CURRICULUM GUIDE
L
A
N
G
U
A
G
E
A
R
T
S
Grades
K-12
Pierce
Public
School
System
Daniel
Navrkal,
Superintendent
Table of Contents
Acknowledgments/Effective Dates
Introduction
Recommendations
Focus Statements
District Mission Statement/Language Arts Mission Statement
Language Arts Subject Area Mission
Course and Grade Level Purpose
Curriculum at a Glance
K-12 Unit Outcomes and Tasks
Appendix:
Appendix Section A:
Appendix Section B:
Appendix Section C:
Appendix Section D:
Appendix Section E:
Appendix Section F:
Appendix Section G:
Appendix Section H:
Appendix Section I:
Appendix Section J:
Appendix Section K:
Appendix Section L:
Appendix Section M:
Glossary
Updates/Errata/Notes
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-2-
Acknowledgments
A special thank you and acknowledgment goes out to the original Language Arts SAC:
Wendy Taake, Pre-School
Marj Weber, Stephanie Harder, Grade 1
Marcia Luebbe, Grade 3
Daryl Schrunk, Grade 5
Eva Heckens, Grade 6
LuEtta Clark, Title I
Shelly Adams, Special Education
Connie Jessen, Music
Larry Langhourst, Media
Glenda Clare, Nancy Nieuwkoop, Joan Palmquist, Marcia Zierke, Diane Zimmerman,
High School (Grades 7-12)
Anne Muhs, Chairman
All Language Arts teachers helped with the revised document, May 27, 2005.
Marcia Luebbe, Curriculum Coordinator
Effective Dates
2000-2001
Implementation draft of curriculum
Validation year
2001-2002
Board-approved curriculum
Materials selected and purchased
2004-2005
Second cycle of the Language Arts Subject Area Committee begins
May 27, 2005 Revision process
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-3-
E2 = Excellence in Education-
District Mission Statement
The mission of the Pierce Public Schools is to provide quality programs and staff and to
encourage community involvement and support in preparing all students to succeed and achieve
excellence as responsible citizens, lifelong learners, and confident members of a changing
society.
Language Arts Mission Statement
Students completing the Pierce Public School’s language arts curriculum will acquire the literacy
skills to read, write, listen, and speak at a level that will allow them to synthesize and evaluate
information in order to communicate effectively as productive citizens and lifelong learners.
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-4-
Student Learning Outcomes
To accomplish our mission, the system will utilize the curriculum and provide activities and
services which promote the following student learning outcomes:
Academic Skills:
The students will demonstrate competencies in the following curriculum areas:
Language Arts
Science
Foreign Language
Health
Mathematics
Social Studies
Business
Physical Education
Students will also have the opportunity to demonstrate competencies in:
Family and Consumer Sciences
Agriculture and Industrial Education
Speech and Theater
Art
Music
Problem Solving Skills:
The students will:
• Demonstrate the ability to set goals, organize, and work alone or with others to achieve
those goals;
• Apply knowledge and experience from a variety of educational disciplines;
• Communicate effectively;
• Demonstrate the ability to think logically and creatively to solve everyday problems;
• Value education.
Social Skills:
The students will:
• Serve others in a responsible and caring way;
• Practice responsible self discipline;
• Demonstrate value for self, others, community, and world;
• Be involved citizens;
• Exhibit high moral character and integrity;
• Show tolerance of differences among people.
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-5-
Accomplishing the Student Learning Goals
Our efforts to accomplish our mission are based upon these principles:
1. Education is a cooperative effort among the teachers, students, families, and the
community.
2. The home, school, church, and community are primary influences in preparing students to
become contributing members of society.
3. The employment of dedicated, competent personnel is essential to the functioning of an
effective school system.
4. All schools must have a safe environment and appropriately disciplined students.
5. Every child can learn with appropriate motivation and sufficient time.
6. All students must have access to appropriate learning opportunities and experiences
facilitated by technology.
7. The environment must promote the development of complex thinking and problem solving
skills.
8. Cooperation between school and community services is vital to the education of the whole
child.
