposes for listening, such as gaining information or being entertained and taking notes as
appropriate. Evaluate the reliability of information in a communication.
Reviewed Skills
4C.2.4.1
Attend and evaluate theatrical performances
SS, MU, A, R
Evaluate the effect of expression, mood, figures of speech and inferences on the
4C.2.4.2
MU, A, C
audience
Mastered Skills
4C.2.4.3
Listen to and evaluate poetry, stories, plays, music, etc,
GOAL C.3 Participate effectively in discussion
OBJECTIVE C.3.1: Volunteer relevant information, ask relevant questions, and answer questions directly.
Reviewed Skills
Diocese of Superior
Page 10 of 13
Fourth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
4C.3.1.1
4C.3.1.2
4C.3.1.3
4C.3.1.4
4C.3.1.5
Volunteer relevant information by making introductions, giving directions, conversing with
adults and peers.
Listen and apply information in a group, panel, or round table discussion
Respect free speech of others
Express emotions and use spoken language in socially acceptable ways
Participate in discussion without dominating
OBJECTIVE C.3.2: Use appropriate eye contact and other nonverbal cues.
Reviewed Skills
4C.3.2.1
Demonstrate respectful posture when listening to others
4C.3.2.2
Focus eyes on speaker
4C.3.2.3
Increase the appropriate amount of attention span needed to listen to a speaker
4C.3.2.4
Give appropriate feedback to a speaker
4C.3.2.5
Ignore or accommodate for distractions while listening
Mastered Skills
4C.3.2.6
Demonstrate appropriate applause
4C.3.2.7
Practice appropriate silence while listening
OBJECTIVE C.3.3: Use appropriate strategies to keep a discussion going.
Reviewed Skills
4C.3.3.1
Hold a point of disagreement in mind until the appropriate time
4C.3.3.2
Use spoken language in socially acceptable ways
4C.3.3.3
Demonstrate group processing strategies
4C.3.3.4
Use techniques and strategies to gain attention and develop interest of audience
4C.3.3.5
Ask questions to draw information from the group
OBJECTIVE C.3.4: Reflect on the ideas and opinions of others and respond thoughtfully.
Introduced Skills
4C.3.4.1
Describe and discuss the freedom of speech: historical roots, ethical responsibilities
4C.3.4.2
Demonstrate techniques for problem solving
4C.3.4.3
Elaborate and illustrate the contribution of another group member
4C.3.4.4
Make positive interjections
Reviewed Skills
4C.3.4.5
Recognize a speaker’s purpose and main idea
4C.3.4.6
Give and receive constructive criticism tactfully
4C.3.4.7
Ask for clarification and explanation of unfamiliar words and ideas
4C.3.4.8
Summarize information conveyed through discussion
4C.3.4.9
Demonstrate respect for thoughts and opinions of others
OBJECTIVE C.3.5: Explain and advance opinions by citing evidence and referring to sources.
Reviewed Skills
4C.3.5.1
Give reasons for opinion
4C.3.5.2
Influence listeners through persuasion
4C.3.5.3
Distinguish fact from opinion
Mastered Skills
4C.3.5.4
Discuss literary works using literary language
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, R
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, R
SS, S, M, MU, A, C, PE, R, FL
SS, S, R
SS, S, M, R
SS, S, M, MU, A, C, R
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, R
SS, S, MU, A, C, R
SS, S, M, MU, A, C, R
A, C, R
D. Language
Students will…
GOAL D.1 Develop vocabulary of words, phrases and idioms as a means of improving communication.
OBJECTIVE D.1.1: Consult dictionaries, thesauruses, handbooks, grammar texts and other resources to find and compare definitions,
choose among synonyms, spell words correctly and choose words, phrases and expressions.
Reviewed Skills
4D.1.1.1
Use accent markings in a dictionary
Diocese of Superior
Page 11 of 13
Fourth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
4D.1.1.2
4D.1.1.3
4D.1.1.4
4D.1.1.5
Use the dictionary to determine derivation
R
Relate dictionary definition to prior experience and context
SS, S
Follow cross references in a dictionary
A, C
Use secondary accent mark in a dictionary
Mastered Skills
4D.1.1.6
Recognize homophones
4D.1.1.7
Recognize heteronyms
4D.1.1.8
Recall alphabetization through the fourth letter
4D.1.1.9
Use guide words at the top of a dictionary page
SS, A, C
4D.1.1.10 Use pronunciation key
SS, S
4D.1.1.11 Use the dictionary for spelling
SS, M, A, C, R
4D.1.1.12 Use the dictionary for pronunciation
SS, M, A, C, R
4D.1.1.13 Use the dictionary for syllabication
4D.1.1.14 Use the dictionary to find word meanings
SS, S, M, MU, A, C, PE, R, FL
4D.1.1.15 Use the dictionary to determine parts of speech
Use electronic dictionaries, thesauruses, and other reference materials such as
SS, C, A
4D.1.1.16
www.dictionary.com, www.thesaurus.com
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE D.1.2: Use knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words.
Reviewed Skills
4D.1.2.1
Use prefix and suffix knowledge to assist in identifying word meaning in context
S, M, R
4D.1.2.2
Recognize, use, spell and define various suffixes
SS, S
4D.1.2.3
Recognize, use, spell and define various prefixes
SS, S
Mastered Skills
4D.1.2.4
Recognize base words from affixes
SS, S, M, R
4D.1.2.5
Distinguish compound words
SS, S, M, A, C, R
OBJECTIVE D.1.3: Explain how writers and speakers choose words and use figurative language such as similes, metaphor,
personification, hyperbole and allusion to achieve specific efforts.
OBJECTIVE D.1.4: Choose vocabulary purposefully and evaluate the use of words in communications designed to inform, explain and
persuade.
GOAL D.2 Recognize and interpret various uses and adaptations of language in social, cultural, regional and
professional situations and learn to be flexible and responsive in use of English.
OBJECTIVE D.2.1: Identify various styles and purposes of oral and written language and learn to communicate effectively in commonly
occurring situations.
Reviewed Skills
Describe and give examples of variations in American English that appear in different
4D.2.1.1
SS
social, cultural, regional and professional environments
Describe how American English is used in various publics and private contexts such as
4D.2.1.2
school, home and work
Make appropriate choices when speaking and writing, such as formal or informal
4D.2.1.3
SS, C, R
language, considering the purpose and context of the communication
Evaluate how audience and context affect the selection and use of words and phrases,
4D.2.1.4
MU, C
including technical terms, slang and jargon
E. Research and Inquiry
Students will…
GOAL E.1 Conduct research and inquiry on self-selected or assigned topics, issues or problems and use an
appropriate form to communicate feelings.
Diocese of Superior
Page 12 of 13
Fourth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
OBJECTIVE E.1.1: Propose research.
4E.1.1.1
4E.1.1.2
4E.1.1.3
4E.1.1.4
4E.1.1.5
4E.1.1.6
Introduced Skills
Recognize important ideas when taking notes
Reviewed Skills
Formulate initial research questions
Narrow the focus of a topic on relevant and accessible sources of information
Identify prior knowledge
Develop a basic plan for gathering information
Formulate topics and questions for research using a variety of printed or electronic
materials
SS, S, R
SS, S, R
SS, S, R
SS, S, R
SS, S, R
OBJECTIVE E.1.2: Conduct research.
Reviewed Skills
Describe and use a variety of sources to gather information such as textbooks, other
4E.1.2.1
SS, S, R
books and electronic devices
4E.1.2.2
Identify and utilize index
SS, S, R
4E.1.2.3
Identify and use basic library classification systems
SS, S, R
4E.1.2.4
Conduct interview, field studies and experiments
SS, S, R
4E.1.2.5
Identify, locate, explore and effectively use multiple sources of information
SS, S, R
4E.1.2.6
Recognize bibliography
SS, S, R
Mastered Skills
4E.1.2.7
Analyze information from charts, graphs, maps and tables
SS, S, R
4E.1.2.8
Classify types of books by fiction, non-fiction and reference
SS, S, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE E.1.3: Recognize, record, compile, organize, evaluate and acknowledge information pertinent to a project, accurately blending
discoveries into answers.
Introduced Skills
4E.1.3.1
Recognize important ideas when taking notes
4E.1.3.2
Outline to organize information
4E.1.3.3
Use a variety of note taking strategies using various sources
4E.1.3.4
Identify the basic parts of a research paper
4E.1.3.5
Evaluate the usefulness of information gathered in an investigation
OBJECTIVE E.1.4: Present the results of inquiry.
4E.1.4.1
4E.1.4.2
4E.1.4.3
4E.1.4.4
4E.1.4.5
4E.1.4.6
Introduced Skills
Produce and organize written and oral reports
Present a report
Draw sound conclusions
Adhere to the conventions of preparing a manuscript
Give proper credit to sources
Use a variety of technological tools to prepare and present reports
Diocese of Superior
Page 13 of 13
Fourth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
FIFTH GRADE
A. Reading/Literature
Students will…
GOAL A.1 Use effective reading strategies to achieve purpose in reading
OBJECTIVE A.1.1: Use a variety of strategies and word recognition skills, including rereading, finding context clues, applying knowledge
of letter-sound relationships, analyzing word, phrase and sentence structure, word origins, and visual images to understand unfamiliar
words and clarify passages of text.
Introduced Skills
5A.1.1.1
Explain the structure of words
M, R
5A.1.1.2
Derive word meaning from the context and structure of words
SS, S, M, PE, MU, A, C, R, FL
Reviewed Skills
5A.1.1.3
Select pertinent passages or phrases to answer questions
SS, S, M, R
5A.1.1.4
Explain the meaning of most base words
SS, S, M, MU, C, R
5A.1.1.5
Describe how literature creates mental images
SS, S, MU, A, FL, C, R
5A.1.1.6
Recognize and explain multiple meanings in vocabulary
SS, S, A, C, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.2: Demonstrate phonemic awareness by using letter/sound relationships as aids to pronouncing and understanding
unfamiliar words and text.
Reviewed Skills
5A.1.2.1
Recall and explain the accent rule: first syllable accented unless a prefix usually
SS
Recall and explain the accent rule: beginning syllables de, re, be, in and a are
5A.1.2.2
unaccented
5A.1.2.3
Recall and explain the accent rule: endings that form syllables are usually unaccented
5A.1.2.4
Recall and explain the accent rule: ck following single vowel is accented
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.3: Comprehend reading by using strategies such as activating prior knowledge, establishing purpose, self-correcting,
self-monitoring, rereading, making predictions, finding context clues, developing visual images, applying knowledge of text structures
and features, and adjusting reading rate according to purpose and difficulty.
Reviewed Skills
5A.1.3.1
Apply reading strategies: skimming and scanning
SS, S, M, MU, R
5A.1.3.2
Identify cause and effect, analogous, comparative and categorizing relationships
SS, S, R
5A.1.3.3
Infer motives and character traits
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.4: Read aloud with age-appropriate fluency, accuracy, and expression.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.5: Discern how written texts and accompanying illustrations connect to convey meaning.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.6: Identify and use organizational features of texts, such as headings, paragraphs, and format to improve understanding.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
Diocese of Superior
Page 1 of 13
Fifth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
OBJECTIVE A.1.7: Identify a purpose for reading, such as gaining information, learning about a view point, making decisions,
appreciating literature, and enjoying the experience of reading.
Introduced Skills
5A.1.7.1
Reflect, discuss and defend the morals and values literature addresses
MU, A, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
GOAL A.2 Read, interpret and critically analyze literature
OBJECTIVE A.2.1: Recognize and recall elements and details of story structure, such as sequence of events, character, plot, setting,
language, topic, style, purpose and point of view to reflect on meaning.
Introduced Skills
5A.2.1.1
Recognize and analyze literary style: narration, description, exposition, persuasion
C
5A.2.1.2
Recognize figurative language: symbolism
5A.2.1.3
Recognize elements of style: irony
MU, A, C
5A.2.1.4
Recognize stylistic devices: flashback, contrast, propaganda
Reviewed Skills
Recognize elements of plot structure: setting, characterization, value system, character
5A.2.1.5
MU, R
traits, climax
5A.2.1.6
Recognize elements of poetry: imagery, mood
MU, A, C
5A.2.1.7
Recognize figurative language: metaphor, simile
5A.2.1.8
Recognize elements of poetry: meter, repetition
MU, A,
5A.2.1.9
Analyze conclusions from different points of view
SS, S, MU
5A.2.1.10 Explain how character traits can be identified in oneself and others
MU
5A.2.1.11 Identify and describe the major conflicts in literature
5A.2.1.12 Recognize figurative language: alliteration, exaggeration, onomatopoeia
5A.2.1.13 Recognize stylistic devices: conflict, suspense, dialogue
MU
Mastered Skills
Recall and explain the content and structure of a variety of narrative, expository and
5A.2.1.14
SS, S
reference materials
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.2.2: Interpret meaning of literary works including: fairy tales, fables, short stories, essays, epics, myths, plays, poems, and
novels.
Introduced Skills
5A.2.2.1
Differentiate prose-fiction: myth, science
Reviewed Skills
5A.2.2.2
Analyze literary works
5A.2.2.3
Differentiate non-fiction: journals, essays, biographies, autobiographies
SS, S, R
5A.2.2.4
Differentiate a variety of poetry styles
R
5A.2.2.5
Reflect on the personal and cultural significance of literary works
A
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.2.3: Summarize ideas drawn from stories, identifying cause-and-effect relationships, interpreting events and ideas, and
connecting different works to each other and to real-life experiences.
Reviewed Skills
5A.2.3.1
Identify and analyze cause and effect relationships
SS, S, M, PE, A, C, R
5A.2.3.2
Identify and analyze comparative relationships
SS, S, M, A, R
5A.2.3.3
Summarize literary works
SS, S, MU, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.2.4: Extend the literal meaning of a text by making inferences, and develop criteria to evaluate the significance, validity and
merit of texts in light of prior knowledge, experience and opinion.
Introduced Skills
5A.2.4.1
Analyze propaganda techniques some writers use
SS, S, R
Diocese of Superior
Page 2 of 13
Fifth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
GOAL A.3 Read and discuss literary and nonliterary texts in order to understand human experience
OBJECTIVE A.3.1: Demonstrate the ability to integrate general knowledge about the world and familiarity with literary and nonliterary texts
when reflecting upon life’s experiences.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.3.2: Provide interpretive responses to literary and nonliterary texts representing the diversity of American cultural heritage
and cultures of the world.
Introduced Skills
5A.3.2.1
Differentiate between literal and figurative language
5A.3.2.2
Analyze the morality and values held in literature
MU, R
5A.3.2.3
Read literature to foster language and personal growth
5A.3.2.4
Participate actively in discussions of literary works
OBJECTIVE A.3.3: Identify common historical, social, and cultural themes and issues in literary works and selected passages.
Reviewed Skills
5A.3.3.1
Use literature as an alternative way of learning science, math, social studies and the arts SS, S, M, A, MU, C
OBJECTIVE A.3.4: Draw on a broad base of knowledge about the themes, ideas, and insights found in classical literature while reading,
interpreting, and reflecting on contemporary texts.
Introduced Skills
Describe links between personal experience and the arguments and ideas in printed
5A.3.4.1
SS, S, R, M, MU, A, C, FL, PE
materials
Make connections among texts, recognizing similarities/differences in themes, points of
5A.3.4.2
SS, S, MU, A, C, R
view, values
5A.3.4.3
Analyze literature for insight into real life experiences
MU, A, C
5A.3.4.4
Use literature to activate, add, reorganize, relate prior knowledge to new information
SS, S, R, MU
OBJECTIVE A.3.5: Evaluate the themes and main ideas of a work considering its audience and purpose.
Introduced Skills
Reflect on opinions, reactions and emotions of audience response to literature and
5A.3.5.1
defend own ideas
S, MU
GOAL A.4. Read to acquire information
OBJECTIVE A.4.1: Identify, summarize and explain key details, main ideas and organization of informational texts, connecting new
information to prior knowledge, in a variety of informational passages.
Reviewed Skills
Monitor one’s understanding of literature, e.g., retelling, visualizing, identifying main
5A.4.1.1
ideas, self-questioning, adjusting rate to purpose and difficulty, inferring, making notes, or SS, S, R, MU
recognizing over-generalization
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.4.2: Identify a topic of interest and seek information about it by investigating, comparing, contrasting and evaluating
relative accuracy and usefulness of information from available text resources.
Reviewed Skills
5A.4.2.1
Evaluate source credibility and reliability
SS, S, M, MU, C, R
5A.4.2.2
Correlate written and visual versions of literary works
A, MU
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.4.3: Interpret and distinguish between the facts found in documents, narratives, charts, maps, tables, and other sources
and the generalizations and interpretations that are drawn from them.
Reviewed Skills
Diocese of Superior
Page 3 of 13
Fifth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
5A.4.3.1
5A.4.3.2
Make generalizations and conclusions form reading
SS, S, R
Use computers to acquire, organize, analyze and communicate information.
SS, S, M, R
Interpret and use technical resources such as charts, tables, travel schedules, timelines
5A.4.3.3
SS, S, M, C, MU, R
and manuals
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
B. Writing
Students will…
GOAL B.1 Create or produce writing to communicate with different audiences for a variety of purposes
OBJECTIVE B.1.1: Write nonfiction, expository and technical pieces (summaries, messages, informational essays, basic directions,
instructions, and simple reports) that convey essential details and facts, provide accurate representations of events and sequences, fulfill
its purpose, uses appropriate language for its audience, and organized clearly.
Introduced Skills
5B.1.1.1
Write research reports
SS, S, R, M, MU, A, C, FL, PE
5B.1.1.2
Write directions and instructions
S, M, MU, A, C
5B.1.1.3
Write for cause and effect
SS, S, C, R
5B.1.1.4
Write essays
SS, S, MU, C, R
5B.1.1.5
Fill out forms
SS, MU, C
Reviewed Skills
5B.1.1.6
Write summaries
SS, S, R, M, MU, A, C, FL, PE
6B.1.1.7
Write to compare and contrast
SS, S, R, M, MU, A, C, FL, PE
5B.1.1.8
Write an advertisement
SS, A, C
5B.1.1.9
Write reports
SS, S, R, M, MU, A, C, FL, PE
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.1.2: Write expressive pieces in response to reading, viewing, and life experiences employing descriptive detail and a
personal voice.
a. persuasive pieces with clear position, a discernible tone, and coherent argument with reliable evidence
b. narratives based on experiences that use descriptive language and detail effectively, presents a sequence of events and reveals a
theme
Introduced Skills
5B.1.2.1
Write introductions and conclusions
SS, S, R, MU, C
5B.1.2.2
Write an editorial
SS, S
Reviewed Skills
5B.1.2.3
Write journals
SS, S, A, MU, C, R
5B.1.2.4
Write descriptive sentences
SS, S, R, MU, C
5B.1.2.5
Write a descriptive paragraph
SS, S, R, MU, C
5B.1.2.6
Write a social letter using correct letter parts
C, R
5B.1.2.7
Write a book report
C
5B.1.2.8
Write a business letter using correct letter parts
SS, S, R, C
Mastered Skills
5B.1.2.9
Write envelopes
SS, S, C, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.1.3: Write creative pieces (poetry, fiction and plays) employing basic aesthetic principles appropriate to each genre.
Introduced Skills
5B.1.3.1
Write a play
MU, R
Reviewed Skills
5B.1.3.2
Write Poems
A
5B.1.3.3
Write Tales and Fables
C
5B.1.3.4
Write a personal narrative
C
Diocese of Superior
Page 4 of 13
Fifth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
5B.1.3.5
Write a short story
OBJECTIVE B.1.4: Write in a variety of situations (timed and untimed, at school and at home) and adapt strategies, such as revision and
the use of reference materials, to the situation.
Reviewed Skills
5B.1.4.1
Write for an extended, lengthy period of time
SS, S, A, C, R
5B.1.4.2
Write during an exam
SS, S, MU, A, C, R
5B.1.4.3
Write using a computer
SS, S, MU, A, C, R
OBJECTIVE B.1.5: Use a variety of writing technologies, including pen and paper as well as computers.
Reviewed Skills
5B.1.5.1
Use word processing tools
SS, S, R, MU, A, C
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.1.6: Write for a variety of readers, including peers, teachers and other adults, adapting content, style and structure to
audience and situation.
Introduced Skills
5B.1.6.1
Write emphasizing overall impression
SS, S, R, M, MU, A, C, FL, PE
5B.1.6.2
Write by stating and supporting opinions
SS, S, R, M, MU, A, C, FL, PE
5B.1.6.3
Write using persuasive language
SS, S, R, M, MU, A, C, FL, PE
5B.1.6.4
Write using fact and opinion
SS, S, R, M, MU, A, C, FL, PE
5B.1.6.5
Use literary language
SS, S, R, M, MU, A, C, FL, PE
5B.1.6.6
Define and use writing as a valid form of communication
SS, S, R, M, MU, A, C, FL, PE
Reviewed Skills
5B.1.6.7
Write stories with a beginning, middle and end, and correct time order
SS, S, R, M, MU, A, C, FL, PE
5B.1.6.8
Use various types of paragraphs
SS, S, R, M, MU, A, C, FL, PE
5B.1.6.9
Write using spatial order
SS, S, R, M, MU, A, C, FL, PE
5B.1.6.10 Consider the audience for a story
SS, S, R, M, MU, A, C, FL, PE
5B.1.6.11 Map out plot and character development in narratives
SS, S, R, M, MU, A, C, FL, PE
5B.1.5.12 Write using sensory words
SS, S, R, M, MU, A, C, FL, PE
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
GOAL B.2 Plan, revise, edit and publish clear and effective writing.
OBJECTIVE B.2.1: Produce multiple drafts, including finished pieces, that demonstrate the capacity to generate, focus and organize ideas
and to revise the language, organization, and content of successive drafts in order to fulfill a specific purpose for communication with a
specific audience.