Responsibilities
Board of Education members will:
• establish policies for quality education
• provide financial support
• provide leadership and vision
• maintain confidentiality and professionalism
• support district goals
• be an exemplary role model
Administrators will:
• support teacher decision-making
• provide resources
• serve as communication liaisons
• maintain confidentiality and professionalism
• be an exemplary role model
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-6-
Teachers will:
• teach the individual
• communicate with families and encourage family participation
• encourage self-motivation
• stay abreast of current educational material
• facilitate the learning process
• work cooperatively
• maintain confidentiality and professionalism
• be an exemplary role model
Support personnel will:
• be professional in their jobs
• maintain a clean, safe environment
• be aware of the needs of children and staff
• interact positively with students, faculty, staff, families, and community
• maintain confidentiality and professionalism
• continue to be educationally informed
• be an exemplary role model
Students will:
• demonstrate commitment and effort to the learning process
• cooperate with educational staff and peers to maintain a classroom environment
conducive to learning
• respect themselves, others, and property
Families will:
• provide the foundation for student learning
• take an active and continuing role at home and at school in the success of their child’s
education
• communicate with the teacher regarding their child
• be an exemplary role model
Community members will:
• cooperate and support the school system
• be receptive to innovative ideas in education
• communicate concerns and encouragement with school personnel
• provide resources, time, and facilities to ensure quality education
• be an exemplary role model
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-7-
Focus Statements
Students completing the Pierce Public School’s language arts curriculum will acquire the
literacy skills to read, write, listen, and speak at a level that will allow them to synthesize
and evaluate information in order to communicate effectively as productive citizens and
lifelong learners.
Kindergarten
Students will demonstrate reading readiness through speaking, listening, reading, and writing.
First Grade
Students will develop word attack skills necessary to read and write grade-level material.
Second Grade
Students will expand word attack skills, listen for relevant information, practice and improve
basic sentence structures, begin cursive writing, and learn to use reference materials.
Third Grade
Students will, while reading for information and understanding, expand their knowledge of
sentences to write paragraphs and will begin studying word forms, plural forms, and parts of
speech.
Fourth Grade
Students will expand sentence structure and paragraph writing skills, refine reading skills to
include novel-based literature and specific content areas, learn to make oral presentations, and
demonstrate an understanding of inferential materials.
Fifth Grade
Students will read a variety of genre to develop and expand reading experiences. Students will
use exact words, correct grammar, and correct punctuation to write a response to literature.
Students will utilize a writing rubric to evaluate and revise their writing.
Sixth Grade
Students will read a variety of material to examine and to evaluate literary elements and
techniques. Students will use correct grammar and punctuation to write a paper comparing and
contrasting topics of their choice.
Seventh Grade
Students will read a variety of forms of literature, focusing on drama, short stories, novels, and
nonfiction essays. Using correct grammar and punctuation, they will compose 5-paragraph
essays and business letters for various purposes.
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-8-
Focus Statements Continued
Eighth Grade
Students will evaluate and examine various forms of literature including poetry, short stories,
autobiographies, and novels. Using proper grammar and mechanics, they will demonstrate an
understanding of the literature through the composition of a research paper and essays.
Ninth Grade
Students will read, analyze, and interpret literature including poetry, short stories, plays, and
novels from a variety of cultures and time periods. Students will write descriptively, focusing on
poetry and the development of composition skills.
Tenth Grade
Students will analyze and evaluate selections of various genre especially short stories. They will
apply effective research, organizational, and writing techniques by composing personal
responses to literature and will research and create a persuasive paper. Using various types of
speeches, they will demonstrate mastery of effective speaking skills.
Eleventh Grade
Students will interpret and evaluate works by American authors, including Nebraska authors,
representing a variety of cultures and time periods. They will evaluate the works by purpose,
genre, use of language, and societal conditions of their times. Students will utilize the writing
process to produce expository and persuasive essays and a research paper. Students will utilize
technical materials to prepare multimedia presentations. Students will integrate reading and
vocabulary strategies.
Applied Communications
Students will improve their ability to use English effectively in the world of business. They will
focus on the mechanics of business writing with emphasis on business vocabulary, grammar
usage, punctuation, concise sentences and paragraphs, problem solving, group participation, and
technical reading, writing, and speaking.
Communications
Students will improve reading, writing, and speaking skills through various teacher-directed and
student-centered activities.