Introduced Skills
5B.2.1.1
Cluster ideas for prewriting
SS, S
5B.2.1.2
Discuss ideas for prewriting
SS, S, MU, A, C
5B.2.1.3
Choose words for clarity, audience, peer response, coherence, unity, word choice
SS. S, MU, C
Reviewed Skills
5B.2.1.4
Apply norms for neatness in written work
SS, S, MU, A, C
5B.2.1.5
Pre-write (Plan) the beginning, middle, end
SS, S, MU, A, C
5B.2.1.6
Freewrite
SS, S, MU, A, C
5B.2.1.7
Make notes to plan story
SS, S, MU, C
5B.2.1.8
Create an outline
SS, S, MU, C
5B.2.1.9
Use Question/Answer Method for prewriting
SS, S,
5B.2.1.10 Make lists for prewriting
SS, S, M, C, R
5B.2.1.11 Organize ideas in sequence
SS, S, M, A, C, R
5B.2.1.12 Write a first draft
SS, S, MU, A, C
5B.2.1.13 Organize notes
SS, S, MU, A, C
5B.2.1.14 Revise
SS, S, MU, C
5B.2.1.15 Check beginning, middle, end, characters and setting
SS, S, C
5B.2.1.16 Show the ability to combine and expand sentences
SS, S, MU, A, C
5B.2.1.17 State main idea in concluding sentence
SS, S, MU, A, C
Diocese of Superior
Page 5 of 13
Fifth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
5B.2.1.18
5B.2.1.19
5B.2.1.20
5B.2.1.21
5B.2.1.22
Use transitional expressions between paragraphs
SS, S, MU, A, C
Choose effective words (sensory, avoid overworked words)
SS, S, MU, A, C
Proofread to check spelling, grammar, punctuation, capitalization, indentation
SS, S, M, MU, A, C, R
Publish
SS, S, A, C
Name and share written work
SS, S, A, C
Mastered Skills
5B.2.1.23 Choose and narrow topic
SS, S, C
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.2.2: Explain the extent and reasons for revisions in conference with a teacher.
Reviewed Skills
5B.2.2.1
Use teacher/peer conferencing
5B.2.2.2
Receive and give constructive criticism
SS, S, R, M, MU, A, C, FL, PE
SS, S, R, A, MU, C
OBJECTIVE B.2.3: Given a writing assignment to be completed in a limited amount of time, produce a well-developed, well-organized, and
effective response in correct English and an appropriate voice.
Reviewed Skills
5B.2.3.1
Edit and proofread revised drafts
MU, A, C
5B.2.3.2
Write from dictation
SS, S, MU, A, C, R
5B.2.3.3
Compose original ideas
A, MU, C
5B.2.3.4
Write dialogue
SS, MU
Mastered Skills
5B.2.3.5
Write phrases as captions for pictures
SS, S, A, C, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
GOAL B.3 Understand the function of various forms, structures, and punctuation marks of standard American
English and use them appropriately in communications.
OBJECTIVE B.3.1: Understand and use parts of speech effectively, including nouns, pronouns, and adjectives.
Introduced Skills
5B.3.1.1
Identify and use Appositive
5B.3.1.2
Identify and use Predicate nominative
5B.3.1.3
Identify and use Object of Preposition
5B.3.1.4
Classify as descriptive adjectives
5B.3.1.5
Classify as limiting adjectives
5B.3.1.6
Classify as determiner adjectives
5B.3.1.7
Identify and use Indefinite Pronouns
Reviewed Skills
5B.3.1.8
Identify and use apostrophe
MU, C
5B.3.1.9
Identify and use Subject and Object Noun Uses
C
5B.3.1.10 Identify and use Direct and Indirect Object
5B.3.1.11 Identify and use Possessive Nouns
C
5B.3.1.12 Identify and use Adjectives
C
5B.3.1.13 Identify and use Articles
FL
5B.3.1.14 Identify and use Personal Pronouns
C
5B.3.1.15 Identify and use Possessive Pronouns
5B.3.1.16 Identify and use Subject and Object Pronouns
C
5B.3.1.17 Identify and use Antecedents
5B.3.1.18 Identify and use Simple Subject of a Sentence
C
5B.3.1.19 Identify and use Complete Subject of a Sentence
5B.3.1.20 Identify and use Compound Subject of a Sentence
5B.3.1.21 Identify and use Subject Understood of a Sentence
5B.3.1.22 Use agreement of subject and predicate correctly in written form
S, MU
5B.3.1.23 Use negatives correctly in written form
Mastered Skills
5B.3.1.24 Spell and use homophones correctly in written form
MU, A, C
Diocese of Superior
Page 6 of 13
Fifth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.2: Use adverbials effectively, including words and phrases.
Introduced Skills
5B.3.2.1
Identify and use linking verbs
5B.3.2.2
Identify active or passive voice
5B.3.2.3
Conjugate regular and irregular verbs
5B.3.2.4
Classify as time (when), place (where) and manner (why)
5B.3.2.5
Identify and use adjective modifiers
5B.3.2.6
Identify and use negatives
Reviewed Skills
5B.3.2.7
Use correct verb forms in writing
5B.3.2.8
Identify and use verb tenses correctly
5B.3.2.9
Identify adverbs
5B.3.2.10 Identify and use correct agreement with subject
5B.3.2.11 Identify and use conjunctions
Mastered Skills
5B.3.2.12 Identify and use principle/helping verbs
5B.3.2.13 Spell and use irregular verbs correctly in written forms
5B.3.2.14 Identify and use predicates
5B.3.2.15 Identify and use simple predicate
5B.3.2.16 Identify and use complete predicate
5B.3.2.17 Identify and use compound predicate
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.3: Employ principles of agreement related to number, gender, and case.
Reviewed Skills
5B.3.3.1
Use correct tenses in writing
5B.3.3.2
Recognize sentence patterns
Mastered Skills
5B.3.3.3
Note agreement of subject and verb
SS, S, MU, C, R
S
OBJECTIVE B.3.4: Capitalize proper nouns, titles, and initial words of sentences.
Reviewed Skills
5B.3.4.1
Define and use rules of capitalization
SS, S, MU, A, C, R
Mastered Skills
5B.3.4.2
Capitalize place names, organizations and groups
SS, S, MU, C, R
5B.3.4.3
Capitalize first words of: quotations, dialogue, poetry lines, outlines
MU, C, R
5B.3.4.4
Capitalize first word of a letter’s greeting, closing and heading
C, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.5: Use punctuation marks and conjunctions, as appropriate, to separate sentences and connect independent clauses.
Reviewed Skills
5B.3.5.1
Avoid over punctuation
SS, S, R, MU, C
5B.3.5.2
Use apostrophe to show possession
5B.3.5.3
Use quotation marks for dialogue, direct quotes and titles
SS, MU, C, R
5B.3.5.4
Use a colon in business letters, before lists, in expressions of time
M, C
5B.3.5.5
Use semicolon in lists
5B.3.5.6
Use hyphen, parenthesis, dash and italics
C
Mastered Skills
5B.3.5.7
Distinguish and recognize word order in sentences
5B.3.5.8
Distinguish and recognize elements of sentence structure
C
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
Diocese of Superior
Page 7 of 13
Fifth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
OBJECTIVE B.3.6: Use commas correctly to punctuate appositives and lists.
Introduced Skills
5B.3.6.1
Use comma with appositives
5B.3.6.2
Use comma with parenthetical expressions
Reviewed Skills
5B.3.6.3
Use comma with interjections, introductory phrases and clauses
5B.3.6.4
Use comma in compound sentences
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.7: Spell frequently used words correctly.
Reviewed Skills
Participate in spelling bees
Detect common spelling errors: substitutions, reversals, omissions, additions
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
5B.3.7.1
5B.3.7.2
OBJECTIVE B.3.8: Use word order and punctuation marks to distinguish sentence types.
Introduced Skills
5B.3.8.1
Recognize and write compound, complex and compound-complex sentences
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.9: Understand the function of words, phrases and clauses in a sentence and use them effectively, including coordinate
and subordinate conjunctions, relative pronouns and comparative adjectives.
Introduced Skills
5B.3.9.1
Recognize elements of sentence structure
5B.3.9.2
Write sentences that flow
S
5B.3.9.3
Identify and use clauses and phrases
5B.3.9.4
Identify and use Prepositional phrases
5B.3.9.5
Identify and use Preposition
5B.3.9.6
Identify and use Objects of Preposition
Reviewed Skills
5B.3.9.7
Identify and use interjections
C. Speaking & Listening
Students will…
GOAL C.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of
purposes.
OBJECTIVE C.1.1: Identify and discuss criteria for effective oral presentations, including such factors as eye contact, projection, tone,
volume, rate and articulation.
Reviewed Skills
5C.1.1.1
Analyze the content and structure of several speaking styles of oral presentations
OBJECTIVE C.1.2: Read aloud effectively from previously-read material.
Reviewed Skills
5C.1.2.1
Lector at Mass and prayer services
MU, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.1.3: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes
Introduced Skills
5C.1.3.1
Give a one minute speech
A, C
Reviewed Skills
Diocese of Superior
Page 8 of 13
Fifth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
5C.1.3.2
Lead impromptu prayer
SS, MU, A, C, R
Make formal introductions with courtesy and clarity and use appropriate etiquette when
5C.1.3.3
A, C
expressing thanks and receiving praise
5C.1.3.4
Use computers to acquire, organize, analyze and communicate information.
SS, S, R
5C.1.3.5
Demonstrate the ability to organize a speech and present effectively
SS, S, R, A, C
5C.1.3.6
Give an extemporaneous speech
SS, S, R
Mastered Skills
5C.1.3.7
Present oral reports
SS, S, R, MU
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.1.4: Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized
and sequenced detail as well as relate an experience with a sense of timing and decorum appropriate for the occasion.
Introduced Skills
5C.1.4.1
Report from an outline
SS, S, M, MU, A, C, R, FL, PE
Reviewed Skills
5C.1.4.2
Adapt speech to different audiences
SS, S, M, MU, A, C, R, FL, PE
5C.1.4.3
Organize materials following a logical sequence and using an appropriate conclusion
SS, S, M, MU, A, C, R, FL, PE
5C.1.4.4
Express an understanding of the information presented
SS, S, M, MU, A, C, R, FL, PE
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.1.5: Participate in group readings.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.1.6: Perform dramatic readings and presentations.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.1.7: Distinguish between fact and opinion and provide evidence to support opinions.
Introduced Skills
5C.1.7.1
Participate in debate activities (formal and informal)
SS, S
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
GOAL C.2 Listen to and comprehend oral communications.
OBJECTIVE C.2.1: Follow basic directions.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.2.2: Identify and summarize key points of a story or discussion accounting for the key ideas, structure, and relationship of
parts of the whole. Follow the speaker’s argument.
Introduced Skills
5C.2.2.1
Evaluate delivery and content
S, MU
Reviewed Skills
5C.2.2.2
Transfer important ideas into notes
SS, S, MU, A, C, R
5C.2.2.3
Demonstrate an understanding of correct word meanings through context
SS, S, A, C
5C.2.2.4
Summarize what was said
SS, S, A, MU, C, R
5C.2.2.5
Retell information
SS, S, MU, A, C, R
5C.2.2.6
Explain the value of listening as a source of information in all subject areas
SS, S, M, MU, A, C, R
5C.2.2.7
Recognize transitional and signal words and phrases
SS, S, R
5C.2.2.8
Answer questions to demonstrate comprehension
SS, S, M, MU, A, FL, C, R
5C.2.2.9
Concentrate for expanded time periods
SS, S, M, MU, A, C, R
Mastered Skills
Follow sequence in plot and character development, predict outcomes and draw
5C.2.2.10
conclusions.
Diocese of Superior
Page 9 of 13
Fifth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.2.3: Retell stories and reports of events in proper sequence.
Mastered Skills
5C.2.3.1
Give book reports
5C.2.3.2
Dictate stories
5C.2.3.3
Report to the class
SS, S, M, A, C, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.2.4: Distinguish among purposes for listening, such as gaining information or being entertained and taking notes as
appropriate. Evaluate the reliability of information in a communication.
Introduced Skills
5C.2.4.1
Identify and evaluate propaganda techniques
SS, S, R, A, C
Reviewed Skills
5C.2.4.2
Attend and evaluate theatrical performances
SS, MU, A, R
Evaluate the effect of expression, mood, figures of speech and inferences on the
5C.2.4.3
MU, A, C
audience
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
GOAL C.3 Participate effectively in discussion
OBJECTIVE C.3.1: Volunteer relevant information, ask relevant questions, and answer questions directly.
Introduced Skills
5C.3.1.1
Attend to the content of discussion rather than the speaker
Reviewed Skills
Volunteer relevant information by making introductions, giving directions, conversing with
5C.3.1.2
adults and peers.
5C.3.1.3
Listen and apply information in a group, panel, or round table discussion
5C.3.1.4
Respect free speech of others
5C.3.1.5
Express emotions and use spoken language in socially acceptable ways
5C.3.1.6
Participate in discussion without dominating
SS, S, M, R
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, R
OBJECTIVE C.3.2: Use appropriate eye contact and other nonverbal cues.
Reviewed Skills
5C.3.2.1
Demonstrate respectful posture when listening to others
SS, S, M, MU, A, C, PE, R, FL
5C.3.2.2
Focus eyes on speaker
SS, S, R
5C.3.2.3
Increase the appropriate amount of attention span needed to listen to a speaker
SS, S, M, MU, A, C, PE, R, FL
5C.3.2.4
Give appropriate feedback to a speaker
SS, S, M, MU, A, C, PE, R, FL
5C.3.2.5
Ignore or accommodate for distractions while listening
SS, S, M, MU, A, C, PE, R, FL
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.3.3: Use appropriate strategies to keep a discussion going.
Reviewed Skills
5C.3.3.1
Hold a point of disagreement in mind until the appropriate time
5C.3.3.2
Use spoken language in socially acceptable ways
5C.3.3.3
Demonstrate group processing strategies
5C.3.3.4
Use techniques and strategies to gain attention and develop interest of audience
5C.3.3.5
Ask questions to draw information from the group
SS, S, M, MU, R
SS, S, M, MU, A, C, PE, R, FL
SS, S, R
SS, S, M, R
SS, S, M, MU, A, C, R
OBJECTIVE C.3.4: Reflect on the ideas and opinions of others and respond thoughtfully.
Introduced Skills
5C.3.4.1
Elaborate and illustrate the contribution of another group member
5C.3.4.2
Elaborate and illustrate the contribution of another group member
5C.3.4.3
Self correct to remove effects upon audience of poor word choice
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
Diocese of Superior
Page 10 of 13
Fifth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
5C.3.4.4
5C.3.4.5
5C.3.4.6
5C.3.4.7
5C.3.4.8
5C.3.4.9
5C.3.4.10
5C.3.4.11
5C.3.4.12
Analyze factors that contribute to success, lack of success, or otherwise of a discussion
Reviewed Skills
Recognize a speaker’s purpose and main idea
Give and receive constructive criticism tactfully
Ask for clarification and explanation of unfamiliar words and ideas
Summarize information conveyed through discussion
Demonstrate respect for thoughts and opinions of others
Describe and discuss the freedom of speech: historical roots, ethical responsibilities
Demonstrate techniques for problem solving
Make positive interjections
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
OBJECTIVE C.3.5: Explain and advance opinions by citing evidence and referring to sources.
Introduced Skills
5C.3.5.1
Identify and discuss the need for adequate supporting material to influence the audience
SS, S, R
Explore such abstract ideas as justice, good and evil by generalizing, hypothesizing or
5C.3.5.2
SS, A, C, R
inferring
5C.3.5.3
Distinguish between supported and unsupported statements
SS, S, C, R
5C.3.5.4
Distinguish between relevant and irrelevant information
SS, S, M, MU, A, C, PE, R, FL
Reviewed Skills
5C.3.5.5
Give reasons for opinion
SS, S, M, MU, A, C, R
5C.3.5.6
Influence listeners through persuasion
S, MU, A, C, R
5C.3.5.7
Distinguish fact from opinion
SS, S, M, MU, A, C, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
D. Language
Students will…
GOAL D.1 Develop vocabulary of words, phrases and idioms as a means of improving communication.
OBJECTIVE D.1.1: Consult dictionaries, thesauruses, handbooks, grammar texts and other resources to find and compare definitions,
choose among synonyms, spell words correctly and choose words, phrases and expressions.
Reviewed Skills
5D.1.1.1
Relate dictionary definition to prior experience and context
SS, S
Mastered Skills
5D.1.1.2
Use accent markings in a dictionary
5D.1.1.3
Use the dictionary to determine derivation
R
5D.1.1.4
Follow cross references in a dictionary
A, C
5D.1.1.5
Use secondary accent mark in a dictionary
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE D.1.2: Use knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words.
Introduced Skills
5D.1.2.1
Use the Greek and Latin roots to identify word meaning in context
S, M, FL, R
Reviewed Skills
5D.1.2.2
Use prefix and suffix knowledge to assist in identifying word meaning in context
S, M, R
5D.1.2.3
Recognize, use, spell and define various suffixes
SS, S
5D.1.2.4
Recognize, use, spell and define various prefixes
SS, S
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE D.1.3: Explain how writers and speakers choose words and use figurative language such as similes, metaphor,
personification, hyperbole and allusion to achieve specific efforts.
Introduced Skills
5D.1.3.1
Identify and use literary tools such as irony, metaphor, simile and symbolism
Diocese of Superior
Page 11 of 13
Fifth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
5D.1.3.2
5D.1.3.3
5D.1.3.4
5D.1.3.5
5D.1.3.6
Identify and use sensory words effectively
Identify and use transition words effectively
Identify and use parallel construction
Identify and use diagrams for illustration
Avoid overworked words
S, M, C
S, A, C
OBJECTIVE D.1.4: Choose vocabulary purposefully and evaluate the use of words in communications designed to inform, explain and
persuade.
Introduced Skills
5D.1.4.1
Develop a personal system of expanding vocabulary
A, C
GOAL D.2 Recognize and interpret various uses and adaptations of language in social, cultural, regional and
professional situations and learn to be flexible and responsive in the use of English.
OBJECTIVE D.2.1: Identify various styles and purposes of oral and written language and learn to communicate effectively in commonly
occurring situations.
Reviewed Skills
Describe and give examples of variations in American English that appear in different
5D.2.1.1
SS
social, cultural, regional and professional environments
Describe how American English is used in various publics and private contexts such as
5D.2.1.2
school, home and work
Make appropriate choices when speaking and writing, such as formal or informal
5D.2.1.3
SS, C, R
language, considering the purpose and context of the communication
Evaluate how audience and context affect the selection and use of words and phrases,
5D.2.1.4
MU, C
including technical terms, slang and jargon
E. Research and Inquiry
Students will…
GOAL E.1 Conduct research and inquiry on self-selected or assigned topics, issues or problems and use an
appropriate form to communicate feelings.
OBJECTIVE E.1.1: Propose research.
5E.1.1.1
5E.1.1.2
5E.1.1.3
5E.1.1.4
5E.1.1.5
5E.1.1.6
Reviewed Skills
Recognize important ideas when taking notes
Formulate initial research questions
Narrow the focus of a topic on relevant and accessible sources of information
Identify prior knowledge
Develop a basic plan for gathering information
Formulate topics and questions for research using a variety of printed or electronic
materials
SS, S, R
SS, S, R
SS, S, R
SS, S, R
SS, S, R
OBJECTIVE E.1.2: Conduct research.
Introduced Skills
5E.1.2.1
5E.1.2.2
5E.1.2.3
5E.1.2.4
5E.1.2.5
5E.1.2.6
5E.1.2.7
5E.1.2.8
Identify and reference footnotes
Identify a book preface
Identify a books appendix
Reviewed Skills
Describe and use a variety of sources to gather information such as textbooks, other
books and electronic devices
Identify and utilize index
Conduct interview, field studies and experiments
Identify, locate, explore and effectively use multiple sources of information
Recognize bibliography
SS, S, R
SS, S, R
SS, S, R
SS, S, R
SS, S, R
SS, S, R
SS, S, R
SS, S, R
Diocese of Superior
Page 12 of 13
Fifth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
Mastered Skills
Identify and use basic library classification systems
SS, S, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
5E.1.2.9
OBJECTIVE E.1.3: Recognize, record, compile, organize, evaluate and acknowledge information pertinent to a project, accurately blending
discoveries into answers.
Reviewed Skills
5E.1.3.1
Recognize important ideas when taking notes
5E.1.3.2
Outline to organize information
5E.1.3.3
Use a variety of note taking strategies using various sources
5E.1.3.4
Identify the basic parts of a research paper
5E.1.3.5
Evaluate the usefulness of information gathered in an investigation
OBJECTIVE E.1.4: Present the results of inquiry.
5E.1.4.1
5E.1.4.2
5E.1.4.3
5E.1.4.4
5E.1.4.5
5E.1.4.6
Reviewed Skills
Produce and organize written and oral reports
Present a report
Draw sound conclusions
Adhere to the conventions of preparing a manuscript
Give proper credit to sources
Use a variety of technological tools to prepare and present reports
Diocese of Superior
Page 13 of 13
Fifth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
SIXTH GRADE
A. Reading/Literature
Students will…
GOAL A.1 Use effective reading strategies to achieve purpose in reading
OBJECTIVE A.1.1: Use a variety of strategies and word recognition skills, including rereading, finding context clues, applying knowledge
of letter-sound relationships, analyzing word, phrase and sentence structure, word origins, and visual images to understand unfamiliar
words and clarify passages of text.
Reviewed Skills
6A.1.1.1
Select pertinent passages or phrases to answer questions
SS, S, M, R
6A.1.1.2
Explain the meaning of most base words
SS, S, M, MU, C, R
6A.1.1.3
Explain the structure of words
M, R
6A.1.1.4
Describe how literature creates mental images
SS, S, MU, A, FL, C, R
6A.1.1.5
Recognize and explain multiple meanings in vocabulary
SS, S, A, C, R
6A.1.1.6
Derive word meaning from the context and structure of words
SS, S, M, PE, MU, A, C, R, FL
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.2: Demonstrate phonemic awareness by using letter/sound relationships as aids to pronouncing and understanding
unfamiliar words and text.