Twelfth Grade Literature
Students will read, discuss, research, and analyze British literature to enhance their language
experiences, improve their language skills, and make critical judgments about literature, life, and
society. They will utilize and improve their research, synthesis, and writing skills in the
preparation of a research paper, and their technical skills in a multimedia presentation.
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-9-
Focus Statements Continued
Twelfth Grade Composition
Students will analyze model essays and incorporate elements of style and methods of persuasion,
and as they create narrative, expository, descriptive, and persuasive essays.
Journalism
Students will demonstrate skill in the journalistic style of writing and will improve their
language, data collection, analysis, and technology skills as they create news stories and page
layouts for publication.
Academic Speech
Students will utilize communication techniques, will synthesize nonverbal skills, and will
evaluate research to produce speeches, debates, and oral interpretations.
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-10-
Kindergarten Language Arts
Mission Statement
Students completing the Pierce Public School’s language arts curriculum will acquire the literacy
skills to read, write, listen, and speak at a level that will allow them to synthesize and evaluate
information in order to communicate effectively as productive citizens and lifelong learners.
Purpose:
Students will demonstrate reading readiness through speaking, listening,
reading, and writing.
High Achievement Unit Outcomes and Components
LA-K-1
Students will demonstrate language skills by effectively communicating and
actively participating in classroom activities.
(1.1.5, 1.2.1, 1.3.1)
LA-K-1-1
LA-K-1-2
LA-K-1-3
LA-K-1-4
LA-K-1-5
LA-K-1-6
LA-K-2
Students will listen and react to oral literature to become responsible
listeners in the classroom (1.1.4, 1.1.5, 1.3.1)
LA-K-2-1
LA-K-2-2
LA-K-2-3
LA-K-2-4
LA-K-2-5
LA-K-3
Use proper speech etiquette and eye contact when sharing information and
opinions with the teacher and the class. (1.2.1)
Recite literature such as short poems, rhymes, and songs. (1.2.1)
Contribute to classroom discussion and relate the topic to their lives.
(1.1.5)
Recognize opposites presented orally. (1.3.1)
Demonstrate ability to sequence a story. (1.1.5)
Recite personal information such as address, birthday, phone number, full
name, and parent/guardians’ names. (1.3.1)
Use proper listening etiquette. (1.3.1)
Listen to and follow directions. (1.3.1)
Make predictions based on a story such as the title, cover, or illustrated
text. (1.1.4)
Answer speaker’s questions correctly or ask for help. (1.1.5)
Demonstrate comprehension skills after listening to teacher-selected
literature. (1.1.4)
Students will demonstrate basic phonological awareness and recognition of
letters and their sounds. (1.1.1, 1.1.2)
LA-K-3-1
LA-K-3-2
LA-K-3-3
LA-K-3-4
LA-K-3-5
Name upper case letters. (1.1.2)
Name lower case letters. (1.1.2)
Identify letters using visual discrimination. (1.1.2)
Discriminate letters and words visually. (1.1.1, 1.1.2)
Discriminate letters and sounds in initial position using auditory skills.
(1.1.1)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-11-
LA-K-3-6
LA-K-3-7
LA-K-3-8
LA-K-4
Recognize rhyming words presented orally. (1.3.1)
Identify age-appropriate vocabulary words used in kindergarten. (See
appendix: high-frequency word list.) (1.1.1, 1.1.2)
Produce consonant and vowel sounds orally upon visual cue. (1.1.2)
Students will apply knowledge of the organization of print to their reading
and writing. (1.1.1, 1.1.3, 1.1.4, 1.1.6, 1.1.7)
LA-K-4-1
LA-K-4-2
LA-K-4-2
LA-K-4-3
LA-K-4-4
LA-K-4-5
LA-K-4-6
LA-K-4-7
LA-K-4-8
LA-K-4-9
Identify the author, illustrator, title, cover, and back of a book. (1.1.3)
Recognize the difference between pictures and print. (1.1.4)
Demonstrate tracking of words left to right, top to bottom. (1.1.3)
Identify punctuation marks in reading material. (1.1.3)
Print in left to right, top to bottom progression. (1.1.1, 1.1.3)
Print first and last names. (1.1.1, 1.1.7)
Print upper and lower case letters with recognizable accuracy and comfort.