Mastered Skills
6A.1.2.1
Recall and explain the accent rule: first syllable accented unless a prefix usually
SS
Recall and explain the accent rule: beginning syllables de, re, be, in and a are
6A.1.2.2
unaccented
6A.1.2.3
Recall and explain the accent rule: endings that form syllables are usually unaccented
6A.1.2.4
Recall and explain the accent rule: ck following single vowel is accented
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.3: Comprehend reading by using strategies such as activating prior knowledge, establishing purpose, self-correcting,
self-monitoring, rereading, making predictions, finding context clues, developing visual images, applying knowledge of text structures
and features, and adjusting reading rate according to purpose and difficulty.
Reviewed Skills
6A.1.3.1
Apply reading strategies: skimming and scanning
SS, S, M, MU, R
6A.1.3.2
Identify cause and effect, analogous, comparative and categorizing relationships.
SS, S, R
6A.1.3.3
Infer motives and character traits
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.4: Read aloud with age-appropriate fluency, accuracy, and expression.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.5: Discern how written texts and accompanying illustrations connect to convey meaning.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.6: Identify and use organizational features of texts, such as headings, paragraphs, and format to improve understanding.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.7: Identify a purpose for reading, such as gaining information, learning about a view point, making decisions,
appreciating literature, and enjoying the experience of reading.
Diocese of Superior
Page 1 of 12
Sixth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
Reviewed Skills
Reflect, discuss and defend the morals and values literature addresses
SS, MU, A, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
6A.1.7.1
GOAL A.2 Read, interpret and critically analyze literature
OBJECTIVE A.2.1: Recognize and recall elements and details of story structure, such as sequence of events, character, plot, setting,
language, topic, style, purpose and point of view to reflect on meaning.
Introduced Skills
6A.2.1.1
Recognize elements of style: satire
MU
Reviewed Skills
6A.2.1.2
Recognize figurative language: metaphor, simile
6A.2.1.3
Analyze conclusions from different points of view
SS, S, MU
6A.2.1.4
Explain how character traits can be identified in oneself and others
MU
6A.2.1.5
Identify and describe the major conflicts in literature
6A.2.1.6
Recognize figurative language: alliteration, exaggeration, onomatopoeia
6A.2.1.7
Recognize stylistic devices: conflict, suspense, dialogue
MU
6A.2.1.8
Recognize and analyze literary style: narration, description, exposition, persuasion
C
6A.2.1.9
Recognize elements of style: irony
MU, A, C
6A.2.1.10 Recognize figurative language: symbolism
6A.2.1.11 Recognize stylistic devices: flashback, contrast, propaganda
Mastered Skills
Recognize elements of plot structure: setting, characterization, value system, character
6A.2.1.12
MU, R
traits, climax
6A.2.1.13 Recognize elements of poetry: imagery, mood
MU, A, C
6A.2.1.14 Recognize elements of poetry: meter, repetition
MU, A,
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.2.2: Interpret meaning of literary works including: fairy tales, fables, short stories, essays, epics, myths, plays, poems, and
novels.
Reviewed Skills
6A.2.2.1
Differentiate prose-fiction: myth, science
6A.2.2.2
Analyze literary works
6A.2.2.3
Differentiate non-fiction: journals, essays, biographies, autobiographies
SS, S, R
6A.2.2.4
Differentiate a variety of poetry styles
R
6A.2.2.5
Reflect on the personal and cultural significance of literary works
SS, A
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.2.3: Summarize ideas drawn from stories, identifying cause-and-effect relationships, interpreting events and ideas, and
connecting different works to each other and to real-life experiences.
Reviewed Skills
6A.2.3.1
Identify and analyze cause and effect relationships
SS, S, M, PE, A, C, R
6A.2.3.2
Identify and analyze comparative relationships
SS, S, M, A, R
Mastered Skills
6A.2.3.3
Summarize literary works
SS, S, MU, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.2.4: Extend the literal meaning of a text by making inferences, and develop criteria to evaluate the significance, validity and
merit of texts in light of prior knowledge, experience and opinion.
Reviewed Skills
6A.2.4.1
Analyze propaganda techniques some writers use
SS, S, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
Diocese of Superior
Page 2 of 12
Sixth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
GOAL A.3 Read and discuss literary and nonliterary texts in order to understand human experience
OBJECTIVE A.3.1: Demonstrate the ability to integrate general knowledge about the world and familiarity with literary and nonliterary texts
when reflecting upon life’s experiences.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.3.2: Provide interpretive responses to literary and nonliterary texts representing the diversity of American cultural heritage
and cultures of the world.
Introduced Skills
6A.3.2.1
Reflect on the personal and cultural significance of literary works
SS, R, MU
6A.3.2.2
Generate interesting questions to be answered while reading
SS, MU
Reviewed Skills
6A.3.2.3
Differentiate between literal and figurative language
6A.3.2.4
Analyze the morality and values held in literature
SS, MU, R
6A.3.2.5
Read literature to foster language and personal growth
6A.3.2.6
Participate actively in discussions of literary works
OBJECTIVE A.3.3: Identify common historical, social, and cultural themes and issues in literary works and selected passages.
Introduced Skills
6A.3.3.1
Analyze literature for its historical, social and cultural value
SS, MU, C
6A.3.3.2
Use literature to gain and interpret new or different perspectives
SS, S, R, MU
Reviewed Skills
6A.3.3.3
Use literature as an alternative way of learning science, math, social studies and the arts SS, S, M, A, MU, C
OBJECTIVE A.3.4: Draw on a broad base of knowledge about the themes, ideas, and insights found in classical literature while reading,
interpreting, and reflecting on contemporary texts.
Reviewed Skills
Describe links between personal experience and the arguments and ideas in printed
6A.3.4.1
SS, S, R, M, MU, A, C, FL, PE
materials
Make connections among texts, recognizing similarities/differences in themes, points of
6A.3.4.2
MU, A, C, R
view, values
6A.3.4.3
Analyze literature for insight into real life experiences
SS, R, MU, A, C
6A.3.4.4
Use literature to activate, add, reorganize, relate prior knowledge to new information
SS, S, R, MU
OBJECTIVE A.3.5: Evaluate the themes and main ideas of a work considering its audience and purpose.
Reviewed Skills
Reflect on opinions, reactions and emotions of audience response to literature and
6A.3.5.1
defend own ideas
S, MU
GOAL A.4. Read to acquire information
OBJECTIVE A.4.1: Identify, summarize and explain key details, main ideas and organization of informational texts, connecting new
information to prior knowledge, in a variety of informational passages.
Reviewed Skills
Monitor one’s understanding of literature, e.g., retelling, visualizing, identifying main
6A.4.1.1
ideas, self-questioning, adjusting rate to purpose and difficulty, inferring, making notes, or SS, S, R, MU
recognizing over-generalization
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.4.2: Identify a topic of interest and seek information about it by investigating, comparing, contrasting and evaluating
relative accuracy and usefulness of information from available text resources.
Introduced Skills
6A.4.2.1
Read literature as a source of inspiration for writing and models of writing
Reviewed Skills
6A.4.2.2
Evaluate source credibility and reliability
SS, S, MU, C, R
6A.4.2.3
Correlate written and visual versions of literary works
A, MU
Applied Skills
Diocese of Superior
Page 3 of 12
Sixth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.4.3: Interpret and distinguish between the facts found in documents, narratives, charts, maps, tables, and other sources
and the generalizations and interpretations that are drawn from them.
Reviewed Skills
6A.4.3.1
Make generalizations and conclusions form reading
SS, S, R
6A.4.3.2
Use computers to acquire, organize, analyze and communicate information
SS, S, M, R,
Interpret and use technical resources such as charts, tables, travel schedules, timelines
6A.4.3.3
SS, S, M, C, MU, R
and manuals
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
B. Writing
Students will…
GOAL B.1 Create or produce writing to communicate with different audiences for a variety of purposes
OBJECTIVE B.1.1: Write nonfiction, expository and technical pieces (summaries, messages, informational essays, basic directions,
instructions, and simple reports) that convey essential details and facts, provide accurate representations of events and sequences, fulfill
its purpose, uses appropriate language for its audience, and organized clearly.
Reviewed Skills
6B.1.1.1
Write research reports
SS, S, R, M, MU, A, C, FL, PE
6B.1.1.2
Write directions and instructions
S, M, MU, A, C
6B.1.1.3
Write for cause and effect
SS, S, C, R
6B.1.1.4
Write essays
SS, S, MU, C, R
6B.1.1.5
Fill out forms
SS, MU, C
6B.1.1.6
Write summaries
SS, S, R, M, MU, A, C, FL, PE
6B.1.1.7
Write to compare and contrast
SS, S, R, M, MU, A, C, FL, PE
6B.1.1.8
Write an advertisement
SS, A, C
6B.1.1.9
Write reports
SS, S, R, M, MU, A, C, FL, PE
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.1.2: Write expressive pieces in response to reading, viewing, and life experiences employing descriptive detail and a
personal voice.
a. persuasive pieces with clear position, a discernible tone, and coherent argument with reliable evidence
b. narratives based on experiences that use descriptive language and detail effectively, presents a sequence of events and reveals a
theme
Reviewed Skills
6B.1.2.1
Write introductions and conclusions
SS, S, R, MU, C
6B.1.2.2
Write an editorial
SS, S
6B.1.2.3
Write journals
SS, S, A, MU, C, R
6B.1.2.4
Write descriptive sentences
SS, S, R, MU, C
6B.1.2.5
Write a descriptive paragraph
SS, S, R, MU, C
6B.1.2.6
Write a business letter using correct letter parts
SS, S, R, C
Mastered Skills
6B.1.2.7
Write a social letter using correct letter parts
C, R
6B.1.2.8
Write a book report
C
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.1.3: Write creative pieces (poetry, fiction and plays) employing basic aesthetic principles appropriate to each genre.
Reviewed Skills
6B.1.3.1
Write a play
MU, R
6B.1.3.2
Write Poems
A
6B.1.3.3
Write Tales and Fables
C
Diocese of Superior
Page 4 of 12
Sixth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
6B.1.3.4
6B.1.3.5
Write a personal narrative
Write a short story
C
OBJECTIVE B.1.4: Write in a variety of situations (timed and untimed, at school and at home) and adapt strategies, such as revision and
the use of reference materials, to the situation.
Reviewed Skills
6B.1.4.1
Write for an extended, lengthy period of time
SS, S, A, C, R
6B.1.4.2
Write during an exam
SS, S, MU, A, C, R
6B.1.4.3
Write using a computer
SS, S, MU, A, C, R
OBJECTIVE B.1.5: Use a variety of writing technologies, including pen and paper as well as computers.
Reviewed Skills
6B.1.5.1
Use word processing tools
SS, S, R, MU, A, C
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.1.6: Write for a variety of readers, including peers, teachers and other adults, adapting content, style and structure to
audience and situation.
Reviewed Skills
6B.1.6.1
Write emphasizing overall impression
SS, S, R, M, MU, A, C, FL, PE
6B.1.6.2
Write by stating and supporting opinions
SS, S, R, M, MU, A, C, FL, PE
6B.1.6.3
Write using persuasive language
SS, S, R, M, MU, A, C, FL, PE
6B.1.6.4
Write using fact and opinion
SS, S, R, M, MU, A, C, FL, PE
6B.1.6.5
Use literary language
SS, S, R, M, MU, A, C, FL, PE
6B.1.6.6
Define and use writing as a valid form of communication
SS, S, R, M, MU, A, C, FL, PE
6B.1.6.7
Use various types of paragraphs
SS, S, R, M, MU, A, C, FL, PE
6B.1.6.8
Write using spatial order
SS, S, R, M, MU, A, C, FL, PE
6B.1.6.9
Consider the audience for a story
SS, S, R, M, MU, A, C, FL, PE
6B.1.6.10 Map out plot and character development in narratives
SS, S, R, M, MU, A, C, FL, PE
6B.1.5.11 Write using sensory words
SS, S, R, M, MU, A, C, FL, PE
Mastered Skills
6B.1.6.12 Write stories with a beginning, middle and end, and correct time order
SS, S, R, M, MU, A, C, FL, PE
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
GOAL B.2 Plan, revise, edit and publish clear and effective writing.
OBJECTIVE B.2.1: Produce multiple drafts, including finished pieces, that demonstrate the capacity to generate, focus and organize ideas
and to revise the language, organization, and content of successive drafts in order to fulfill a specific purpose for communication with a
specific audience.
Reviewed Skills
6B.2.1.1
Apply norms for neatness in written work
SS, S, MU, A, C
6B.2.1.2
Pre-write (Plan) the beginning, middle, end
SS, S, MU, A, C
6B.2.1.3
Freewrite
SS, S, MU, A, C
6B.2.1.4
Use Question/Answer Method for prewriting
SS, S
6B.2.1.5
Make lists for prewriting
SS, S, M, C, R
6B.2.1.6
Cluster ideas for prewriting
SS, S
6B.2.1.7
Discuss ideas for prewriting
SS, S, MU, A, C
6B.2.1.8
Organize notes
SS, S, MU, A, C
6B.2.1.9
Revise
SS, S, MU, C
6B.2.1.10 Show the ability to combine and expand sentences
SS, S, MU, A, C
6B.2.1.11 State main idea in concluding sentence
SS, S, MU, A, C
6B.2.1.12 Use transitional expressions between paragraphs
SS, S, MU, A, C
6B.2.1.13 Choose effective words (sensory, avoid overworked words)
SS, S, MU, A, C
6B.2.1.14 Proofread to check spelling, grammar, punctuation, capitalization, indentation
SS, S, M, MU, A, C, R
6B.2.1.15 Choose words for clarity, audience, peer response, coherence, unity, word choice
SS. S, MU, C
6B.2.1.16 Publish
SS, S, A, C
6B.2.1.17 Name and share written work
SS, S, R, A, C
Diocese of Superior
Page 5 of 12
Sixth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
Mastered Skills
Make notes to plan story
SS, S, MU, C
Create an outline
SS, S, MU, C
Write a first draft
SS, S, MU, A, C
Organize ideas in sequence
SS, S, M, A, C, R
Check beginning, middle, end, characters and setting
SS, S, C
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
6B.2.1.18
6B.2.1.19
6B.2.1.20
6B.2.1.21
6B.2.1.22
OBJECTIVE B.2.2: Explain the extent and reasons for revisions in conference with a teacher.
Reviewed Skills
6B.2.2.1
Use teacher/peer conferencing
6B.2.2.2
Receive and give constructive criticism
SS, S, R, M, MU, A, C, FL, PE
SS, R, A, MU, C
OBJECTIVE B.2.3: Given a writing assignment to be completed in a limited amount of time, produce a well-developed, well-organized, and
effective response in correct English and an appropriate voice.
Reviewed Skills
6B.2.3.1
Edit and proofread revised drafts
MU, A, C
6B.2.3.2
Write from dictation
SS, MU, A, C, R
6B.2.3.3
Compose original ideas
A, MU, C
6B.2.3.4
Write dialogue
SS, MU
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
GOAL B.3 Understand the function of various forms, structures, and punctuation marks of standard American
English and use them appropriately in communications.
OBJECTIVE B.3.1: Understand and use parts of speech effectively, including nouns, pronouns, and adjectives.
Introduced Skills
6B.3.1.1
Identify and use Concrete and Abstract Nouns
6B.3.1.2
Identify and use Interrogative Pronouns
6B.3.1.3
Identify and use Demonstrative Pronouns
Reviewed Skills
6B.3.1.4
Identify and use apostrophe
MU, C
6B.3.1.5
Identify and use Subject and Object Noun Uses
C
6B.3.1.6
Identify and use Direct and Indirect Object
6B.3.1.7
Identify and use Appositive
6B.3.1.8
Identify and use Predicate nominative
6B.3.1.9
Identify and use Object of Preposition
6B.3.1.10 Identify and use Possessive Nouns
C
6B.3.1.11 Identify and use Adjectives
C
6B.3.1.12 Identify and use Articles
FL
6B.3.1.13 Classify as descriptive adjectives
6B.3.1.14 Classify as limiting adjectives
6B.3.1.15 Classify as determiner adjectives
6B.3.1.16 Identify and use Personal Pronouns
C
6B.3.1.17 Identify and use Possessive Pronouns
6B.3.1.18 Identify and use Subject and Object Pronouns
C
6B.3.1.19 Identify and use Antecedents
6B.3.1.20 Identify and use Indefinite Pronouns
6B.3.1.21 Identify and use Complete Subject of a Sentence
6B.3.1.22 Identify and use Compound Subject of a Sentence
6B.3.1.23 Identify and use Subject Understood of a Sentence
Mastered Skills
6B.3.1.24 Identify and use Simple Subject of a Sentence
C
6B.3.1.25 Use agreement of subject and predicate correctly in written form
S, MU
6B.3.1.26 Use negatives correctly in written form
Applied Skills
Diocese of Superior
Page 6 of 12
Sixth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.2: Use adverbials effectively, including words and phrases.
Introduced Skills
6B.3.2.1
Identify mood: imperative
6B.3.2.2
Identify and use other adverb modifiers
6B.3.2.3
Identify and use subordination
Reviewed Skills
6B.3.2.4
Identify and use linking verbs
6B.3.2.5
Identify and use verb tenses correctly
6B.3.2.6
Identify active or passive voice
6B.3.2.7
Conjugate regular and irregular verbs
6B.3.2.8
Identify adverbs
6B.3.2.9
Classify as time (when), place (where) and manner (why)
6B.3.2.10 Identify and use adjective modifiers
6B.3.2.11 Identify and use negatives
Mastered Skills
6B.3.2.12 Use correct verb forms in writing
6B.3.2.13 Identify and use correct agreement with subject
6B.3.2.14 Identify and use conjunctions
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.3: Employ principles of agreement related to number, gender, and case.
Mastered Skills
6B.3.3.1
Use correct tenses in writing
S, MU, C, R
6B.3.3.2
Recognize sentence patterns
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.4: Capitalize proper nouns, titles, and initial words of sentences.
Reviewed Skills
6B.3.4.1
Define and use rules of capitalization
SS, S, MU, A, C, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.5: Use punctuation marks and conjunctions, as appropriate, to separate sentences and connect independent clauses.
Reviewed Skills
6B.3.5.1
Avoid over punctuation
SS, S, R, MU, C
6B.3.5.2
Use quotation marks for dialogue, direct quotes and titles
SS, MU, C, R
Mastered Skills
6B.3.5.3
Use apostrophe to show possession
6B.3.5.4
Use a colon in business letters, before lists, in expressions of time
M, C
6B.3.5.5
Use semicolon in lists
6B.3.5.6
Use hyphen, parenthesis, dash and italics
C
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.6: Use commas correctly to punctuate appositives and lists.
Reviewed Skills
6B.3.6.1
Use comma with appositives
6B.3.6.2
Use comma with parenthetical expressions
6B.3.6.3
Use comma with interjections, introductory phrases and clauses
6B.3.6.4
Use comma in compound sentences
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.7: Spell frequently used words correctly.
Diocese of Superior
Page 7 of 12
Sixth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
Reviewed Skills
Participate in spelling bees
Detect common spelling errors: substitutions, reversals, omissions, additions
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
6B.3.7.1
6B.3.7.2
OBJECTIVE B.3.8: Use word order and punctuation marks to distinguish sentence types.
Reviewed Skills
6B.3.8.1
Recognize and write compound, complex and compound-complex sentences
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.9: Understand the function of words, phrases and clauses in a sentence and use them effectively, including coordinate
and subordinate conjunctions, relative pronouns and comparative adjectives.
Introduced Skills
6B.3.9.1
Identify and use Independent and Dependent clauses
Reviewed Skills
6B.3.9.2
Recognize elements of sentence structure
6B.3.9.3
Write sentences that flow
SS, S, R
6B.3.9.4
Identify and use clauses and phrases
6B.3.9.5
Identify and use Prepositional phrases
6B.3.9.6
Identify and use Preposition
6B.3.9.7
Identify and use Objects of Preposition
6B.3.9.8
Identify and use interjections
C. Speaking & Listening
Students will…
GOAL C.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of
purposes.
OBJECTIVE C.1.1: Identify and discuss criteria for effective oral presentations, including such factors as eye contact, projection, tone,
volume, rate and articulation.
Reviewed Skills
6C.1.1.1
Analyze the content and structure of several speaking styles of oral presentations
OBJECTIVE C.1.2: Read aloud effectively from previously-read material.
Reviewed Skills
6C.1.2.1
Lector at Mass and prayer services
MU, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.1.3: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes
Reviewed Skills
6C.1.3.1
Give a one minute speech
SS, S, R, A, C
6C.1.3.2
Lead impromptu prayer
SS, MU, A, C, R
Make formal introductions with courtesy and clarity and use appropriate etiquette when
6C.1.3.3
A, C
expressing thanks and receiving praise
6C.1.3.4
Use computers to acquire, organize, analyze and communicate information.
SS, S, R
6C.1.3.5
Give an extemporaneous speech
SS, S, R
Mastered Skills
6C.1.3.6
Demonstrate the ability to organize a speech and present effectively
SS, S, R, A, C
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
Diocese of Superior
Page 8 of 12
Sixth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
OBJECTIVE C.1.4: Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized
and sequenced detail as well as relate an experience with a sense of timing and decorum appropriate for the occasion.
Reviewed Skills
6C.1.4.1
Report from an outline
SS, S, M, MU, A, C, R, FL, PE
6C.1.4.2
Adapt speech to different audiences
SS, S, M, MU, A, C, R, FL, PE
6C.1.4.3
Organize materials following a logical sequence and using an appropriate conclusion
SS, S, M, MU, A, C, R, FL, PE
6C.1.4.4
Express an understanding of the information presented
SS, S, M, MU, A, C, R, FL, PE
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.1.5: Participate in group readings.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.1.6: Perform dramatic readings and presentations.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.1.7: Distinguish between fact and opinion and provide evidence to support opinions.
Reviewed Skills
6C.1.7.1
Participate in debate activities (formal and informal)
SS, S
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
GOAL C.2 Listen to and comprehend oral communications.
OBJECTIVE C.2.1: Follow basic directions.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.2.2: Identify and summarize key points of a story or discussion accounting for the key ideas, structure, and relationship of
parts of the whole. Follow the speaker’s argument.