(1.1.1, 1.1.6)
Print using appropriate starting points, strokes, and spaces in words using
the D’Nealian handwriting method. (1.1.1, 1.1.6)
Write upper and lower case letters from dictation in random order. (1.1.1,
1.1.6)
Produce pictures and writing to convey ideas. (1.1.1, 1.1.7)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-12-
First Grade Language Arts
Mission Statement
Students completing the Pierce Public School’s language arts curriculum will acquire the literacy
skills to read, write, listen, and speak at a level that will allow them to synthesize and evaluate
information in order to communicate effectively as productive citizens and lifelong learners.
Purpose:
Students will develop word attack skills necessary to read and write gradelevel material.
High Achievement Unit Outcomes and Components
LA-1-1
Students apply phonetic skills to read and spell appropriate grade level
words. (1.1.1, 1.1.2)
LA-1-1-1
LA-1-1-2
LA-1-1-3
LA-1-1-4
LA-1-1-5
LA-1-1-6
LA-1-1-7
LA-1-2
Students will combine knowledge of high frequency words and word study
strategies to decipher words and word meanings. (1.1.1, 1.1.4)
LA-1-2-1
LA-1-2-2
LA-1-2-3
LA-1-2-4
LA-1-2-5
LA-1-2-6
LA-1-3
Use initial and final consonants and short vowels to decode CVC (closed
syllable) words. (1.1.1, 1.1.2)
Apply long vowels to make CVCE, CVVC, and CV word families. (V-E,
vowel team, and open syllables.) (1.1.1, 1.1.2)
Use initial and final consonant blends and digraphs in reading and
spelling. (See appendix.) (1.1.1, 1.1.2)
Read and write words using s, es, er, ed, and ing endings. (1.1.1)
Decode words with vowel letters representing different sounds. (See
appendix.) (1.1.1, 1.1.2)
Spell words phonetically, using grade-appropriate phonograms. (See
appendix.) (1.1.1, 1.1.2)
Perform the outcome. (1.1.1, 1.1.2)
Recognize and spell grade-appropriate high frequency words. (See
appendix.) (1.1.1)
Recognize and recite days of the week and months of the year. (1.1.4)
Choose appropriate word meanings. (1.1.4)
Identify and match contractions in readings. (See appendix.) (1.1.4)
Use context clues and word study strategies to identify unfamiliar words.
(1.1.1)
Perform the outcome. (1.1.1, 1.1.4)
Students will demonstrate comprehension of literature that they read and
that is read to them. (1.1.4, 1.2.1, 1.3.1, 1.5.1)
LA-1-3-1
LA-1-3-2
LA-1-3-3
LA-1-3-4
Recognize fantasy, play, poetry, journal/diary genres. (1.1.4)
Distinguish real from fantasy. (1.1.4)
Recognize characters and setting of a story. (1.1.4, 1.3.1)
Identify details and main idea of a story. (1.1.4, 1.3.1)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-13-
LA-1-3-5
LA-1-3-6
LA-1-3-7
LA-1-3-8
LA-1-3-9
LA-1-3-10
LA-1-4
Students will organize information in sequential and alphabetical order.
(1.1.4, 1.3.1)
LA-1-4-1
LA-1-4-2
LA-1-4-3
LA-1-4-4
LA-1-4-5
LA-1-4-6
LA-1-5
Predict outcomes of stories. (1.1.4, 1.3.1)
Read emphasizing fluency, volume, and posture. (1.1.4, 1.2.1)
Read different types of literature orally. (1.1.4, 1.2.1)
Retell a story. (1.1.5, 1.2.1)
Answer literal and inferential questions. (1.1.4, 1.2.1)
Perform the outcome. (1.1.4, 1.2.1, 1.3.1, 1.5.1)
Listen and identify sequential order. (1.1.4, 1.3.1)
List steps in a process. (1.1.4)
Use position and time words when appropriate. (1.1.4)
Alphabetize to the first letter. (1.1.4)
Use dictionary skills appropriate to grade level. (1.1.4)
Perform the outcome. (1.1.4, 1.3.1)
Students will construct simple sentences using selected principles of
grammar. (1.1.1, 1.1.4, 1.1.7, 1.2.1, 1.3.1)
LA-1-5-1
LA-1-5-2
LA-1-5-3
LA-1-5-4
LA-1-5-5
LA-1-5-6
LA-1-5-7
Identify sentences as a complete thought. (1.1.1, 1.1.7)
Classify nouns as a person, place, or thing. (1.1.4)
Identify action verbs in isolation. (1.1.4, 1.1.7)
Correctly punctuate and capitalize declarative and interrogative sentences.