Reviewed Skills
6C.2.2.1
Evaluate delivery and content
S, MU
6C.2.2.2
Transfer important ideas into notes
SS, S, MU, A, C, R
6C.2.2.3
Demonstrate an understanding of correct word meanings through context
SS, S, A, C
6C.2.2.4
Summarize what was said
SS, S, A, MU, C, R
6C.2.2.5
Retell information
SS, S, MU, A, C, R
6C.2.2.6
Explain the value of listening as a source of information in all subject areas
SS, S, M, MU, A, C, R
6C.2.2.7
Recognize transitional and signal words and phrases
SS, S, R
6C.2.2.8
Answer questions to demonstrate comprehension
SS, S, M, MU, A, FL, C, R
6C.2.2.9
Concentrate for expanded time periods
SS, S, M, MU, A, C, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.2.3: Retell stories and reports of events in proper sequence.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.2.4: Distinguish among purposes for listening, such as gaining information or being entertained and taking notes as
appropriate. Evaluate the reliability of information in a communication.
Reviewed Skills
6C.2.4.1
Identify and evaluate propaganda techniques
SS, S, R, A, C
6C.2.4.2
Attend and evaluate theatrical performances
SS, MU, A, R
Evaluate the effect of expression, mood, figures of speech and inferences on the
6C.2.4.3
MU, A, C
audience
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
Diocese of Superior
Page 9 of 12
Sixth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
GOAL C.3 Participate effectively in discussion
OBJECTIVE C.3.1: Volunteer relevant information, ask relevant questions, and answer questions directly.
Reviewed Skills
6C.3.1.1
Attend to the content of discussion rather than the speaker
Volunteer relevant information by making introductions, giving directions, conversing with
6C.3.1.2
adults and peers.
6C.3.1.3
Listen and apply information in a group, panel, or round table discussion
6C.3.1.4
Respect free speech of others
6C.3.1.5
Express emotions and use spoken language in socially acceptable ways
6C.3.1.6
Participate in discussion without dominating
SS, S, M, R
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
S, M, MU, R
OBJECTIVE C.3.2: Use appropriate eye contact and other nonverbal cues.
Reviewed Skills
6C.3.2.1
Demonstrate respectful posture when listening to others
SS, S, M, MU, A, C, PE, R, FL
6C.3.2.2
Focus eyes on speaker
SS, S, R
6C.3.2.3
Increase the appropriate amount of attention span needed to listen to a speaker
SS, S, M, MU, A, C, PE, R, FL
6C.3.2.4
Give appropriate feedback to a speaker
SS, S, M, MU, A, C, PE, R, FL
6C.3.2.5
Ignore or accommodate for distractions while listening
SS, S, M, MU, A, C, PE, R, FL
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.3.3: Use appropriate strategies to keep a discussion going.
Reviewed Skills
6C.3.3.1
Hold a point of disagreement in mind until the appropriate time
6C.3.3.2
Use spoken language in socially acceptable ways
6C.3.3.3
Demonstrate group processing strategies
6C.3.3.4
Use techniques and strategies to gain attention and develop interest of audience
6C.3.3.5
Ask questions to draw information from the group
OBJECTIVE C.3.4: Reflect on the ideas and opinions of others and respond thoughtfully.
Introduced Skills
6C.3.4.1
Analyze audience feedback following a speech or discussion
Reviewed Skills
6C.3.4.2
Elaborate and illustrate the contribution of another group member
6C.3.4.3
Elaborate and illustrate the contribution of another group member
6C.3.4.4
Self correct to remove effects upon audience of poor word choice
6C.3.4.5
Analyze factors that contribute to success, lack of success, or otherwise of a discussion
6C.3.4.6
Recognize a speaker’s purpose and main idea
6C.3.4.7
Give and receive constructive criticism tactfully
6C.3.4.8
Ask for clarification and explanation of unfamiliar words and ideas
6C.3.4.9
Summarize information conveyed through discussion
6C.3.4.10 Demonstrate respect for thoughts and opinions of others
6C.3.4.11 Describe and discuss the freedom of speech: historical roots, ethical responsibilities
6C.3.4.12 Demonstrate techniques for problem solving
6C.3.4.13 Make positive interjections
OBJECTIVE C.3.5: Explain and advance opinions by citing evidence and referring to sources.
Reviewed Skills
6C.3.5.1
Identify and discuss the need for adequate supporting material to influence the audience
6C.3.5.2
Explore such abstract ideas as justice, good and evil by generalizing, hypothesizing or
inferring
6C.3.5.3
Distinguish between supported and unsupported statements
6C.3.5.4
Distinguish between relevant and irrelevant information
6C.3.5.5
Give reasons for opinion
6C.3.5.6
Influence listeners through persuasion
6C.3.5.7
Distinguish fact from opinion
Applied Skills
SS, S, M, MU, R
SS, S, M, MU, A, C, PE, R, FL
SS, S, R
SS, S, M, R
SS, S, M, MU, A, C, R
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, R
SS, A, C, R
SS, S, C, R
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, R
S, MU, A, C, R
SS, S, M, MU, A, C, R
Diocese of Superior
Page 10 of 12
Sixth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
D. Language
Students will…
GOAL D.1 Develop vocabulary of words, phrases and idioms as a means of improving communication.
OBJECTIVE D.1.1: Consult dictionaries, thesauruses, handbooks, grammar texts and other resources to find and compare definitions,
choose among synonyms, spell words correctly and choose words, phrases and expressions.
Mastered Skills
6D.1.1.1
Relate dictionary definition to prior experience and context
SS, S
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE D.1.2: Use knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words.
Reviewed Skills
6D.1.2.1
Use the Greek and Latin roots to identify word meaning in context
S, M, FL, R
Mastered Skills
6D.1.2.2
Use prefix and suffix knowledge to assist in identifying word meaning in context
S, M, R
6D.1.2.3
Recognize, use, spell and define various suffixes
SS, S
6D.1.2.4
Recognize, use, spell and define various prefixes
SS, S
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE D.1.3: Explain how writers and speakers choose words and use figurative language such as similes, metaphor,
personification, hyperbole and allusion to achieve specific efforts.
Reviewed Skills
6D.1.3.1
Identify and use literary tools such as irony, metaphor, simile and symbolism
6D.1.3.2
Identify and use sensory words effectively
6D.1.3.3
Identify and use transition words effectively
6D.1.3.4
Identify and use parallel construction
6D.1.3.5
Identify and use diagrams for illustration
S, M, C
6D.1.3.6
Avoid overworked words
S, A, C
OBJECTIVE D.1.4: Choose vocabulary purposefully and evaluate the use of words in communications designed to inform, explain and
persuade.
Introduced Skills
6D.1.4.1
Select vocabulary to enhance writing
SS, S, MU, C, A
Reviewed Skills
6D.1.4.2
Develop a personal system of expanding vocabulary
A, C
GOAL D.2 Recognize and interpret various uses and adaptations of language in social, cultural, regional and
professional situations and learn to be flexible and responsive in the use of English.
OBJECTIVE D.2.1: Identify various styles and purposes of oral and written language and learn to communicate effectively in commonly
occurring situations.
Reviewed Skills
Describe and give examples of variations in American English that appear in different
6D.2.1.1
SS
social, cultural, regional and professional environments
Describe how American English is used in various publics and private contexts such as
6D.2.1.2
school, home and work
Make appropriate choices when speaking and writing, such as formal or informal
6D.2.1.3
SS, C, R
language, considering the purpose and context of the communication
Evaluate how audience and context affect the selection and use of words and phrases,
6D.2.1.4
MU, C
including technical terms, slang and jargon
Diocese of Superior
Page 11 of 12
Sixth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
E. Research and Inquiry
Students will…
GOAL E.1 Conduct research and inquiry on self-selected or assigned topics, issues or problems and use an
appropriate form to communicate feelings.
OBJECTIVE E.1.1: Propose research.
6E.1.1.1
6E.1.1.2
6E.1.1.3
6E.1.1.4
6E.1.1.5
6E.1.1.6
Reviewed Skills
Recognize important ideas when taking notes
Formulate initial research questions
Narrow the focus of a topic on relevant and accessible sources of information
Identify prior knowledge
Develop a basic plan for gathering information
Formulate topics and questions for research using a variety of printed or electronic
materials
SS, S, R
SS, S, R
SS, S, R
SS, S, R
SS, S, R
OBJECTIVE E.1.2: Conduct research.
Reviewed Skills
Describe and use a variety of sources to gather information such as textbooks, other
6E.1.2.1
SS, S, R
books and electronic devices
6E.1.2.2
Conduct interview, field studies and experiments
SS, S, R
6E.1.2.3
Identify, locate, explore and effectively use multiple sources of information
SS, S, R
6E.1.2.4
Identify and reference footnotes
SS, S, R
6E.1.2.5
Identify a book preface
SS, S, R
6E.1.2.6
Identify a books appendix
SS, S, R
Mastered Skills
6E.1.2.7
Identify and utilize index
SS, S, R
6E.1.2.8
Recognize bibliography
SS, S, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE E.1.3: Recognize, record, compile, organize, evaluate and acknowledge information pertinent to a project, accurately blending
discoveries into answers.
Reviewed Skills
6E.1.3.1
Recognize important ideas when taking notes
6E.1.3.2
Outline to organize information
6E.1.3.3
Use a variety of note taking strategies using various sources
6E.1.3.4
Identify the basic parts of a research paper
6E.1.3.5
Evaluate the usefulness of information gathered in an investigation
OBJECTIVE E.1.4: Present the results of inquiry.
6E.1.4.1
6E.1.4.2
6E.1.4.3
6E.1.4.4
6E.1.4.5
6E.1.4.6
Reviewed Skills
Produce and organize written and oral reports
Present a report
Draw sound conclusions
Adhere to the conventions of preparing a manuscript
Give proper credit to sources
Use a variety of technological tools to prepare and present reports
Diocese of Superior
Page 12 of 12
Sixth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
SEVENTH GRADE
A. Reading/Literature
Students will…
GOAL A.1 Use effective reading strategies to achieve purpose in reading
OBJECTIVE A.1.1: Use a variety of strategies and word recognition skills, including rereading, finding context clues, applying knowledge
of letter-sound relationships, analyzing word, phrase and sentence structure, word origins, and visual images to understand unfamiliar
words and clarify passages of text.
Reviewed Skills
7A.1.1.1
Select pertinent passages or phrases to answer questions
SS, S, M, R
7A.1.1.2
Explain the meaning of most base words
SS, S, M, MU, C, R
7A.1.1.3
Explain the structure of words
M, R
7A.1.1.4
Describe how literature creates mental images
SS, S, MU, A, FL, C, R
Mastered Skills
7A.1.1.5
Recognize and explain multiple meanings in vocabulary
SS, S, A, C, R
7A.1.1.6
Derive word meaning from the context and structure of words
SS, S, M, PE, MU, A, C, R, FL
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.2: Demonstrate phonemic awareness by using letter/sound relationships as aids to pronouncing and understanding
unfamiliar words and text.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.3: Comprehend reading by using strategies such as activating prior knowledge, establishing purpose, self-correcting,
self-monitoring, rereading, making predictions, finding context clues, developing visual images, applying knowledge of text structures
and features, and adjusting reading rate according to purpose and difficulty.
Reviewed Skills
7A.1.3.1
Apply reading strategies: skimming and scanning
SS, S, M, MU, R
7A.1.3.2
Identify cause and effect, analogous, comparative and categorizing relationships.
SS, S, R
7A.1.3.3
Infer motives and character traits
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.4: Read aloud with age-appropriate fluency, accuracy, and expression.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.5: Discern how written texts and accompanying illustrations connect to convey meaning.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.6: Identify and use organizational features of texts, such as headings, paragraphs, and format to improve understanding.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.7: Identify a purpose for reading, such as gaining information, learning about a view point, making decisions,
appreciating literature, and enjoying the experience of reading.
Reviewed Skills
7A.1.7.1
Reflect, discuss and defend the morals and values literature addresses
SS, MU, A, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
Diocese of Superior
Page 1 of 12
Seventh Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
GOAL A.2 Read, interpret and critically analyze literature
OBJECTIVE A.2.1: Recognize and recall elements and details of story structure, such as sequence of events, character, plot, setting,
language, topic, style, purpose and point of view to reflect on meaning.
Reviewed Skills
7A.2.1.1
Recognize elements of style: satire
MU
7A.2.1.2
Recognize figurative language: metaphor, simile
7A.2.1.3
Analyze conclusions from different points of view
SS, S, MU
7A.2.1.4
Explain how character traits can be identified in oneself and others
MU
7A.2.1.5
Identify and describe the major conflicts in literature
7A.2.1.6
Recognize figurative language: alliteration, exaggeration, onomatopoeia
7A.2.1.7
Recognize stylistic devices: conflict, suspense, dialogue
MU
7A.2.1.8
Recognize and analyze literary style: narration, description, exposition, persuasion
C
7A.2.1.9
Recognize elements of style: irony
MU, A, C
7A.2.1.10 Recognize figurative language: symbolism
7A.2.1.11 Recognize stylistic devices: flashback, contrast, propaganda
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.2.2: Interpret meaning of literary works including: fairy tales, fables, short stories, essays, epics, myths, plays, poems, and
novels.
Reviewed Skills
7A.2.2.1
Differentiate prose-fiction: myth, science
7A.2.2.2
Analyze literary works
7A.2.2.3
Differentiate non-fiction: journals, essays, biographies, autobiographies
SS
7A.2.2.4
Differentiate a variety of poetry styles
7A.2.2.5
Reflect on the personal and cultural significance of literary works
A
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.2.3: Summarize ideas drawn from stories, identifying cause-and-effect relationships, interpreting events and ideas, and
connecting different works to each other and to real-life experiences.
Reviewed Skills
7A.2.3.1
Identify and analyze cause and effect relationships
SS, S, M, PE, A, C, R
7A.2.3.2
Identify and analyze comparative relationships
SS, S, M, A, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.2.4: Extend the literal meaning of a text by making inferences, and develop criteria to evaluate the significance, validity and
merit of texts in light of prior knowledge, experience and opinion.
Reviewed Skills
7A.2.4.1
Analyze propaganda techniques some writers use
SS, S, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
GOAL A.3 Read and discuss literary and nonliterary texts in order to understand human experience
OBJECTIVE A.3.1: Demonstrate the ability to integrate general knowledge about the world and familiarity with literary and nonliterary texts
when reflecting upon life’s experiences.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.3.2: Provide interpretive responses to literary and nonliterary texts representing the diversity of American cultural heritage
and cultures of the world.
Introduced Skills
7A.3.2.1
Share personal views and defend position in discussion
SS, S, MU, R
Reviewed Skills
7A.3.2.2
Reflect on the personal and cultural significance of literary works
MU
Diocese of Superior
Page 2 of 12
Seventh Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
7A.3.2.3
7A.3.2.4
7A.3.2.5
7A.3.2.6
7A.3.2.7
Generate interesting questions to be answered while reading
Differentiate between literal and figurative language
Analyze the morality and values held in literature
Read literature to foster language and personal growth
Participate actively in discussions of literary works
MU
SS, MU, R
OBJECTIVE A.3.3: Identify common historical, social, and cultural themes and issues in literary works and selected passages.
Reviewed Skills
7A.3.3.1
Analyze literature for its historical, social and cultural value
SS, R, MU, C
7A.3.3.2
Use literature to gain and interpret new or different perspectives
SS, S, R, MU
7A.3.3.3
Use literature as an alternative way of learning science, math, social studies and the arts SS, S, M, A, MU, C
OBJECTIVE A.3.4: Draw on a broad base of knowledge about the themes, ideas, and insights found in classical literature while reading,
interpreting, and reflecting on contemporary texts.
Reviewed Skills
Describe links between personal experience and the arguments and ideas in printed
7A.3.4.1
SS, S, R, M, MU, A, C, FL, PE
materials
Make connections among texts, recognizing similarities/differences in themes, points of
7A.3.4.2
SS, S, MU, A, C, R
view, values
7A.3.4.3
Analyze literature for insight into real life experiences
SS, R, MU, A, C
7A.3.4.4
Use literature to activate, add, reorganize, relate prior knowledge to new information
SS, S, R, MU
OBJECTIVE A.3.5: Evaluate the themes and main ideas of a work considering its audience and purpose.
Reviewed Skills
Reflect on opinions, reactions and emotions of audience response to literature and
7A.3.5.1
defend own ideas
SS, S, R, MU
GOAL A.4. Read to acquire information
OBJECTIVE A.4.1: Identify, summarize and explain key details, main ideas and organization of informational texts, connecting new
information to prior knowledge, in a variety of informational passages.
Reviewed Skills
Monitor one’s understanding of literature, e.g., retelling, visualizing, identifying main
7A.4.1.1
ideas, self-questioning, adjusting rate to purpose and difficulty, inferring, making notes, or SS, S, R, MU
recognizing over-generalization
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.4.2: Identify a topic of interest and seek information about it by investigating, comparing, contrasting and evaluating
relative accuracy and usefulness of information from available text resources.
Reviewed Skills
7A.4.2.1
Read literature as a source of inspiration for writing and models of writing
7A.4.2.2
Evaluate source credibility and reliability
SS, S, M, MU, C, R
7A.4.2.3
Correlate written and visual versions of literary works
A, MU
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.4.3: Interpret and distinguish between the facts found in documents, narratives, charts, maps, tables, and other sources
and the generalizations and interpretations that are drawn from them.
Reviewed Skills
7A.4.3.1
Make generalizations and conclusions form reading
SS, S, R
7A.4.3.2
Use computers to acquire, organize, analyze and communicate information.
SS, S, M, R
Interpret and use technical resources such as charts, tables, travel schedules, timelines
7A.4.3.3
SS, S, M, C, MU, R
and manuals
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
Diocese of Superior
Page 3 of 12
Seventh Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
B. Writing
Students will…
GOAL B.1 Create or produce writing to communicate with different audiences for a variety of purposes
OBJECTIVE B.1.1: Write nonfiction, expository and technical pieces (summaries, messages, informational essays, basic directions,
instructions, and simple reports) that convey essential details and facts, provide accurate representations of events and sequences, fulfill
its purpose, uses appropriate language for its audience, and organized clearly.
Reviewed Skills
7B.1.1.1
Write research reports
SS, S, R, M, MU, A, C, FL, PE
7B.1.1.2
Write directions and instructions
S, M, MU, A, C
7B.1.1.3
Write for cause and effect
SS, S, C, R
7B.1.1.4
Write essays
SS, S, MU, C, R
7B.1.1.5
Fill out forms
SS, MU, C
7B.1.1.6
Write summaries
SS, S, R, M, MU, A, C, FL, PE
7B.1.1.7
Write to compare and contrast
SS, S, R, M, MU, A, C, FL, PE
7B.1.1.8
Write an advertisement
SS, A, C
7B.1.1.9
Write reports
SS, S, R, M, MU, A, C, FL, PE
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.1.2: Write expressive pieces in response to reading, viewing, and life experiences employing descriptive detail and a
personal voice.
a. persuasive pieces with clear position, a discernible tone, and coherent argument with reliable evidence
b. narratives based on experiences that use descriptive language and detail effectively, presents a sequence of events and reveals a
theme
Reviewed Skills
7B.1.2.1
Write introductions and conclusions
SS, S, R, MU, C
7B.1.2.2
Write an editorial
SS, S
7B.1.2.3
Write journals
SS, S, A, MU, C, R
7B.1.2.4
Write descriptive sentences
SS, S, R, MU, C
7B.1.2.5
Write a descriptive paragraph
SS, S, R, MU, C
Mastered Skills
7B.1.2.6
Write a business letter using correct letter parts
SS, S, R, C
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.1.3: Write creative pieces (poetry, fiction and plays) employing basic aesthetic principles appropriate to each genre.
Reviewed Skills
7B.1.3.1
Write a play
MU, R
7B.1.3.2
Write Poems
A
7B.1.3.3
Write Tales and Fables
C
7B.1.3.4
Write a personal narrative
C
7B.1.3.5
Write a short story
OBJECTIVE B.1.4: Write in a variety of situations (timed and untimed, at school and at home) and adapt strategies, such as revision and
the use of reference materials, to the situation.
Reviewed Skills
7B.1.4.1
Write for an extended, lengthy period of time
SS, S, A, C, R
7B.1.4.2
Write during an exam
SS, S, MU, A, C, R
7B.1.4.3
Write using a computer
SS, S, MU, A, C, R
OBJECTIVE B.1.5: Use a variety of writing technologies, including pen and paper as well as computers.
Reviewed Skills
7B.1.5.1
Use word processing tools
SS, MU, A, C
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
Diocese of Superior
Page 4 of 12
Seventh Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
OBJECTIVE B.1.6: Write for a variety of readers, including peers, teachers and other adults, adapting content, style and structure to
audience and situation.
Reviewed Skills
7B.1.6.1
Write emphasizing overall impression
SS, S, R, M, MU, A, C, FL, PE
7B.1.6.2
Write by stating and supporting opinions
SS, S, R, M, MU, A, C, FL, PE
7B.1.6.3
Write using persuasive language
SS, S, R, M, MU, A, C, FL, PE
7B.1.6.4
Write using fact and opinion
SS, S, R, M, MU, A, C, FL, PE
7B.1.6.5
Use literary language
SS, S, R, M, MU, A, C, FL, PE
7B.1.6.6
Define and use writing as a valid form of communication
SS, S, R, M, MU, A, C, FL, PE
7B.1.6.7
Use various types of paragraphs
SS, S, R, M, MU, A, C, FL, PE
7B.1.6.8
Consider the audience for a story
SS, S, R, M, MU, A, C, FL, PE
7B.1.6.9
Map out plot and character development in narratives
SS, S, R, M, MU, A, C, FL, PE
Mastered Skills
7B.1.6.10 Write using spatial order
SS, S, R, M, MU, A, C, FL, PE
7B.1.5.11 Write using sensory words
SS, S, R, M, MU, A, C, FL, PE
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
GOAL B.2 Plan, revise, edit and publish clear and effective writing.
OBJECTIVE B.2.1: Produce multiple drafts, including finished pieces, that demonstrate the capacity to generate, focus and organize ideas
and to revise the language, organization, and content of successive drafts in order to fulfill a specific purpose for communication with a
specific audience.