(1.1.4, 1.1.7)
Capitalize the pronoun “I”. (1.1.4, 1.1.7)
Differentiate verbally between asking and telling sentences. (1.2.1, 1.3.1)
Perform the outcome. (1.1.1, 1.1.4, 1.1.7, 1.2.1, 1.3.1)
LA-1-6
Students will create a story using writing readiness skills. (1.1.4, 1.1.5, 1.1.7,
1.2.1)
LA-1-6-1
Compare relationships between stories and self. (1.1.4, 1.2.1)
LA-1-6-2
Use journal and write about experiences, stories, people, objects, and
events. (1.1.7)
LA-1-6-3
Brainstorm story ideas. (1.1.7)
LA-1-6-4
Write a first draft using a writing rubric, focusing on ideas and
organization. (1.1.5)
LA-1-6-5
Write and publish a story. (1.1.7)
LA-1-7
Students will demonstrate their reading comprehension by successfully
responding to questions. (1.1.4)
LA-1-7-1
LA-1-7-2
LA-1-7-3
LA-1-7-4
Read self-selected literature at their individual reading level. (1.1.4)
Identify basic facts and essential ideas in what they’ve read. (1.1.4)
Demonstrate on-task behavior during silent reading. (1.1.4)
Perform the outcome. (1.1.4)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-14-
LA-1-8
Students will demonstrate handwriting skills and correct spacing at grade
level. (1.1.3)
LA-1-8-1
LA-1-8-2
Write letters correctly. (1.1.3)
Space words correctly in and among sentences. (1.1.3)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-15-
Second Grade Language Arts
Mission Statement
Students completing the Pierce Public School’s language arts curriculum will acquire the literacy
skills to read, write, listen, and speak at a level that will allow them to synthesize and evaluate
information in order to communicate effectively as productive citizens and lifelong learners.
Purpose:
Students will expand word attack skills, listen for relevant information,
practice and improve basic sentence structures, begin cursive writing, and
learn to use reference materials.
High Achievement Unit Outcomes and Components
LA-2-1
Students will demonstrate word attack skills to read material at their grade
level. (4.1.1)
LA-2-1-1
LA-2-1-2
LA-2-1-3
LA-2-1-4
LA-2-1-5
LA-2-1-6
LA-2-2
Students will identify genres chosen for grade 2. (4.1.5)
LA-2-2-1
LA-2-2-2
LA-2-2-3
LA-2-3
Identify fiction and nonfiction. (4.1.5)
Identify fables and letters. (4.1.5)
Identify poetic form. (4.1.5)
Students will demonstrate communications skills. (4.3.1, 4.3.2, 4.4.1)
LA-2-3-1
LA-2-3-2
LA-2-3-3
LA-2-4
Read and spell CVCC words. (4.1.1)
Read words with medial consonants. (4.1.1)
Pronounce words with diphthongs and vowel digraphs correctly. (4.1.1)
Identify r-controlled vowels in words. (4.1.1)
Read consonant and vowel sounds represented by different letters. (4.1.1)
Read multi-syllabic words. (4.1.1)
Participate in discussions and give reasons and opinions. (4.3.1, 4.4.1)
Use appropriate speed, expression, and volume when speaking. (4.3.2)
Demonstrate the use of a telephone and taking messages (the caller’s name
and phone number). (4.3.2, 4.4.1)
Students will analyze grade level words and identify meanings to expand
their vocabulary knowledge. (4.1.1, 4.1.2)
LA-2-4-1
LA-2-4-2
LA-2-4-3
LA-2-4-4
Distinguish between synonyms and antonyms. (4.1.2)
Read, write, and spell compound words. (4.1.2)
Use context clues to read grade-appropriate words. (4.1.1)
Use words with suffixes –s, -es, -ed, -er, and –ing in sentences. (4.1.2)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-16-
LA-2-5
Students will read and spell grade-appropriate words. (4.2.1)
LA-2-5-1
LA-2-5-2
LA-2-6
Students will apply grade-appropriate rules of contractions, commas, and
periods after abbreviations. (4.2.1)
LA-2-6-1
LA-2-6-2
LA-2-6-3
LA-2-7
LA-2-7-2
LA-2-7-3
LA-2-7-4
Capitalize proper nouns (people’s names, cities, states, days of the week,
months of the year, and holidays). (4.2.1)
Identify and correctly use pronouns and word referents. (4.2.1)
Write and discriminate between singular and plural nouns using -s and -es.