Reviewed Skills
7B.2.1.1
Apply norms for neatness in written work
SS, S, MU, A, C
7B.2.1.2
Pre-write (Plan) the beginning, middle, end
SS, S, MU, A, C
7B.2.1.3
Freewrite
SS, S, MU, A, C
7B.2.1.4
Use Question/Answer Method for prewriting
SS, S,
7B.2.1.5
Make lists for prewriting
SS, S, M, C, R
7B.2.1.6
Cluster ideas for prewriting
SS, S
7B.2.1.7
Discuss ideas for prewriting
SS, S, MU, A, C
7B.2.1.8
Organize notes
SS, S, MU, A, C
7B.2.1.9
Revise
SS, S, MU, C
7B.2.1.10 Choose effective words (sensory, avoid overworked words)
SS, S, MU, A, C
7B.2.1.11 Proofread to check spelling, grammar, punctuation, capitalization, indentation
SS, S, M, MU, A, C, R
7B.2.1.12 Choose words for clarity, audience, peer response, coherence, unity, word choice
SS. S, MU, C
7B.2.1.13 Publish
SS, S, A, C
7B.2.1.14 Name and share written work
SS, S, R, A, C
Mastered Skills
7B.2.1.15 Show the ability to combine and expand sentences
SS, S, MU, A, C
7B.2.1.16 State main idea in concluding sentence
SS, S, MU, A, C
7B.2.1.17 Use transitional expressions between paragraphs
SS, S, MU, A, C
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.2.2: Explain the extent and reasons for revisions in conference with a teacher.
Reviewed Skills
7B.2.2.1
Use teacher/peer conferencing
7B.2.2.2
Receive and give constructive criticism
SS, S, R, M, MU, A, C, FL, PE
SS, S, R, A, MU, C
OBJECTIVE B.2.3: Given a writing assignment to be completed in a limited amount of time, produce a well-developed, well-organized, and
effective response in correct English and an appropriate voice.
Reviewed Skills
7B.2.3.1
Edit and proofread revised drafts
MU, A, C
7B.2.3.2
Write from dictation
SS, MU, A, C, R
7B.2.3.3
Compose original ideas
A, MU, C
Mastered Skills
Diocese of Superior
Page 5 of 12
Seventh Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
7B.2.3.4
Write dialogue
SS, MU
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
GOAL B.3 Understand the function of various forms, structures, and punctuation marks of standard American
English and use them appropriately in communications.
OBJECTIVE B.3.1: Understand and use parts of speech effectively, including nouns, pronouns, and adjectives.
Introduced Skills
7B.3.1.1
Identify and use Relative Pronouns
7B.3.1.2
Identify and use Reflexive Pronouns
7B.3.1.3
Identify and use Nominative Case
Reviewed Skills
7B.3.1.4
Identify and use apostrophe
MU, C
7B.3.1.5
Identify and use Subject and Object Noun Uses
C
7B.3.1.6
Identify and use Direct and Indirect Object
7B.3.1.7
Identify and use Appositive
7B.3.1.8
Identify and use Predicate nominative
7B.3.1.9
Identify and use Object of Preposition
7B.3.1.10 Identify and use Concrete and Abstract Nouns
7B.3.1.11 Identify and use Possessive Nouns
C
7B.3.1.12 Identify and use Adjectives
C
7B.3.1.13 Identify and use Articles
FL
7B.3.1.14 Classify as descriptive adjectives
7B.3.1.15 Classify as limiting adjectives
7B.3.1.16 Classify as determiner adjectives
7B.3.1.17 Identify and use Personal Pronouns
C
7B.3.1.18 Identify and use Possessive Pronouns
7B.3.1.19 Identify and use Subject and Object Pronouns
C
7B.3.1.20 Identify and use Antecedents
7B.3.1.21 Identify and use Indefinite Pronouns
7B.3.1.22 Identify and use Interrogative Pronouns
7B.3.1.23 Identify and use Demonstrative Pronouns
Mastered Skills
7B.3.1.24 Identify and use Complete Subject of a Sentence
7B.3.1.25 Identify and use Compound Subject of a Sentence
7B.3.1.26 Identify and use Subject Understood of a Sentence
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.2: Use adverbials effectively, including words and phrases.
Introduced Skills
7B.3.2.1
Identify and use transitive/intransitive verbs
7B.3.2.2
Identify and use coordination
Reviewed Skills
7B.3.2.3
Identify and use linking verbs
7B.3.2.4
Identify and use verb tenses correctly
7B.3.2.5
Identify active or passive voice
7B.3.2.6
Identify mood: imperative
7B.3.2.7
Conjugate regular and irregular verbs
7B.3.2.8
Identify adverbs
7B.3.2.9
Classify as time (when), place (where) and manner (why)
7B.3.2.10 Identify and use adjective modifiers
7B.3.2.11 Identify and use other adverb modifiers
7B.3.2.12 Identify and use negatives
7B.3.2.13 Identify and use subordination
Applied Skills
Diocese of Superior
Page 6 of 12
Seventh Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.3: Employ principles of agreement related to number, gender, and case.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.4: Capitalize proper nouns, titles, and initial words of sentences.
Reviewed Skills
7B.3.4.1
Define and use rules of capitalization
SS, S, MU, A, C, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.5: Use punctuation marks and conjunctions, as appropriate, to separate sentences and connect independent clauses.
Reviewed Skills
7B.3.5.1
Avoid over punctuation
SS, S, R, MU, C
Mastered Skills
7B.3.5.2
Use quotation marks for dialogue, direct quotes and titles
SS, MU, C, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.6: Use commas correctly to punctuate appositives and lists.
Introduced Skills
7B.3.6.1
Use comma with nonrestrictive clauses
Reviewed Skills
7B.3.6.2
Use comma with appositives
7B.3.6.3
Use comma with parenthetical expressions
7B.3.6.4
Use comma with interjections, introductory phrases and clauses
Mastered Skills
7B.3.6.5
Use comma in compound sentences
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.7: Spell frequently used words correctly.
Reviewed Skills
Participate in spelling bees
Detect common spelling errors: substitutions, reversals, omissions, additions
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
7B.3.7.1
7B.3.7.2
OBJECTIVE B.3.8: Use word order and punctuation marks to distinguish sentence types.
Reviewed Skills
7B.3.8.1
Recognize and write compound, complex and compound-complex sentences
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.9: Understand the function of words, phrases and clauses in a sentence and use them effectively, including coordinate
and subordinate conjunctions, relative pronouns and comparative adjectives.
Introduced Skills
7B.3.9.1
Identify and use Noun, adjective and adverb clauses and phrases
7B.3.9.2
Identify and use Participle, gerund, infinitive phrases
Reviewed Skills
7B.3.9.3
Recognize elements of sentence structure
7B.3.9.4
Write sentences that flow
S
7B.3.9.5
Identify and use clauses and phrases
7B.3.9.6
Identify and use Prepositional phrases
7B.3.9.7
Identify and use Preposition
7B.3.9.8
Identify and use Objects of Preposition
7B.3.9.9
Identify and use Independent and Dependent clauses
Diocese of Superior
Page 7 of 12
Seventh Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
Mastered Skills
7.B.3.9.10
Identify and use interjections
C. Speaking & Listening
Students will…
GOAL C.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of
purposes.
OBJECTIVE C.1.1: Identify and discuss criteria for effective oral presentations, including such factors as eye contact, projection, tone,
volume, rate and articulation.
Reviewed Skills
7C.1.1.1
Analyze the content and structure of several speaking styles of oral presentations
OBJECTIVE C.1.2: Read aloud effectively from previously-read material.
Reviewed Skills
7C.1.2.1
Lector at Mass and prayer services
MU, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.1.3: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes
Reviewed Skills
7C.1.3.1
Give a one minute speech
SS, S, R, A, C
7C.1.3.2
Lead impromptu prayer
SS, MU, A, C, R
Make formal introductions with courtesy and clarity and use appropriate etiquette when
7C.1.3.3
A, C
expressing thanks and receiving praise
7C.1.3.4
Use computers to acquire, organize, analyze and communicate information.
SS, S, R
7C.1.3.5
Give an extemporaneous speech
SS, S, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.1.4: Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized
and sequenced detail as well as relate an experience with a sense of timing and decorum appropriate for the occasion.
Reviewed Skills
7C.1.4.1
Report from an outline
SS, S, M, MU, A, C, R, FL, PE
7C.1.4.2
Adapt speech to different audiences
SS, S, M, MU, A, C, R, FL, PE
7C.1.4.3
Organize materials following a logical sequence and using an appropriate conclusion
SS, S, M, MU, A, C, R, FL, PE
7C.1.4.4
Express an understanding of the information presented
SS, S, M, MU, A, C, R, FL, PE
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.1.5: Participate in group readings.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.1.6: Perform dramatic readings and presentations.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.1.7: Distinguish between fact and opinion and provide evidence to support opinions.
Reviewed Skills
7C.1.7.1
Participate in debate activities (formal and informal)
SS, S
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
GOAL C.2 Listen to and comprehend oral communications.
Diocese of Superior
Page 8 of 12
Seventh Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
OBJECTIVE C.2.1: Follow basic directions.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.2.2: Identify and summarize key points of a story or discussion accounting for the key ideas, structure, and relationship of
parts of the whole. Follow the speaker’s argument.
Reviewed Skills
7C.2.2.1
Evaluate delivery and content
S, MU
7C.2.2.2
Transfer important ideas into notes
SS, S, MU, A, C, R
7C.2.2.3
Demonstrate an understanding of correct word meanings through context
SS, S, R, A, C
7C.2.2.4
Summarize what was said
SS, S, A, MU, C, R
7C.2.2.5
Retell information
SS, S, MU, A, C, R
7C.2.2.6
Explain the value of listening as a source of information in all subject areas
SS, S, M, MU, A, C, R
7C.2.2.7
Recognize transitional and signal words and phrases
SS, S, R
7C.2.2.8
Answer questions to demonstrate comprehension
SS, S, M, MU, A, FL, C, R
7C.2.2.9
Concentrate for expanded time periods
SS, S, M, MU, A, C, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.2.3: Retell stories and reports of events in proper sequence.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.2.4: Distinguish among purposes for listening, such as gaining information or being entertained and taking notes as
appropriate. Evaluate the reliability of information in a communication.
Reviewed Skills
7C.2.4.1
Identify and evaluate propaganda techniques
SS, S, R, A, C
7C.2.4.2
Attend and evaluate theatrical performances
SS, MU, A, R
Evaluate the effect of expression, mood, figures of speech and inferences on the
7C.2.4.3
MU, A, C
audience
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
GOAL C.3 Participate effectively in discussion
OBJECTIVE C.3.1: Volunteer relevant information, ask relevant questions, and answer questions directly.
Reviewed Skills
7C.3.1.1
Attend to the content of discussion rather than the speaker
Volunteer relevant information by making introductions, giving directions, conversing with
7C.3.1.2
adults and peers.
7C.3.1.3
Listen and apply information in a group, panel, or round table discussion
7C.3.1.4
Respect free speech of others
7C.3.1.5
Express emotions and use spoken language in socially acceptable ways
7C.3.1.6
Participate in discussion without dominating
SS, S, M, R
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
S, M, MU, R
OBJECTIVE C.3.2: Use appropriate eye contact and other nonverbal cues.
Reviewed Skills
7C.3.2.1
Demonstrate respectful posture when listening to others
SS, S, M, MU, A, C, PE, R, FL
7C.3.2.2
Focus eyes on speaker
SS, S, R
7C.3.2.3
Increase the appropriate amount of attention span needed to listen to a speaker
SS, S, M, MU, A, C, PE, R, FL
7C.3.2.4
Give appropriate feedback to a speaker
SS, S, M, MU, A, C, PE, R, FL
7C.3.2.5
Ignore or accommodate for distractions while listening
SS, S, M, MU, A, C, PE, R, FL
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.3.3: Use appropriate strategies to keep a discussion going.
Reviewed Skills
Diocese of Superior
Page 9 of 12
Seventh Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
7C.3.3.1
7C.3.3.2
7C.3.3.3
7C.3.3.4
7C.3.3.5
Hold a point of disagreement in mind until the appropriate time
Use spoken language in socially acceptable ways
Demonstrate group processing strategies
Use techniques and strategies to gain attention and develop interest of audience
Ask questions to draw information from the group
OBJECTIVE C.3.4: Reflect on the ideas and opinions of others and respond thoughtfully.
Reviewed Skills
7C.3.4.1
Analyze audience feedback following a speech or discussion
7C.3.4.2
Elaborate and illustrate the contribution of another group member
7C.3.4.3
Elaborate and illustrate the contribution of another group member
7C.3.4.4
Self correct to remove effects upon audience of poor word choice
7C.3.4.5
Analyze factors that contribute to success, lack of success, or otherwise of a discussion
7C.3.4.6
Recognize a speaker’s purpose and main idea
7C.3.4.7
Give and receive constructive criticism tactfully
7C.3.4.8
Ask for clarification and explanation of unfamiliar words and ideas
7C.3.4.9
Summarize information conveyed through discussion
7C.3.4.10 Demonstrate respect for thoughts and opinions of others
7C.3.4.11 Describe and discuss the freedom of speech: historical roots, ethical responsibilities
7C.3.4.12 Demonstrate techniques for problem solving
7C.3.4.13 Make positive interjections
SS, S, M, MU, R
SS, S, M, MU, A, C, PE, R, FL
SS, S, R
SS, S, M, R
SS, S, M, MU, A, C, R
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
OBJECTIVE C.3.5: Explain and advance opinions by citing evidence and referring to sources.
Reviewed Skills
7C.3.5.1
Identify and discuss the need for adequate supporting material to influence the audience
SS, S, R
7C.3.5.2
Explore such abstract ideas as justice, good and evil by generalizing, hypothesizing or
SS, A, C, R
inferring
7C.3.5.3
Distinguish between supported and unsupported statements
SS, S, C, R
7C.3.5.4
Distinguish between relevant and irrelevant information
SS, S, M, MU, A, C, PE, R, FL
7C.3.5.5
Give reasons for opinion
SS, S, M, MU, A, C, R
7C.3.5.6
Influence listeners through persuasion
S, MU, A, C, R
7C.3.5.7
Distinguish fact from opinion
SS, S, M, MU, A, C, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
D. Language
Students will…
GOAL D.1 Develop vocabulary of words, phrases and idioms as a means of improving communication.
OBJECTIVE D.1.1: Consult dictionaries, thesauruses, handbooks, grammar texts and other resources to find and compare definitions,
choose among synonyms, spell words correctly and choose words, phrases and expressions.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE D.1.2: Use knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words.
Reviewed Skills
7D.1.2.1
Use the Greek and Latin roots to identify word meaning in context
S, M, FL, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE D.1.3: Explain how writers and speakers choose words and use figurative language such as similes, metaphor,
personification, hyperbole and allusion to achieve specific efforts.
Reviewed Skills
7D.1.3.1
Identify and use literary tools such as irony, metaphor, simile and symbolism
7D.1.3.2
Identify and use sensory words effectively
Diocese of Superior
Page 10 of 12
Seventh Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
7D.1.3.3
7D.1.3.4
7D.1.3.5
7D.1.3.6
Identify and use transition words effectively
Identify and use parallel construction
Identify and use diagrams for illustration
Avoid overworked words
S, M, C
S, A, C
OBJECTIVE D.1.4: Choose vocabulary purposefully and evaluate the use of words in communications designed to inform, explain and
persuade.
Reviewed Skills
7D.1.4.1
Select vocabulary to enhance writing
SS, S, MU, C, A
7D.1.4.2
Develop a personal system of expanding vocabulary
A, C
GOAL D.2 Recognize and interpret various uses and adaptations of language in social, cultural, regional and
professional situations and learn to be flexible and responsive in the use of English.
OBJECTIVE D.2.1: Identify various styles and purposes of oral and written language and learn to communicate effectively in commonly
occurring situations.
Reviewed Skills
Describe and give examples of variations in American English that appear in different
7D.2.1.1
SS
social, cultural, regional and professional environments
Describe how American English is used in various publics and private contexts such as
7D.2.1.2
school, home and work
Make appropriate choices when speaking and writing, such as formal or informal
7D.2.1.3
SS, C, R
language, considering the purpose and context of the communication
Evaluate how audience and context affect the selection and use of words and phrases,
7D.2.1.4
MU, C
including technical terms, slang and jargon
E. Research and Inquiry
Students will…
GOAL E.1 Conduct research and inquiry on self-selected or assigned topics, issues or problems and use an
appropriate form to communicate feelings.
OBJECTIVE E.1.1: Propose research.
7E.1.1.1
7E.1.1.2
7E.1.1.3
7E.1.1.4
7E.1.1.5
7E.1.1.6
Reviewed Skills
Recognize important ideas when taking notes
Formulate initial research questions
Narrow the focus of a topic on relevant and accessible sources of information
Identify prior knowledge
Develop a basic plan for gathering information
Formulate topics and questions for research using a variety of printed or electronic
materials
SS, S, R
SS, S, R
SS, S, R
SS, S, R
SS, S, R
OBJECTIVE E.1.2: Conduct research.
Reviewed Skills
Describe and use a variety of sources to gather information such as textbooks, other
7E.1.2.1
SS, S, R
books and electronic devices
7E.1.2.2
Conduct interview, field studies and experiments
SS, S, R
7E.1.2.3
Identify, locate, explore and effectively use multiple sources of information
SS, S, R
7E.1.2.4
Identify and reference footnotes
SS, S, R
7E.1.2.5
Identify a book preface
SS, S, R
7E.1.2.6
Identify a books appendix
SS, S, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
Diocese of Superior
Page 11 of 12
Seventh Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
OBJECTIVE E.1.3: Recognize, record, compile, organize, evaluate and acknowledge information pertinent to a project, accurately blending
discoveries into answers.
Reviewed Skills
7E.1.3.1
Recognize important ideas when taking notes
7E.1.3.2
Outline to organize information
7E.1.3.3
Use a variety of note taking strategies using various sources
7E.1.3.4
Identify the basic parts of a research paper
7E.1.3.5
Evaluate the usefulness of information gathered in an investigation
OBJECTIVE E.1.4: Present the results of inquiry.
7E.1.4.1
7E.1.4.2
7E.1.4.3
7E.1.4.4
7E.1.4.5
7E.1.4.6
Reviewed Skills
Produce and organize written and oral reports
Present a report
Draw sound conclusions
Adhere to the conventions of preparing a manuscript
Give proper credit to sources
Use a variety of technological tools to prepare and present reports
Diocese of Superior
Page 12 of 12
Seventh Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
EIGHTH GRADE
A. Reading/Literature
Students will…
GOAL A.1 Use effective reading strategies to achieve purpose in reading
OBJECTIVE A.1.1: Use a variety of strategies and word recognition skills, including rereading, finding context clues, applying knowledge
of letter-sound relationships, analyzing word, phrase and sentence structure, word origins, and visual images to understand unfamiliar
words and clarify passages of text.
Mastered Skills
8A.1.1.1
Select pertinent passages or phrases to answer questions
SS, S, M, R
8A.1.1.2
Explain the meaning of most base words
SS, S, M, MU, C, R
8A.1.1.3
Explain the structure of words
M, R
8A.1.1.4
Describe how literature creates mental images
SS, S, MU, A, FL, C, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.2: Demonstrate phonemic awareness by using letter/sound relationships as aids to pronouncing and understanding
unfamiliar words and text.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.3: Comprehend reading by using strategies such as activating prior knowledge, establishing purpose, self-correcting,
self-monitoring, rereading, making predictions, finding context clues, developing visual images, applying knowledge of text structures
and features, and adjusting reading rate according to purpose and difficulty.
Reviewed Skills
8A.1.3.1
Apply reading strategies: skimming and scanning
SS, S, M, MU, R
Mastered Skills
8A.1.3.2
Identify cause and effect, analogous, comparative and categorizing relationships.
SS, S, R
8A.1.3.3
Infer motives and character traits
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.4: Read aloud with age-appropriate fluency, accuracy, and expression.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.5: Discern how written texts and accompanying illustrations connect to convey meaning.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.6: Identify and use organizational features of texts, such as headings, paragraphs, and format to improve understanding.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.1.7: Identify a purpose for reading, such as gaining information, learning about a view point, making decisions,
appreciating literature, and enjoying the experience of reading.
Mastered Skills
8A.1.7.1
Reflect, discuss and defend the morals and values literature addresses
SS, MU, A, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
GOAL A.2 Read, interpret and critically analyze literature
Diocese of Superior
Page 1 of 12
Eighth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
OBJECTIVE A.2.1: Recognize and recall elements and details of story structure, such as sequence of events, character, plot, setting,
language, topic, style, purpose and point of view to reflect on meaning.
Mastered Skills
8A.2.1.1
Recognize elements of style: satire
MU
8A.2.1.2
Recognize figurative language: metaphor, simile
8A.2.1.3
Analyze conclusions from different points of view
SS, S, MU
8A.2.1.4
Explain how character traits can be identified in oneself and others
MU
8A.2.1.5
Identify and describe the major conflicts in literature
8A.2.1.6
Recognize figurative language: alliteration, exaggeration, onomatopoeia
8A.2.1.7
Recognize stylistic devices: conflict, suspense, dialogue
MU
8A.2.1.8
Recognize and analyze literary style: narration, description, exposition, persuasion
C
8A.2.1.9
Recognize elements of style: irony
MU, A, C
8A.2.1.10 Recognize figurative language: symbolism
8A.2.1.11 Recognize stylistic devices: flashback, contrast, propaganda
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.2.2: Interpret meaning of literary works including: fairy tales, fables, short stories, essays, epics, myths, plays, poems, and
novels.
Mastered Skills
8A.2.2.1
Differentiate prose-fiction: myth, science
8A.2.2.2
Analyze literary works
8A.2.2.3
Differentiate non-fiction: journals, essays, biographies, autobiographies
SS
8A.2.2.4
Differentiate a variety of poetry styles
8A.2.2.5
Reflect on the personal and cultural significance of literary works
A
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.2.3: Summarize ideas drawn from stories, identifying cause-and-effect relationships, interpreting events and ideas, and
connecting different works to each other and to real-life experiences.