(4.2.1)
Identify nouns and action verbs in sentences. (4.2.1)
Students will construct sentences, using correct mechanics and syntax.
(4.2.1)
LA-2-8-1
LA-2-8-2
LA-2-8-3
LA-2-8-4
LA-2-9
Correctly write contractions using “have,” “will,” “not,” and “is.” (See
appendix.) (4.2.1)
Use commas to separate day from year and city from state in isolation.
(4.2.1)
Use a period after an abbreviation for months and days of the week.
(4.2.1)
Students will identify and use nouns, pronouns, and verbs at second
grade level. (4.2.1)
LA-2-7-1
LA-2-8
Read and spell grade-appropriate high frequency words. (4.1.1, 4.2.1)
Spell words correctly, using grade-appropriate phonics skills. (4.2.1)
Identify declarative, interrogative, and exclamatory sentences. (4.2.1)
Write declarative, interrogative, and exclamatory sentences. (4.2.1)
Write a sentence using correct subject/predicate structure. (4.2.1)
Perform the outcome. (4.2.1)
Students will construct a narrative paragraph. (4.2.2, 4.2.3, 4.2.4)
LA-2-9-1
LA-2-9-2
LA-2-9-3
LA-2-9-4
LA-2-9-5
LA-2-9-6
Identify and apply the narrowed topic. (4.2.2)
Select an appropriate title. (4.2.2)
Write an appropriate beginning. (4.2.2)
Identify a paragraph. (4.2.2)
Write a narrative paragraph, using a writing rubric and focusing on ideas,
organization, word choice, and conventions. (4.2.2, 4.2.3, 4.2.4)
Perform the outcome. (4.2.2, 4.2.3, 4.2.4)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-17-
LA-2-10
Students will use grade-appropriate reference materials. (4.1.2, 4.1.4)
LA-2-10-1
LA-2-10-2
LA-2-10-3
LA-2-11
Alphabetize to the second letter. (4.1.2)
Identify a table of contents, title page, copyright page, and glossary and
their uses. (4.1.4)
Identify and find entry words in a glossary. (4.1.4)
Students will demonstrate their reading comprehension by responding to
questions. (4.1.3)
LA-2-11-1
LA-2-11-2
LA-2-11-3
LA-2-11-4
LA-2-11-5
LA-2-11-6
LA-2-11-7
LA-2-11-8
LA-2-11-9
Read self-selected literature at their individual reading level.
Identify basic facts and essential ideas in what they have read. (4.1.3)
Explain what they visualize while reading.
Demonstrate on-task behavior during silent reading.
Read multicultural literature. (4.1.8)
Identify stated main idea. (4.1.3)
Use inferential skills to predict outcomes. (4.1.3)
Distinguish sentences as fact or opinion. (4.1.7)
Perform the outcome. (4.1.3, 4.1.7, 4.1.8)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-18-
Third Grade Language Arts
Mission Statement
Students completing the Pierce Public School’s language arts curriculum will acquire the literacy
skills to read, write, listen, and speak at a level that will allow them to synthesize and evaluate
information in order to communicate effectively as productive citizens and lifelong learners.
Purpose:
Students will, while reading for information and understanding, expand their
knowledge of sentences to write paragraphs and will begin studying word
forms, plural forms, and parts of speech.
High Achievement Unit Outcomes and Components
LA-3-1
Students will construct correct sentences of various types with adjectives
and compound elements. (4.2.1)
LA-3-1-1
LA-3-1-2
LA-3-1-3
LA-3-1-4
LA-3-1-5
LA-3-1-6
LA-3-2
Identify sentence fragments and change them to complete sentences.