Mastered Skills
8A.2.3.1
Identify and analyze cause and effect relationships
SS, S, M, PE, A, C, R
8A.2.3.2
Identify and analyze comparative relationships
SS, S, M, A, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.2.4: Extend the literal meaning of a text by making inferences, and develop criteria to evaluate the significance, validity and
merit of texts in light of prior knowledge, experience and opinion.
Mastered Skills
8A.2.4.1
Analyze propaganda techniques some writers use
SS, S, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
GOAL A.3 Read and discuss literary and nonliterary texts in order to understand human experience
OBJECTIVE A.3.1: Demonstrate the ability to integrate general knowledge about the world and familiarity with literary and nonliterary texts
when reflecting upon life’s experiences.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.3.2: Provide interpretive responses to literary and nonliterary texts representing the diversity of American cultural heritage
and cultures of the world.
Reviewed Skills
8A.3.2.1
Share personal views and defend position in discussion
SS, S, MU, R
Mastered Skills
8A.3.2.2
Reflect on the personal and cultural significance of literary works
SS, R, MU
8A.3.2.3
Generate interesting questions to be answered while reading
SS, S, R, MU
8A.3.2.4
Differentiate between literal and figurative language
Diocese of Superior
Page 2 of 12
Eighth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
8A.3.2.5
8A.3.2.6
8A.3.2.7
Analyze the morality and values held in literature
Read literature to foster language and personal growth
Participate actively in discussions of literary works
MU, R
OBJECTIVE A.3.3: Identify common historical, social, and cultural themes and issues in literary works and selected passages.
Mastered Skills
8A.3.3.1
Analyze literature for its historical, social and cultural value
SS, MU, C
8A.3.3.2
Use literature to gain and interpret new or different perspectives
SS, S, MU
8A.3.3.3
Use literature as an alternative way of learning science, math, social studies and the arts SS, S, M, A, MU, C
OBJECTIVE A.3.4: Draw on a broad base of knowledge about the themes, ideas, and insights found in classical literature while reading,
interpreting, and reflecting on contemporary texts.
Mastered Skills
Describe links between personal experience and the arguments and ideas in printed
8A.3.4.1
SS, S, R, M, MU, A, C, FL, PE
materials
Make connections among texts, recognizing similarities/differences in themes, points of
8A.3.4.2
SS, S, MU, A, C, R
view, values
8A.3.4.3
Analyze literature for insight into real life experiences
SS, R, MU, A, C
8A.3.4.4
Use literature to activate, add, reorganize, relate prior knowledge to new information
SS, S, R, MU
OBJECTIVE A.3.5: Evaluate the themes and main ideas of a work considering its audience and purpose.
Mastered Skills
Reflect on opinions, reactions and emotions of audience response to literature and
8A.3.5.1
defend own ideas
S, MU
GOAL A.4. Read to acquire information
OBJECTIVE A.4.1: Identify, summarize and explain key details, main ideas and organization of informational texts, connecting new
information to prior knowledge, in a variety of informational passages.
Mastered Skills
Monitor one’s understanding of literature, e.g., retelling, visualizing, identifying main
8A.4.1.1
ideas, self-questioning, adjusting rate to purpose and difficulty, inferring, making notes, or SS, S, R, MU
recognizing over-generalization
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.4.2: Identify a topic of interest and seek information about it by investigating, comparing, contrasting and evaluating
relative accuracy and usefulness of information from available text resources.
Reviewed Skills
8A.4.2.1
Read literature as a source of inspiration for writing and models of writing
8A.4.2.2
Correlate written and visual versions of literary works
A, MU
Mastered Skills
8A.4.2.3
Evaluate source credibility and reliability
SS, S, MU, C, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE A.4.3: Interpret and distinguish between the facts found in documents, narratives, charts, maps, tables, and other sources
and the generalizations and interpretations that are drawn from them.
Mastered Skills
8A.4.3.1
Make generalizations and conclusions form reading
SS, R
8A.4.3.2
Use computers to acquire, organize, analyze and communicate information.
SS, S, M, R
Interpret and use technical resources such as charts, tables, travel schedules, timelines
8A.4.3.3
SS, S, M, C, MU, R
and manuals
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
Diocese of Superior
Page 3 of 12
Eighth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
B. Writing
Students will…
GOAL B.1 Create or produce writing to communicate with different audiences for a variety of purposes
OBJECTIVE B.1.1: Write nonfiction, expository and technical pieces (summaries, messages, informational essays, basic directions,
instructions, and simple reports) that convey essential details and facts, provide accurate representations of events and sequences, fulfill
its purpose, uses appropriate language for its audience, and organized clearly.
Mastered Skills
8B.1.1.1
Write research reports
SS, S, R, M, MU, A, C, FL, PE
8B.1.1.2
Write directions and instructions
S, M, MU, A, C
8B.1.1.3
Write for cause and effect
SS, S, C, R
8B.1.1.4
Write essays
SS, S, MU, C, R
8B.1.1.5
Fill out forms
SS, MU, C
8B.1.1.6
Write summaries
SS, S, R, M, MU, A, C, FL, PE
8B.1.1.7
Write to compare and contrast
SS, S, R, M, MU, A, C, FL, PE
8B.1.1.8
Write an advertisement
SS, A, C
8B.1.1.9
Write reports
SS, S, R, M, MU, A, C, FL, PE
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.1.2: Write expressive pieces in response to reading, viewing, and life experiences employing descriptive detail and a
personal voice.
a. persuasive pieces with clear position, a discernible tone, and coherent argument with reliable evidence
b. narratives based on experiences that use descriptive language and detail effectively, presents a sequence of events and reveals a
theme
Reviewed Skills
8B.1.2.1
Write journals
SS, S, A, MU, C, R
8B.1.2.2
Write descriptive sentences
SS, S, R, MU, C
8B.1.2.3
Write a descriptive paragraph
SS, S, R, MU, C
Mastered Skills
8B.1.2.4
Write introductions and conclusions
SS, S, R, MU, C
8B.1.2.5
Write an editorial
SS, S
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.1.3: Write creative pieces (poetry, fiction and plays) employing basic aesthetic principles appropriate to each genre.
Reviewed Skills
8B.1.3.1
Write a play
MU, R
8B.1.3.2
Write Poems
A
8B.1.3.3
Write a personal narrative
C
8B.1.3.4
Write a short story
Mastered Skills
8B.1.3.5
Write Tales and Fables
C
OBJECTIVE B.1.4: Write in a variety of situations (timed and untimed, at school and at home) and adapt strategies, such as revision and
the use of reference materials, to the situation.
Mastered Skills
8B.1.4.1
Write for an extended, lengthy period of time
SS, S, A, C, R
8B.1.4.2
Write during an exam
SS, S, MU, A, C, R
8B.1.4.3
Write using a computer
SS, S, MU, A, C, R
OBJECTIVE B.1.5: Use a variety of writing technologies, including pen and paper as well as computers.
Mastered Skills
8B.1.5.1
Use word processing tools
SS, S, R, MU, A, C
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
Diocese of Superior
Page 4 of 12
Eighth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
OBJECTIVE B.1.6: Write for a variety of readers, including peers, teachers and other adults, adapting content, style and structure to
audience and situation.
Reviewed Skills
8B.1.6.1
Consider the audience for a story
SS, S, R, M, MU, A, C, FL, PE
Mastered Skills
8B.1.6.2
Write emphasizing overall impression
SS, S, R, M, MU, A, C, FL, PE
8B.1.6.3
Write by stating and supporting opinions
SS, S, R, M, MU, A, C, FL, PE
8B.1.6.4
Write using persuasive language
SS, S, R, M, MU, A, C, FL, PE
8B.1.6.5
Write using fact and opinion
SS, S, R, M, MU, A, C, FL, PE
8B.1.6.6
Use literary language
SS, S, R, M, MU, A, C, FL, PE
8B.1.6.7
Define and use writing as a valid form of communication
SS, S, R, M, MU, A, C, FL, PE
8B.1.6.8
Use various types of paragraphs
SS, S, R, M, MU, A, C, FL, PE
8B.1.6.9
Map out plot and character development in narratives
SS, S, R, M, MU, A, C, FL, PE
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
GOAL B.2 Plan, revise, edit and publish clear and effective writing.
OBJECTIVE B.2.1: Produce multiple drafts, including finished pieces, that demonstrate the capacity to generate, focus and organize ideas
and to revise the language, organization, and content of successive drafts in order to fulfill a specific purpose for communication with a
specific audience.
Reviewed Skills
8B.2.1.1
Apply norms for neatness in written work
SS, S, MU, A, C
8B.2.1.2
Pre-write (Plan) the beginning, middle, end
SS, S, MU, A, C
8B.2.1.3
Organize notes
SS, S, MU, A, C
8B.2.1.4
Revise
SS, S, MU, C
8B.2.1.5
Proofread to check spelling, grammar, punctuation, capitalization, indentation
SS, S, M, MU, A, C, R
8B.2.1.6
Publish
SS, S, A, C
8B.2.1.7
Name and share written work
SS, S, R, A, C
Mastered Skills
8B.2.1.8
Cluster ideas for prewriting
SS, S
8B.2.1.9
Discuss ideas for prewriting
SS, S, MU, A, C
8B.2.1.10 Use Question/Answer Method for prewriting
SS, S,
8B.2.1.11 Freewrite for prewriting
SS, S, MU, A, C
8B.2.1.12 Make lists for prewriting
SS, S, M, C, R
8B.2.1.13 Choose effective words (sensory, avoid overworked words)
SS, S, MU, A, C
8B.2.1.14 Choose words for clarity, audience, peer response, coherence, unity, word choice
SS. S, MU, C
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.2.2: Explain the extent and reasons for revisions in conference with a teacher.
Reviewed Skills
8B.2.2.1
Use teacher/peer conferencing
8B.2.2.2
Receive and give constructive criticism
SS, S, R, M, MU, A, C, FL, PE
SS, S, R, A, MU, C
OBJECTIVE B.2.3: Given a writing assignment to be completed in a limited amount of time, produce a well-developed, well-organized, and
effective response in correct English and an appropriate voice.
Reviewed Skills
8B.2.3.1
Edit and proofread revised drafts
MU, A, C
8B.2.3.2
Write from dictation
SS, MU, A, C, R
8B.2.3.3
Compose original ideas
A, MU, C
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
GOAL B.3 Understand the function of various forms, structures, and punctuation marks of standard American
English and use them appropriately in communications.
Diocese of Superior
Page 5 of 12
Eighth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
OBJECTIVE B.3.1: Understand and use parts of speech effectively, including nouns, pronouns, and adjectives.
Reviewed Skills
8B.3.1.1
Identify and use Subject and Object Noun Uses
C
8B.3.1.2
Identify and use Direct and Indirect Object
8B.3.1.3
Identify and use Appositive
8B.3.1.4
Identify and use Predicate nominative
8B.3.1.5
Identify and use Object of Preposition
8B.3.1.6
Identify and use Concrete and Abstract Nouns
8B.3.1.7
Identify and use Possessive Nouns
C
8B.3.1.8
Identify and use Adjectives
C
8B.3.1.9
Identify and use Articles
FL
8B.3.1.10 Classify as descriptive adjectives
8B.3.1.11 Classify as limiting adjectives
8B.3.1.12 Classify as determiner adjectives
8B.3.1.13 Identify and use Personal Pronouns
C
8B.3.1.14 Identify and use Possessive Pronouns
8B.3.1.15 Identify and use Subject and Object Pronouns
C
8B.3.1.16 Identify and use Antecedents
8B.3.1.17 Identify and use Indefinite Pronouns
8B.3.1.18 Identify and use Interrogative Pronouns
8B.3.1.19 Identify and use Relative Pronouns
8B.3.1.20 Identify and use Reflexive Pronouns
8B.3.1.21 Identify and use Nominative Case
Mastered Skills
8B.3.1.22 Identify and use apostrophe
MU, C
8B.3.1.23 Identify and use Demonstrative Pronouns
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.2: Use adverbials effectively, including words and phrases.
Introduced Skills
8B.3.2.1
Identify mood: indicative, subjunctive
8B.3.2.2
Identify and use intensifiers
Reviewed Skills
8B.3.2.3
Identify and use transitive/intransitive verbs
8B.3.2.4
Identify and use subordination
8B.3.2.5
Identify and use coordination
Mastered Skills
8B.3.2.6
Identify and use linking verbs
8B.3.2.7
Identify and use verb tenses correctly
8B.3.2.8
Identify active or passive voice
8B.3.2.9
Identify mood: imperative
8B.3.2.10 Conjugate regular and irregular verbs
8B.3.2.11 Identify adverbs
8B.3.2.12 Classify as time (when), place (where) and manner (why)
8B.3.2.13 Identify and use adjective modifiers
8B.3.2.14 Identify and use other adverb modifiers
8B.3.2.15 Identify and use negatives
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.3: Employ principles of agreement related to number, gender, and case.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.4: Capitalize proper nouns, titles, and initial words of sentences.
Mastered Skills
8B.3.4.1
Define and use rules of capitalization
SS, S, MU, A, C, R
Diocese of Superior
Page 6 of 12
Eighth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.5: Use punctuation marks and conjunctions, as appropriate, to separate sentences and connect independent clauses.
Introduced Skills
8B.3.5.1
Use semicolon in compound sentences C
Mastered Skills
8B.3.5.2
Avoid over punctuation
SS, S, R, MU, C
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.6: Use commas correctly to punctuate appositives and lists.
Reviewed Skills
8B.3.6.1
Use comma with nonrestrictive clauses
Mastered Skills
8B.3.6.2
Use comma with appositives
8B.3.6.3
Use comma with interjections, introductory phrases and clauses
8B.3.6.4
Use comma with parenthetical expressions
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.7: Spell frequently used words correctly.
Mastered Skills
Participate in spelling bees
Detect common spelling errors: substitutions, reversals, omissions, additions
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
8B.3.7.1
8B.3.7.2
OBJECTIVE B.3.8: Use word order and punctuation marks to distinguish sentence types.
Mastered Skills
8B.3.8.1
Recognize and write compound, complex and compound-complex sentences
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE B.3.9: Understand the function of words, phrases and clauses in a sentence and use them effectively, including coordinate
and subordinate conjunctions, relative pronouns and comparative adjectives.
Introduced Skills
8B.3.9.1
Identify and use Subordinate clauses
Reviewed Skills
8B.3.9.2
Identify and use Noun, adjective and adverb clauses and phrases
8B.3.9.3
Identify and use Participle, gerund, infinitive phrases
Mastered Skills
8B.3.9.4
Recognize elements of sentence structure
8B.3.9.5
Write sentences that flow
S
8B.3.9.6
Identify and use clauses and phrases
8B.3.9.7
Identify and use Prepositional phrases
8B.3.9.8
Identify and use Preposition
8B.3.9.9
Identify and use Objects of Preposition
8B.3.9.10 Identify and use Independent and Dependent clauses
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
Diocese of Superior
Page 7 of 12
Eighth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
C. Speaking & Listening
Students will…
GOAL C.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of
purposes.
OBJECTIVE C.1.1: Identify and discuss criteria for effective oral presentations, including such factors as eye contact, projection, tone,
volume, rate and articulation.
Mastered Skills
8C.1.1.1
Analyze the content and structure of several speaking styles of oral presentations
OBJECTIVE C.1.2: Read aloud effectively from previously-read material.
Mastered Skills
8C.1.2.1
Lector at Mass and prayer services
MU, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.1.3: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes
Mastered Skills
8C.1.3.1
Give a one minute speech
SS, S, R, A, C
8C.1.3.2
Give an extemporaneous speech
SS, S, R
8C.1.3.3
Lead impromptu prayer
SS, MU, A, C, R
Make formal introductions with courtesy and clarity and use appropriate etiquette when
8C.1.3.4
A, C
expressing thanks and receiving praise
8C.1.3.5
Use computers to acquire, organize, analyze and communicate information.
SS, S, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.1.4: Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized
and sequenced detail as well as relate an experience with a sense of timing and decorum appropriate for the occasion.
Mastered Skills
8C.1.4.1
Report from an outline
SS, S, M, MU, A, C, R, FL, PE
8C.1.4.2
Adapt speech to different audiences
SS, S, M, MU, A, C, R, FL, PE
8C.1.4.3
Organize materials following a logical sequence and using an appropriate conclusion
SS, S, M, MU, A, C, R, FL, PE
8C.1.4.4
Express an understanding of the information presented
SS, S, M, MU, A, C, R, FL, PE
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.1.5: Participate in group readings.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.1.6: Perform dramatic readings and presentations.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.1.7: Distinguish between fact and opinion and provide evidence to support opinions.
Reviewed Skills
8C.1.7.1
Participate in debate activities (formal and informal)
SS, S
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
GOAL C.2 Listen to and comprehend oral communications.
OBJECTIVE C.2.1: Follow basic directions.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
Diocese of Superior
Page 8 of 12
Eighth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
OBJECTIVE C.2.2: Identify and summarize key points of a story or discussion accounting for the key ideas, structure, and relationship of
parts of the whole. Follow the speaker’s argument.
Reviewed Skills
8C.2.2.1
Recognize transitional and signal words and phrases
SS, S, R
8C.2.2.2
Concentrate for expanded time periods
SS, S, M, MU, A, C, R
Mastered Skills
8C.2.2.3
Evaluate delivery and content
S, MU
8C.2.2.4
Transfer important ideas into notes
SS, S, MU, A, C, R
8C.2.2.5
Demonstrate an understanding of correct word meanings through context
SS, S, A, C
8C.2.2.6
Summarize what was said
SS, S, A, MU, C, R
8C.2.2.7
Retell information
SS, S, MU, A, C, R
8C.2.2.8
Explain the value of listening as a source of information in all subject areas
SS, S, M, MU, A, C, R
8C.2.2.9
Answer questions to demonstrate comprehension
SS, S, M, MU, A, FL, C, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.2.3: Retell stories and reports of events in proper sequence.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.2.4: Distinguish among purposes for listening, such as gaining information or being entertained and taking notes as
appropriate. Evaluate the reliability of information in a communication.
Reviewed Skills
8C.2.4.1
Identify and evaluate propaganda techniques
SS, S, R, A, C
Mastered Skills
8C.2.4.2
Attend and evaluate theatrical performances
SS, MU, A, R
Evaluate the effect of expression, mood, figures of speech and inferences on the
8C.2.4.3
MU, A, C
audience
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
GOAL C.3 Participate effectively in discussion
OBJECTIVE C.3.1: Volunteer relevant information, ask relevant questions, and answer questions directly.
Reviewed Skills
Volunteer relevant information by making introductions, giving directions, conversing with
8C.3.1.1
adults and peers.
8C.3.1.2
Respect free speech of others
Mastered Skills
8C.3.1.3
Listen and apply information in a group, panel, or round table discussion
8C.3.1.4
Attend to the content of discussion rather than the speaker
8C.3.1.5
Express emotions and use spoken language in socially acceptable ways
8C.3.1.6
Participate in discussion without dominating
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, R
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, R
OBJECTIVE C.3.2: Use appropriate eye contact and other nonverbal cues.
Mastered Skills
8C.3.2.1
Demonstrate respectful posture when listening to others
SS, S, M, MU, A, C, PE, R, FL
8C.3.2.2
Focus eyes on speaker
SS, S, R
8C.3.2.3
Increase the appropriate amount of attention span needed to listen to a speaker
SS, S, M, MU, A, C, PE, R, FL
8C.3.2.4
Give appropriate feedback to a speaker
SS, S, M, MU, A, C, PE, R, FL
8C.3.2.5
Ignore or accommodate for distractions while listening
SS, S, M, MU, A, C, PE, R, FL
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE C.3.3: Use appropriate strategies to keep a discussion going.
Reviewed Skills
8C.3.3.1
Use techniques and strategies to gain attention and develop interest of audience
SS, S, M, R
Diocese of Superior
Page 9 of 12
Eighth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
8C.3.3.2
8C.3.3.3
8C.3.3.4
8C.3.3.5
Mastered Skills
Hold a point of disagreement in mind until the appropriate time
Use spoken language in socially acceptable ways
Demonstrate group processing strategies
Ask questions to draw information from the group
OBJECTIVE C.3.4: Reflect on the ideas and opinions of others and respond thoughtfully.
Reviewed Skills
8C.3.4.1
Analyze audience feedback following a speech or discussion
Mastered Skills
8C.3.4.2
Elaborate and illustrate the contribution of another group member
8C.3.4.3
Elaborate and illustrate the contribution of another group member
8C.3.4.4
Self correct to remove effects upon audience of poor word choice
8C.3.4.5
Analyze factors that contribute to success, lack of success, or otherwise of a discussion
8C.3.4.6
Recognize a speaker’s purpose and main idea
8C.3.4.7
Give and receive constructive criticism tactfully
8C.3.4.8
Ask for clarification and explanation of unfamiliar words and ideas
8C.3.4.9
Summarize information conveyed through discussion
8C.3.4.10 Demonstrate respect for thoughts and opinions of others
8C.3.4.11 Describe and discuss the freedom of speech: historical roots, ethical responsibilities
8C.3.4.12 Demonstrate techniques for problem solving
8C.3.4.13 Make positive interjections
SS, S, M, MU, R
SS, S, M, MU, A, C, PE, R, FL
SS, S, R
SS, S, M, MU, A, C, R
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
SS, S, M, MU, A, C, PE, R, FL
OBJECTIVE C.3.5: Explain and advance opinions by citing evidence and referring to sources.
Mastered Skills
8C.3.5.1
Identify and discuss the need for adequate supporting material to influence the audience
SS, S, R
8C.3.5.2
Explore such abstract ideas as justice, good and evil by generalizing, hypothesizing or
SS, A, C, R
inferring
8C.3.5.3
Distinguish between supported and unsupported statements
SS, S, C, R
8C.3.5.4
Distinguish between relevant and irrelevant information
SS, S, M, MU, A, C, PE, R, FL
8C.3.5.5
Give reasons for opinion
SS, S, M, MU, A, C, R
8C.3.5.6
Influence listeners through persuasion
S, MU, A, C, R
8C.3.5.7
Distinguish fact from opinion
SS, S, M, MU, A, C, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
D. Language
Students will…
GOAL D.1 Develop vocabulary of words, phrases and idioms as a means of improving communication.
OBJECTIVE D.1.1: Consult dictionaries, thesauruses, handbooks, grammar texts and other resources to find and compare definitions,
choose among synonyms, spell words correctly and choose words, phrases and expressions.
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE D.1.2: Use knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words.
Mastered Skills
8D.1.2.1
Use the Greek and Latin roots to identify word meaning in context
S, M, FL, R
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE D.1.3: Explain how writers and speakers choose words and use figurative language such as similes, metaphor,
personification, hyperbole and allusion to achieve specific efforts.
Reviewed Skills
8D.1.3.1
Identify and use parallel construction
Diocese of Superior
Page 10 of 12
Eighth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
8D.1.3.2
Identify and use diagrams for illustration
S, M, C
8D.1.3.3
8D.1.3.4
8D.1.3.7
8D.1.3.6
Mastered Skills
Identify and use literary tools such as irony, metaphor, simile and symbolism
Identify and use sensory words effectively
Identify and use transition words effectively
Avoid overworked words
S, A, C
OBJECTIVE D.1.4: Choose vocabulary purposefully and evaluate the use of words in communications designed to inform, explain and
persuade.
Reviewed Skills
8D.1.4.1
Select vocabulary to enhance writing
SS, S, MU, C, A
Mastered Skills
8D.1.4.2
Develop a personal system of expanding vocabulary
A, C
GOAL D.2 Recognize and interpret various uses and adaptations of language in social, cultural, regional and
professional situations and learn to be flexible and responsive in the use of English.
OBJECTIVE D.2.1: Identify various styles and purposes of oral and written language and learn to communicate effectively in commonly
occurring situations.
Mastered Skills
Describe and give examples of variations in American English that appear in different
8D.2.1.1
SS
social, cultural, regional and professional environments
Describe how American English is used in various publics and private contexts such as
8D.2.1.2
school, home and work
Make appropriate choices when speaking and writing, such as formal or informal
8D.2.1.3
SS, C, R
language, considering the purpose and context of the communication
Evaluate how audience and context affect the selection and use of words and phrases,
8D.2.1.4
MU, C
including technical terms, slang and jargon
E. Research and Inquiry
Students will…
GOAL E.1 Conduct research and inquiry on self-selected or assigned topics, issues or problems and use an
appropriate form to communicate feelings.
OBJECTIVE E.1.1: Propose research.
8E.1.1.1
8E.1.1.2
8E.1.1.3
8E.1.1.4
8E.1.1.5
8E.1.1.6
Mastered Skills
Recognize important ideas when taking notes
Formulate initial research questions
Narrow the focus of a topic on relevant and accessible sources of information
Identify prior knowledge
Develop a basic plan for gathering information
Formulate topics and questions for research using a variety of printed or electronic
materials
SS, S, R
SS, S, R
SS, S, R
SS, S, R
SS, S, R
OBJECTIVE E.1.2: Conduct research.
8E.1.2.1
8E.1.2.2
8E.1.2.3
8E.1.2.4
8E.1.2.5
8E.1.2.6
Reviewed Skills
Identify, locate, explore and effectively use multiple sources of information
Mastered Skills
Describe and use a variety of sources to gather information such as textbooks, other
books and electronic devices
Identify and reference footnotes
Identify a book preface
Identify a books appendix
Conduct interview, field studies and experiments
SS, S, R
SS, S, R
SS, S, R
SS, S, R
SS, S, R
SS, S, R
Diocese of Superior
Page 11 of 12
Eighth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
Applied Skills
All skills mastered in prior grades shall be applied to this grade level. See Curriculum Scope & Sequence for the details.
OBJECTIVE E.1.3: Recognize, record, compile, organize, evaluate and acknowledge information pertinent to a project, accurately blending
discoveries into answers.
Mastered Skills
8E.1.3.1
Recognize important ideas when taking notes
8E.1.3.2
Outline to organize information
87E.1.3.3 Use a variety of note taking strategies using various sources
8E.1.3.4
Identify the basic parts of a research paper
8E.1.3.5
Evaluate the usefulness of information gathered in an investigation
OBJECTIVE E.1.4: Present the results of inquiry.
8E.1.4.1
8E.1.4.2
8E.1.4.3
8E.1.4.4
8E.1.4.5
8E.1.4.6
Mastered Skills
Produce and organize written and oral reports
Present a report
Draw sound conclusions
Adhere to the conventions of preparing a manuscript
Give proper credit to sources
Use a variety of technological tools to prepare and present reports
Diocese of Superior
Page 12 of 12
Eighth Grade English-Language Arts Curriculum
7/23/2010
Letters following skills statements indicate subjects skill may be integrated into. SS=Social Studies, S=Science, M=Math, MU=Music, A=Art, C=Computers, R=Religion, FL=Foreign
Language, PE=Physical Education
ACTIVITIES FOR RELIGIOUS INTEGRATION
Reading/Literature
Ì Use religious vocabulary, Bible stories, pronunciation of names, words, word groups, site words, bulletin boards and
posters.
Ì Do religious puzzles
Ì Put bible story pictures in order
Ì Reference Church and other religious vocabulary
Ì Include religious words
Ì Read from Bible
Ì Have a Christmas site word wall
Ì Distinguish the religious meanings of some words
Ì Know and be able to attach religious words to meanings
Ì Use words from the Bible when learning sounds
Ì Sequence events in Bible stories
Ì Read holy cards, interpret morality in Bible, read and discuss books about saints and prophets, read and discuss creation
poems, read and discuss main idea of bible stories, read biographies of saints, put Bible stories into story order
Ì Discuss character traits of Bible characters
Ì Read books about saints and prophets, read from bible during Eucharistic Adoration
Ì Read poetry and parables from Bible
Ì Use Catholic story problems in math,
Ì Learn bible citations, authors of books of Bible
Ì Use Bible table of contents
Ì Have a verse of the day and sing or clap it out to memorize it,
Ì Watch videos on religious holidays
Ì Understand Bible author’s perspective
Ì Choose literature for use in the classroom that expresses Catholic morals and values, read Arch books, discuss morals
and values when reading stories
Ì Create a bible timeline
Ì Learn about bible story plots
Ì Know how Bible is set up
Ì Know setting in Bible stories
Ì Use symbolism
Ì Act out religious and moral based skits
Ì Comprehend and retell orally and in writing Bible stories, information from religious texts, religious time lines,
diagramming of information through graphic organizers, refer to historical documents.
Ì Discuss meanings of parables
Writing
Ì Written reports, research and investigation of saints, sacramental information, cards, poetry, summarizing reflection,
journal entries, articles for school newsletter, parish bulletins, descriptive and narrative essays, rough and final drafts,
formatting and structure of essays with reference to religious writings.
Ì Write stories from bible in own words and/or with a modern twist
Ì Write own prayers of the faithful, write own prayers, write 10 Commandments in own words and memorize,
Ì Write a report on a saint and present to class
Ì Respect Life essay Contest, Rotary Essay Contest on Community Service, write a report on a saint and present to class,
Ì Write own theme for weekly liturgy, Write Church booklet – how to be respectful at Mass
Ì Rewrite miracles/parables into play form and then perform for families
Ì Social justice topics, write essays on Christian based topics, write essays for Catholic Schools’ Week
Ì Use story starters like “I am thankful for..”, “Jesus loves…”
Ì Write letters and cards to faith friends/prayer partners, card ministry, read at weekly liturgy, write stories about angels in
their lives, write Christmas letters to local fire and police departments, soldiers and EMT’s
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Write letters to prayer partners
Write thank you notes to people who have donated, helped, etc.
Write journals, use journals to write prayers and express religious comprehension, prayer journals
Center handwriting lessons around bible verses, memorize and recite it, write prayer requests for intention basket at
prayer time
Story starters include writing about feast days, holy men and women, if I lived in the time of ___________, etc., what
heaven is like, etc.
Preparation of writing through outlines, timelines, graphic organizers, rough drafts, editing final drafts of content area
referencing our faith.
Use Christian values when conferencing about work ethic and behavior
Use color book pages with religious theme as a story starter
Diagram sentences/verses from the Bible
Capitalize names from Bible, abbreviations of people (Fr., St., etc), capitalize holidays
Copy bible verses from the Gospels and use quotation marks to show words of Jesus
Use words of faith in sentences when giving spelling test
Incorporate words from religion text into weekly spelling list as bonus words
Oral Language
Ì Christmas program, Spring program, read books about saints and prophets, narrate Stations of the Cross, write morning
announcements, read in Church/intercessions, etc., prepare religious skits to perform, recite daily prayers
Ì Reading and speaking at Mass, prayers in the classrooms, discussion, reading psalms, oral presentations, giving
directions, social interaction/communication, small and large group discussion, literature circles, forensics, debate,
protocol when using the phone, addressing others (peers, adults), choral reading, readers’ theater, puppet theater flannel
board stories, focus on speakers and retelling of what was said, conversation on comprehension, author’s chair.
Ì Enunciate words when singing songs for Mass, reciting and singing in Christmas program
Ì Act out bible stories
Ì Write a report on a saint and present to class
Ì Teacher read bible stories
Ì Listen to Saint of the Day on www.americancatholic.org, quiet meditation
Ì Review homilies, bible stories, parables
Ì Summarize and retell Bible stories
Ì Retell stories from bible to other/younger students, preview of the Gospels read in Mass, Bible stories from religion
curriculum
Ì Read religious based books with discussion, The Christmas Box, The Bible, Saint books, bible stories
Language
Ì Vocabulary, research papers, discussion on good vs. evil, social justice, resources for development of vocabulary, words
in our language, forms of communication, reference materials, classics, “We the People Bookshelf”, debates, facts vs
opinion, inferring, relevant vs irrelevant, appropriate vs inappropriate, root/base words, foreign languages as they connect
to the English language, sensory words and symbols, common vs slang, writings and books of the Bible and their use as
it relates to today’s global community, DARE programs, safe environment programs, morals and values to include moral
decision and dilemmas, journal entry responses to prompt which address situational problem solving
Ì Use holy day calendar, saint calendar
Ì Discuss how words from bible translate into English
Research and Inquiry
Ì Development of reports and research projects, formulations and development of manuscripts including outlines, data
retrieval, research for composing reports, use of geography in writing reports with regard to beginning of religion and our
faith, use of local resources such as school and public libraries, note taking for learning, testing of information learned,
imbedding quotes and citing sources appropriately, presentations of information gathered and prepared.
2
Evaluating Trade-Books
Reviewing for Values & Proper Use
As Catholic schools it is important the resources taught from hold true to the teachings
and values of the Catholic Church. All children are developmentally diverse as well as
spiritually diverse. It is key in choosing resources and trade-books for them to
understand the children in which you lead as well as keep balanced with the Church.
The below items are things to question in choosing books.
Purpose
ˆ What is the books purpose?
ˆ Does the book cover the topic, genre or reading skill necessary for curriculum?
ˆ What is the bias/perspective of the work?
Audience
ˆ Who is the intended audience?
ˆ Is the level of the book appropriate for your purposes?
ˆ Is the level of the book appropriate for the skill level of the students?
Illustrations
ˆ Are the illustrations appropriate for the age level of the students?
ˆ Are there stereotypes?
Author
ˆ What is the background of the author?
ˆ What other works has the author written?
Storyline
ˆ What are the standards for success?
ˆ How are problems resolved?
ˆ What is the role of ethnic, racial and gender groups?
ˆ How are lifestyles portrayed?
ˆ How are relationships between people portrayed?
ˆ Who are the “heroes” in the book?
ˆ Are there words with overtones used?
ˆ Are there any innuendoes, overtones, perspectives that are contradictory to Church
teachings?
Reviews
ˆ Have there been book reviews done of the book? What were the results?
Books about Faith
Source: Kealy, Catherine M., MA, MS and Robert J. Kealy, EdD. A Working Reading List for Catholic School Students. NCEA. 2003.
Grades PK-2
A Spiritual Alphebet Book, Holly Bea
A Walk Through Our Church, Gertrud Mueller Nelson
America: A Patriotic Primer, Lynne Cheney
But I Waaant It, Dr. Laura Schlessinger
Easter, Gail Gibbons
God is Here…When Bad things Happen, Martha Mary Moss, FSP and Thomas Groome
I Learn About Jesus, Mary Elizabeth Tebo, FSP
I’m Gonna Like Me: Letting off a Little Self-Esteem. Jamie Lee Curtis
Impatient Pamela Asks: Why are My Feet so Huge? Mary Koski
It’s Great to Be Catholic, Susan Heybeer O’Keefe
Lizzy’s Do’s and Don’ts, Jessica Harper
St. Patrick’s Day, Gail Gibbons
The Carrot Seed, Ruth Krauss
The Christmas Humbugs, Colleen Monroe
The Hunter and the Animals: A Wordless Picture Book, Tomie de Paola
The Littlest Angel, Charles Tazewell
The Polar Express, Chris Van Allsburg
The Snowy Day, Jack Keats
The Story of the Pilgrims, Katharine Ross
What You Will See in a Catholic Church, Michael Keane
Where Does God Live? Holly Bea
Winnie the Pooh, Friendship Day, Nancy Parent
Grades 3-5
A Matter of Conscience: The Trial of Anne Hutchinson, Joan Kane Nichols
Alice’s Adventures in Wonderland and Through the Looking Glass, Lewis Carroll
Around the World in a Hundred Years: From Henry the Navigator to Magellon, Jean Fritz
Big Red, Jim Kjelgaard
Derek Jeter: Surefire Shortstop, Bob Schnakenberg
Fourth Grade Rats, Jerry Spinelli
Loyola Kids’ Book of Saints, Amy Welborn
Oh Baby! Katie Kazoo Switcheroo, Nancy E. Krulik
Saint Edith Stein: Blessed by the Cross, Mary Lea Hill, FSP
Saint Elizabeth Ann Seton: Daughter of America, Jeanne Marie Grunwell
Saint Isaac Jogues: With Burning Heart, Christine Virginia Orfeo, FSP and Elizabeth Tebo,
FSP
Shiloh, Phyllis Reynolds
Story of Our Lady of Guadalupe: The Three People, Four Days, Many Miracles, J. Janda
Talkin’ About Bessie, Nikki Grimes
The Last Dog on Earth, Daniel Ehrenhaft
The Little Princess, Frances Hodgson Burnett
The People Could Fly, Virginia Hamilton
What Whole You: Creativity, Jeannie Kim
Window on the Deep: The Adventure of Underwater Explorer Sylvai Earle, Andrea Conley
Grades 6-8
A Night to Remember, Walter Lord
Bill Peet: An Autobiography, Bill Peet
Celebrations: A New Anthology of Black American Poetry, Arnold Adoff, ed
Chapters: My Growth as a Writer, Lois Duncan
Chicken Soup for the Christian Teenage Soul: Stories of Faith, Love, Inspiration and Hope,
Jack Canfield ed.
Chicken Soup for the Preteen Soul: 101 Stories of Change, Choices and Growing Up for Kids,
Ages 10-13, Jack Canfield, ed
Chicken Soup for the Teenage Soul: 101 Stories of Life, Love and Learning, Jack Canfield ed
Father McBride’s Teen Catechism: Based on the Catechism of the Catholic Church, Alfred
McBride
Father Michael Judge: An Authentic American Hero, Michael Ford
Gideon’s People, Carolyn Meyer
Grace Hopper: Navy Admiral and Computer Pioneer, Charlene W. Billings
How do You Spell God? Rabbi Marc Gellman and Monsignor Thomas Hartman
I Know Why the Caged Bird Sings, Maya Angelou
Living the Questions Jesus Asks, John M. Vikek
My Many Colored Days, Dr. Seuss
No Place to be: Voices of Homeless Children, Judith Berck
Road from Coorain, Jill K. Conway
Rough Sketch Beginning, James Berry
Silent Dancing: A Partial Remembrance of a Puerto Rican Childhood, Judith Ortiz Cofer
Stopping for Death: Poems of Death and Loss, Carol Ann Duffy, ed
Stretch Your Wings: Famous Black Quotations for Teens, Lucille Usher Freeman and Janet
Cheatham Bell
The Catholic Youth Bible, Brian Singer-Towns, ed
Under the Eye of the Clock, Christopher Nolan
Books about Hope
Source: Kealy, Catherine M., MA, MS and Robert J. Kealy, EdD. A Working Reading List for Catholic School Students. NCEA. 2003.
Grades PK-2
A is for America: An American Alphabet, Devin Scillian
A Terrible Thing Happened: A Story for Children Who Have Witnessed Violence or Trauma,
Margaret M. Holmes
Amelia and Eleanor Go for a Ride: Based on a True Story, Pam Munoz Ryan
Angelina Ballerina, Katherine Holabird
Caterpillar’s Wish, Mary Murphy
Corduroy, Don Freeman
Cosmos Zooms, Arthur Howard
Everything on a Waffle, Polly Horvath
Jessica’s X-Ray, Pat Zonta
Martin’s Big Words, Doreen Rappoport
Painted Chest, Judith Christine Mills
Sleepy Angel’s First Bedtime Story, Tara Malanga and Susan Heyboer O’Keefe
St. Francis in San Francisco, Jack Wintz, OFM
The Delany Sisters Reach High, Amy Hill Hearth
The Dinosaurs of Waterhouse Hawkins, Barbara Kerley
The Little House, Virginia Lee Burton
The Little Prairie House, Laura Ingalls
The Lord’s Prayer, Lois Rock
The Missing Piece, Ahel Silverstein
The Story of Ferdinand, Munro Leaf
Grades 3-5
After the Funeral, Jane Loretta Winsch
Ahyoka and the Talking Leaves, Peter Roop and Connie Roop
Animals Who Have Won Our Hearts, Jean Craighead George
Earth from Above for Young Readers, Yann Arthus-Bertrand
Flight: The Journey of Charles Lindbergh, Robert Burleigh
Into the Woods: John James Audubon Lives His Dreams, Robert Burleigh
Journey to Christmas: A Yuletide Story for Children of All Ages, Wayne Skinner
Not Just Tutus, Rachel Isadore
Of Beetles and Angels: A Boy’s Remarkable Journey from a Refugee Camp to Harvard, Mawi
Asgedom
One the Ice… Mario Lemieux, Matt Christopher
Sadako and the Thousand Paper Cranes, Eleanor Coerr
Sarah, Plan and Tall, Patricia McLaughlin
So You Want to be an Inventor? Judith St. George
Tales from Gold Mountain, Paul Yee
The Boy Who Sailed with Columbus, Richard Seaver
The Keeping Quilt, Patricia Polacco
The Lost Children, Paul Goble
The Man Behind the Magic: The Story of Walt Disney, Katherine and Richard Greene
The Moon of the Alligators, Jean Craighead George
The Wright Brothers: How They Invented the Airplane, Russell Freedman
Grades 6-8
A Gathering of Flowers: Stories about Being Young in America, Joyce Carol Thomas, ed
Barrio Boy, Ernesto Galarza
Chattanooga Sludge, Molly Bang
Corazon Aquino, Howard Chua-Eoan
Dead Bird Singing, Marc Talbert
Halsey’s Pride, Lynn Hall
I Will Remember You. What to Do When Someone You Love Dies: A Guidebook Through Grief
for Teens, Laura Dower
Julie, Jean Craighead George
Land of Hope, Joan Lowery Nixon
Last Summer with Maizon, Jacqueline Woodson
Listen for the Singing, Jean Little
Mama, Let’s Dance, Patricia Hermes
Picking Up the Pieces, Patricia Calvert
Remembering Mog, Colby Rodowsky
Satchmo’s Blues, Alan Schroeder
The New Americans, Brent and Melissa Ashabranner
The Yearling, Marjorie Kennan Rawlings
Voices from the Fields: Children of Migrant Farm Workers Tell Their Stories, Beth S. Atkin
Voyage of the Lucky Dragon, Jack Bennett
Yellow Raft in Blue Water, Michael Dorris
Books about Love
Source: Kealy, Catherine M., MA, MS and Robert J. Kealy, EdD. A Working Reading List for Catholic School Students. NCEA. 2003.
Grades PK-2
Duckling Days, Karen Wallace
Giraffes Can’t Dance, Giles Andreae
Goldilocks and the Three Bears, Cheyenne Cisco
Good Job, Little Bear, Martin Waddell
Jumbo’s Lullaby, Laura Krauss Melmed
Leo the Lop, Stephen Cosgrove
Little Bunny’s Sleepless Night, Carol Roth
Look and See What God Gave Me, Sally Anne Conan
Love Is, Wendy Anderson Halperin
Love You Forever, Robert Munsch
Love You Until, Lisa McCourt
Make Way for Ducklings, Robert McCloskey
Me, Myself and I, Diaz, Fernando
Mike Mulligan and His Steam Shovel, Virginia Lee Burton
My Monster Mama Loves Me So, Laura Leuck
Puppy Love, Christine Simpson
Tell Me Again About the Night I Was Born, Jame Lee Curtis
The Lion and the Mouse, Cheyenne Cisco
The Little Shepherd, Sally Anne Conan
The Velveteen Rabbit, Margery Williams Bianco
Violets and Vegetables, Anne Miranda
What Bear Cubs Like to Do, Deborah Eton
You Are My Love, Maryann E. Cusimano
You are Special, Max Lucado
Grades 3-5
Amber on the Mountain, Tony Johnson
Belle Pratter’s Boy, Ruth White
Blister, Susan Shreve
Bridge to Terabithia, Katherine Paterson
Changing Places: A Kid’s View of Shelter Living, Maggie Calofsky
Chicken Sunday, Patricia Polacco
Deaf Child Crossing, Marlee Matlin
Go Fish, Mary Stolz
Halmoni and the Picnic, Sook Nyul Choi
Heidi, Johanna Spyri
I Meet Jesus: He Tells Me, “I Love You”, Jean Vanier
Miracle’s Boy, Jacqueline Woodson
Silent to the Bone, E.L. Konigsburg
Somebody Love You, Mr. Hatch, Eileen Spinelli
The Family Under the Bridge, Natalie Savage Carlson
The Flip Flop Girl, Katherine Patterson
The Moffats, Eleanor Estes
The Witch of Blackbird Pond, Elizabeth George Speare
Train to Somewhere, Eve Bunting
Understood Betsy, Dorothy Canfield Fisher
What Would Joey Do? Jack Gantos
Grades 6-8
After the Rain, Norma Fox Mazur
Anne of Green Gables, L.M. Montgomery
Beyond Providence, Steven Schur
Choice of Weapons, Gordon Parks
Dicey’s Song, Cynthia Voight
Don’t Sweat the Small Stuff for Teens, Richard Carlson
Going Home, Nicholas Mohr
I Heard the Owl Call My Name, Margaret Cramen
Little Women, Louisa May Alcott
Lupita Manana, Patricia Beatty
Midnight Hour Encores, Bruce Brooks
No Body’s Perfect: Stories by Teens about Body Image, Self-Acceptance and the Search for
Identity, Kimberly Kerberger
Old Friends, Barbara D. Livingston
Phoenix Rising: Or How to Survive Your Life, Cynthia D. Grant
Rainbow Jordan, Alice Children
Randall’s Wall, Carol Fenner
Summer of the Swans, Betsy Byars
The Clay Marble, Minfong Ho
The Joy Luck Club, Amy Tan
The Measure of our Success: A Letter to My Children and Yours, Marian Wright Edelman
The Poppy Seeds, Clyde Robert Bulla
Where the Flame Trees Bloom, Alma Flor Ada
Books about Community
Source: Kealy, Catherine M., MA, MS and Robert J. Kealy, EdD. A Working Reading List for Catholic School Students. NCEA. 2003.
Grades PK-2
A Chair for my Mother, Vera B. Williams
A Tale from Paleface Creek, Robert F. Mormeau
Around the Neighborhood, Carter Diaz
Arthur Babysits, Marc Brown
At Space Camp, Suzanne Martinucci
Babe, The Gallant Pig, Dick King-Smith
Boundless Grace, Mary Hoffman
Families, Families, John Diaz
Feathers and Fools, Mem Fox
It’s My Birthday, Too! Lynne Jonell
Jake Johnson: The Story of a Mule, Tres Seymour
Madeline, Ludwig Bernelmans
Maria’s Secret, June Toretta-Funentes
Millians of Cats, Wanda Gag
Moonlight Miracle, Tony Magliano
Mother Goose Around the World, Gerner Fehlau
Red Light, Green Light, Mama and Me, Cari Best
The Brand New Kid, Katie Couric
The Little Mouse, The Red Ripe Strawberry and the Big Hungry Bear, Don and Audrey Wood
The Story of Babar, Jean de Brunhoff
Wait for Me, Bonita Ferraro
We Share Everything, Robert Munsch
What if the Zebras Lost Their Stripes? John Reitano
Grades 3-5
All-of-a-Kind Family, Sydney Taylor
Because of Anya, Margaret Peterson Haddix
Class President, Johanna Hurwitz
Henry Huggins, Beverly Cleary
If You Give a Pig a Pancake, Laura Joffe Numeroff
Lassie Come Home, Rosemary Wells
Locomotion, Jacqueline Woodson
Monkey Island, Paula Fox
Nobody’s Family is Going to Change, Louise Fitzhugh
Remote Man, Elizabeth Honey
Shalinar’s Song, Daniel J. Porter
Surviving the Applewhites, Stephanie S. Tolan
Tails of the Bronx: A Tale of the Bronx, Jill Pinkwater
Take Two, They’re Small, Elizabeth Levy
The Cabin Faced West, Jean Fritz
The Hundred Dresses, Eleanor Estes
The Impossible Journey, Gloria Whelan
The Indian in the Cupboard, Lynne Reid Banks
Troubles’s Child, Mildred Pitts Walter
Grades 6-8
And One for All, Theresa Nelson
Cheaper by the Dozen, Frank Gilbreth, Jr. and Ernestine Gilbreth Carey
Home Before Dark, Sue Ellen Bridgers
Indian Chiefs, Russell Freedman
Justin and the Best Biscuits in the World, Mildred P. Walter
Making a Difference: The Story of an American Family, Margaret Hodges
My Indian Boyhood, Luther Standing Bear
My Name is America, Ann L Burns
Nightjohn, Gary Paulsen
Pacific Crossing, Gary Soto
Rachel and Her Children, Jonathon Kozol
S. O. R. Losers, Avi
Strings: A Gathering of Family Poems, Paul B. Janeczko
The Lost Garden , Laurence Yep
The Magic Shell, Nocholasa Mohr
The Sunita Experiment, Mitali Perkins
The View from Saturday, E.L. Konigsburg
This Same Sky, Naomi Shihab Nye
Travels with Charley: In Search of America, John Steinbeck
When the Phone Rang, Harry Mazer
Books about Justice
Source: Kealy, Catherine M., MA, MS and Robert J. Kealy, EdD. A Working Reading List for Catholic School Students. NCEA. 2003.
Grades PK-2
A Coat of Cats, Jeri Kroll
A Picture Book of Anne Frank, David Adler and Karen Ritzill
Angel Child, Dragon Child, Michele Maria Surat
Charlie and the Chocolate Factory, Roald Dahl
Election Day, Patricia J. Murphy
Extraordinary Girls, Maya Ajmera
Freedom Summer, Debbie Wiles
From Sea to Shining Sea: A Treasury of American Folklore and Folk Songs, Amy Cohn
Goin’ Someplace Special, Patricia McKissack
Hurry Up, Harry, Kathleen Szaj
Peace Begins with You, Katherine Scholes
Singing with Momma Lou, Linda Jacobs Altman
Sniffles, Stephen Cosgrove
Somewhere Today a Book of Peace, Shelley Moor Thomas
The Ant Bully, John Nickle
The Lorax, Dr. Seuss
The Meanest Thing to Say, Bill Cosby
The Pokey Little Puppy, Janette Sebring Lowrey
The Supreme Court, Quirir Patricia Ryon
Uncle Willie and the Soup Kitchen, Dyanne Disalvo-Ryan
We the Kids: The Preamble to the Constitution of the United States, David Catrow
When Marian Sang: The True Recital of Marian Anderson, Pam Munoz Ryan
Grades 3-5
The Bracelet, Yoshiko Uchida and Joanna Yardley
Chief Joseph, War Chief of the Nez Perce, Russell G. Davis
Crispin: The Cross of Lead, Avi
The Declaration of Independence: The Words that Made America, Sam Fink
I Never Saw Another Butterfly: Children’s Drawings and Poems from Terezin Concentration
Camp, 1942-1944, Hana Volavkova
The Journal of Ben Uchida, Citizen 13559, Mirror Lake Internment Camp, Barry Denenberg
Juneteenth: A Celebration of Freedom, Charles A. Taylor
Kids at Work: Lewis Hine and the Crusade Against Child Labor, Russell Freedman
La Causa: The Migrant Farmworker’s Story, Richard Larios
Let It Shine: Stories of Black Women Fighters, Andera Davis Pinkey
Money Hungry, Sharon Flake
Pink and Say, Patricia Polacco
Roll of Thunder, Hear My Cry, Mildred D. Taylor
They Shall Be Heard: Susan B. Anthony and Elizabeth Cady Stanton, Kate Connell and Alex
Haley eds
A Voice of Her Own: The Story of Phillis Wheatly, Slave Poet
We the Kids: The Preamble to the Constitution of the U.S., David Catrow
We Want Jobs! A Story of the Great Depression, Jan N. Jones
Witness, Karen Hesse
When Justice Failed: the Fred Korematsu Story, Steven A. Chin
Grades 6-8
Adem’s Cross, Alice Mead
Caleb’s Choice, G. Clifton Wisler
Democracy and Race: Asian Americans and World War II, R. Takaki
Dragon’s Gate, Lawrence Yep
I Have a Dream: The Life and Words of Martin Luther King, Jr., Jim Haskins
Irrepressible Spirit: Conversations with Human Rights Activists, Susan Kuklin
Just Like Martin, Ossie Davis
Lyddie, Katherine Peterson
Nothing but the Truth, Avi
Raining Fire, Marion Dane Bauer
Rumors at School, Dennis M. Doyle and Patrick Doyle
The Land, Mildred D. Taylor
The Los Angeles Riots: America’s Cities’ Crisis, John Salak
The Moon Bridge, Marcia Savin
The Other Side of Truth, Beverley Naidoo
The Star Fisher, Lawrence Yep
Touching Spirit Bear, Ben Mikaelsen
Books about Courage
Source: Kealy, Catherine M., MA, MS and Robert J. Kealy, EdD. A Working Reading List for Catholic School Students. NCEA. 2003.
Grades PK-2
A Girl Named Helen Keller, Margo Lundell
Arthur and the Sword, Thomas Malory
Arthur Lost and Found, Marc Brown
Brave Irene, William Steig
Cabbage Rose, M.C. Helldorfer
Fireboat: The Heroic Adventure of John J. Harvey, Naira Kalman
Herb, The Vegetarian Dragon, Jules Bass
Monster Moments, Daniel J. Porter
New York’s Bravest, Mary Pope Osborne
Quiet, Wyatt! Bill Maynard
Sometimes You Just Have to Tell Somebody, Ruth V. Cullen
St. Patrick’s Day in the Morning, Eve Bunting
The Hallo-Wiener, Dav Pilkey
The Little Engine that Could, Watty Piper
The Reluctant Dragon, Kenneth Grahame
The Saggy Baggy Elephant, Kathryn and Byron Jackson
The Story About Ping, Marjorie Flack
The Three Little Pigs, David Weisner
What Does Sam Sell? Bonita Ferraro
Where the Wild Things Are, Maurice Sendak
Grades 3-5
Abel’s Island, William Steig
Book of Flight, Judith E. Rinard
Caddie Woodlawn, Carol Ryrie Brink
Call it Courage, Armstrong Sperry
The Children’s Book of Heroes, William Bennett
The Children’s Homer: The Adventures of Odysseus and the Fall of Troy, Patraic Colum
Days of Courage: The Little Rock Story, Richard Kelso
Door in the Wall, Marguerite DeAngeli
Esperanza Rising, Pam Munoz Ryan
Goodbye Vietnam, Gloria Whalen
Hatchet, Gary Paulsen
Jesse Owens: Olympic Star, Patricia and Frederick McKissack
Julie of the Wolves, Jean Craighead George
The Last Princess: The Story of Princess Ka’iulani of Hawai’I, Fay Stanley
Loser, Jerry Spinelli
New York’s Bravest, Mary Pope Osborne
Saint Maximilian Kolbe: Mary’s Knight, Patricia Kelly
The School Story, Brian Selznick
Seven Brave Women, Betsy Hearne
A Single Shard, Linda Sue Park
Whitney Rides the Whale with Jonah and Learns She Can’t Run Away, Therese Johnson
Borchard
Grades 6-8
Across Five Aprils, Irene Hunt
The Adventures of Ulysses, Bernard Evslin
Anne Frank Remembered, Miep Gies and Alison Leslie Gold
The Autobiography of Miss Jane Pittman, Ernest J. Gaines
The Boy’s War, Jim Murphy
Brady, Jean Fritz
The Breadwinner, Deborah Ellis
Flight #116 Is Down, Caroline B. Cooney
Journey Home, Yoshiko Uchida
Journey to Topaz, Yoshiko Uchida
Jumping off to Freedom, Anilu Bernardo
A Lantern in Her Hand, Besi Aldrich
A Nation Challenged: Young Readers Edition
Never to Forget: The Jews of the Holocaust, Milton Meltzer
Out of the Dust, Karen Hesse
A Place to Hide, Jayne Pettit
Rescue: How Gentiles Saved Jews in the Holocaust, Milton Meltzer
Ryan White: My Own Story, Ryan White
Shabanu: Daughter of the Wind, Suzanne Fisher Staples
The Story of Ruby Bridges, Robert Coles
Year of Impossible Goodbyes, Sook Nyul Choi
Books about Reconciliation
Source: Kealy, Catherine M., MA, MS and Robert J. Kealy, EdD. A Working Reading List for Catholic School Students. NCEA. 2003.
Grades PK-2
Arthur and the True Francine, Marc Brown
Because of Winn Dixie, Kate Di Camillo
Beyond the Ridge, Paul Goble
Franklin’s Secret Club, Paulette Bourgeois and Sharon Jennings
Gina’s Saturday Adventure, Rosario De Bello, OP
I Hate Goodbyes, Kathleen Szaj
It’s Mine, Leon Lionni
King of the Playground, Phyllis Reynolds Naylor
Let’s Be Enemies, Janice May Udry
Lleonard the Llama that Lied, Susan Cameron
Messy Moose, Lois Bick
No, David, David Shannon
Spinky Sulks, William Steig
The Grouchy Ladybug, Eric Carle
The Hating Book, Charlotte Zolotow
The Paper Bag Princess, Robert Munsch
The Quarreling Book, Charlotte Zolotow
The Tale of Peter Rabbit, Beatrix Potter
Three Wishes, Lucille Clifton
Zenon: Girl of the 21st Century, Marilyn Sadler
Grades 3-5
Amelia Bedelia, Peggy Parish
Blubber, Judy Blume
Because of Winn-Dixie, Kate Dicamillo
Best Enemies Again, Kathleen Leverich
Daddy Says, Ntozake Shange
Every Living Thing, Cynthia Rylant
The Facts and Fiction of Minna Pratt, Patricia MacLachlan
Gavriel and Jemal: Two Boys of Jerusalem, Bert Ashabranner
Harriet the Spy, Louise Fitzhugh
Holes, Louis Sachar
It Takes Courage, Chistine L. Schmitt
Keeper of the Doves, Betsy Byars
19 Varieties of Gazelle: Poems of the Middle East, Naomi Shihab Nye
Patrol: An American Soldier in Vietnam, Walter Dean Myers
Talking about Stepfamilies, Maxine B. Rosenberg
There’s a Girl in my Hammerlock, Jerry Spinelli
When Pirates Came to Brooklyn, Phyllis Shalant
Grades 6-8
Blue Heron, Avi
December Stillness, Mary Downing Hahn
Does Anybody Know What Planet My Parents are From? Kevin Walter Johnson
Early Thunder, Jean Fritz
Jacob Have I Loved, Katherine Paterson
Julie’s Daughter, Colby Radowski
Just One Flick of a Finger, Marybeth Lorbiecki
St. Ignatius of Loyola: In God’s Service, Peggy A. Sklar
Stepping on the Cracks, Mary Downing Hahn
Stick Up for Yourself! Every Kid’s Guide to Personal Power and Positive Self-Esteem, Gershen
Kaufman
Talking Peace: A Vision for the Next Generation, Jimmy Carter
The Bridges at Toko-Ri, James Michener
The Store that Mama Built, Robert Lehrman
To Kill a Mockingbird, Harper Lee
Zlata’s Diary: A Child’s Life in Sarajevo, Zlata Filipovic
Books about Service
Source: Kealy, Catherine M., MA, MS and Robert J. Kealy, EdD. A Working Reading List for Catholic School Students. NCEA. 2003.
Grades PK-2
Aunt Chip and the Great Triple Creek Dam Affair, Patricia Polacco
The Bicycle Man, Allen Say
Blaze and Thunderbolt, C.W. Anderson
Bob’s Big Story Collection, Annie Auerbach
The Clown of God, Tomie dePaola
Curious George, H.A. Ray
Dr. DeSoto, William Steig
The Emperor and the Kite, Jane Yolen
Farmer Brown Goes Round and Round, Teri Sloat
The Giving Tree, Shel Silverstein
The Hippo in June’s Tub, Deborah Eaton
If You Give a Mouse a Cookie, Laura Numeroff
Mrs. Piggle-Wiggle, Betty McDonald
The Other Wise Man, Henry van Dyke
The Quiltmaker’s Gift, Jeff Brumbeau
The Rainbow Fish, Marcus Pfister
Strega Nona Meets her Match, Tomie dePaolo
A Symphony of Whales, Peter Sylvada
Too Small Jill, Myka-Lynne Sokoloff
The Trash Can Band, Lois Bick
Zack Can Fix It, Meish Goldish
Grades 3-5
A Day’s Work, Eve Bunting
Charlotte’s Web, E.B. White and Garth Williams
Fathers Are Forever: Quotations Honoring the Wisest Men We Know, Criswell Freeman
Girls Think of Everything: Stories of Ingenious Inventions by Women, Catherine Thimmesh
How Ben Franklin Stole the Lightning, Rosalyn Schanzer
Inventing the Future: A Photo biography of Thomas Alva Edison, Marfe Ferguson Delano
Never Turn Back: Father Serra’s Missions, George Guzzi
One More Valley, One More Hill: The Story of Aunt Clara Brown, Linda Lowery
S Is for Saints, Megan Dunsmore
Shoeshine Girl, Clyde Robert Bulla
Stuck on the Presidents, Lara Bergen
Summer Wheels, Eve Bunting
The Lion the Witch and the Wardrobe, C.S. Lewis
Uncle Willie and the Soup Kitchen, Dyanne Disalvo-Ryan
Grades 6-8
All Things Bright and Beautiful, James Herriot
Carver: A Life in Poems, Marilyn Nelson
Christy, Catherine Marshall
Eleanor Roosevelt: A Life in Discovery, Russell Freedman
Freedom Songs, Yvette Moore
Living the Works of Mercy: Daring Teens to Change the World, Ellen P. Cavanaugh
Lovey: A Very Special Child, Mary MacCracken
Maximillian Kolbe: Saint of Auschwitz, Elaine Murray Stone
Mother Teresa, Elaine Murray Stone
My Dear Young Friends: Pope John Paul II Speaks to Teens on Life, Love and Courage, John
Vitek, ed
My Life with the Chimpanzees, Jane Goodall
Native American Doctor, Jeri Ferris
People Who Make A Difference, Nicholas Ashabranner
The Seven Habits of Highly Effective Teens: The Ultimate Teenage Success Guide, Sean
Covey
Stars Come Out Within, Jean Little
Teens With the Courage to Give: Young People Who Triumphed over Tragedy and
Volunteered to make a Difference, Jackie Waldman, ed
Time to be Born, David Bell, MD
War on Villa Street: A Novel, Harry Mazer
War Poets, Robert Giddings
Using Movies with Books
Hollywood has made many films from popular books and even some books have been written from popular movies. Using
media to enhance or teach about a book is a positive reinforcement of the book, but it is vital to consider how well the film will help
students meet the outcomes of the class. If the film is being viewed just for “fun” it will be a waste of opportune teaching time. A movie
can easily be viewed for “fun” as well as to enhance the learning experience of the students.
In today’s culture, youth ages 8-18 spend about 6.5 hours every day using media – 3 hours 51 minutes watching television, 1
hour 44 minutes listening to music, 1 hour on the computer, 49 minutes playing video games, 43 minutes reading and 25 minutes
watching movies. With this in mind, if the media is to be emphasized by the school, then the media content shown should enhance the
academic progress of the child.
Rideout, Roberts & Foehr, Generation M: Media in the Lives of 8-18 Year-old. 2005
Some Do’s and Don’ts of using film in the classroom are:
Ì Do discuss the movie with students before, during and after viewing.
Ì Do provide students with a viewing guide – questions, list of characters, main plot points, etc.
Ì Do design a project or assignment that connects the film to course content.
Ì Do not feel obligated to show the entire film.
Martin, Amy. Some Dos and Don’ts for Teaching With Popular Films. Nov. 2009 http://curriculum-issues.suite101.com/article.cfm/using_movies_in_the_classroom.
Tips for preparing a movie for class use:
1. Watch the movie, keeping the age, gender and racial make-up of your students in mind. While watching the movie, keep a notepad
and pen handy. Take notes on the following aspects of the movie.
Ì Examine the setting of the movie
Ì Examine the main characters
2. After viewing, reflect on the overall storyline and characters. Take notes on any central themes that span the movie.
3. Select 3-5 central themes that are the most appropriate for your students.
4. Use these themes as the building blocks for discussion questions and activities.
Teaching with Movies: A Guide for Parents and Educators. Page 18. http://www.trulymovingpictures.org/FILM/Documents/TeachingwithMoviesguide.pdf. June 2010.
Tips for developing discussion questions:
1. Use the themes you established to instigate self- reflection and conversation.
2. Start off with asking questions that directly relate to characters in the movie.
3. Begin to make connections between the characters in the movie and experiences of the actual students.
4. Ask questions that focus on the students’ own experiences drawing on the specific theme.
Teaching with Movies: A Guide for Parents and Educators. Page 21. http://www.trulymovingpictures.org/FILM/Documents/TeachingwithMoviesguide.pdf. June 2010.
Suggestions for activities to accompany a movie:
Ì Character webs
Ì Cooking activity based on a specific food or culture from the
movie
Ì Role-play using pieces of the movie script
Ì Write alternative ending s to scenes or the movie
Ì Write letters to particular characters addressing a specific
topic area
Ì Word search or crossword using key terms from the movie
Ì Storyboard – draw alternative scenes from the movie
Ì Debate over controversial topics in the movie
Ì Timeline the movie
Teaching with Movies: A Guide for Parents and Educators. Page 22. http://www.trulymovingpictures.org/FILM/Documents/TeachingwithMoviesguide.pdf. June 2010.
Use the book to watch the movie:
Teachers can use movies as a springboard for literary analysis of characters, setting and plot. Watching a movie in
conjunction with reading a book allows for a comparative analysis between the two medias. To assist in doing this with students, use
sticky notes to take notes of places in the book that differ dramatically from the movie, scenes that are absent from the movie, or
descriptions/quotes that would enhance the discussion. Some suggestions to help compare the book and movie are:
Ì Make a chart where the students can compare characters in each media.
Ì Write questions where students compare how they perceive the characters and setting of each media.
Ì Include descriptive quotes from the book. Have students illustrate versions of what they read, comparing them to the set
and characters of the movie.
Ì Make a chart where students play detective and take notes of important distinctions between the medias, discuss why
these changes were made.
Teaching with Movies: A Guide for Parents and Educators. Page 26. http://www.trulymovingpictures.org/FILM/Documents/TeachingwithMoviesguide.pdf. June 2010.