(4.2.1)
Write and differentiate between declarative, interrogatory, exclamatory,
and imperative sentences. (4.2.1)
Arrange words to show subject/verb agreement. (4.2.1)
Correct run-on sentences. (4.2.1)
Combine sentences to include compound subjects and compound
predicates using the conjunction and. (4.2.1)
Expand sentences using descriptive adjectives. (4.2.1)
Students will write an informative paper. (4.1.3, 4.2.1, 4.2.2, 4.2.3, 4.2.4,
4.2.5)
LA-3-2-1
LA-3-2-2
LA-3-2-3
LA-3-2-4
LA-3-2-5
LA-3-2-6
LA-3-2-7
LA-3-2-8
LA-3-2-9
LA-3-2-10
Identify purpose and audience for writing. (4.2.2, 4.2.4)
Organize ideas visually, using grouping, mapping, etc. (See appendix.)
(4.2.2, 4.2.5)
Research and take notes. (4.2.5)
Develop main idea and determine supporting details. (4.1.3, 4.2.2)
Formulate a main idea (topic) sentence. (4.2.2)
Use correct paragraph structure. (4.2.2)
Use transitions within the writing. (4.2.2)
Compose paragraphs with sentence fluency, voice, details, organization,
and conventions. (4.2.3)
Proofread to check for correct sentence form and use editing
marks. (See appendix.) (4.2.1, 4.2.3)
Perform the outcome. (4.2.4)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-19-
LA-3-3
Students will read, speak, and spell word forms identified for third
(4.1.1, 4.1.2, 4.2.1)
grade.
LA-3-3-1
Identify base (root) words, prefixes, and suffixes. (See appendix.) (4.1.2)
LA-3-3-2
Make necessary base word spelling changes: (4.2.1)
- f or fe to v
- final y to i
- double final consonants
- drop final e
Spell vowel and consonant sounds correctly according to grade 3 level.
(See appendix.) (4.2.1)
Combine word forms and word parts (4.1.1, 4.1.2, 4.2.1)
- add prefixes and/or suffixes to base words
-change pronunciation with affixes; e.g. nation + -al
Use correct spelling for assigned word lists. (See appendix) (4.2.1)
LA-3-3-3
LA-3-3-4
LA-3-3-5
LA-3-4
Students will compose friendly letters and address envelopes. (4.2.1, 4.2.3,
4.2.4)
LA-3-4-1
LA-3-4-2
LA-3-4-3
LA-3-4-4
LA-3-5
Students will use cursive writing for all assignments. (4.2.3) (See appendix.)
LA-3-5-1
LA-3-5-2
LA-3-5-3
LA-3-5-4
LA-3-6
Identify the parts of a friendly letter. (4.1.5)
Write a friendly letter using correct punctuation, capitalization, and
spelling of all letter parts. (4.2.1, 4.2.4)
Address an envelope with both main and return addresses. (4.2.1)
Perform the outcome.
Write lower case letter forms correctly and legibly. (4.2.3)
Write upper case letter forms correctly and legibly. (4.2.3)
Space and proportion letters and words correctly. (4.2.3)
Perform the outcome.
Students will demonstrate speaking and listening etiquette. (4.3.1,
4.3.2, 4.4.1, G-3-2-3, G-3-6-1)
LA-3-6-1
LA-3-6-2
LA-3-6-3
LA-3-6-4
LA-3-6-5
LA-3-6-6
Demonstrate attentiveness by eye contact, posture, and quietness. (4.3.2)
Conduct interviews and listen attentively to responses. (4.3.1, 4.4.1, G-32-3, G-3-6-1)
Enunciate clearly when speaking. (4.3.2)
Explain a process to an audience. (4.3.1, 4.3.2)
Retell a process as explained by another. (4.3.1, 4.4.1)
Perform the outcome.
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-20-
LA-3-7
Students will be able to identify characteristics of different genres. (See
appendix.) (4.1.4, 4.1.5, 4.1.6, 4.1.8)
LA-3-7-1
LA-3-7-2
LA-3-7-3
LA-3-7-4
LA-3-7-5
LA-3-7-6
LA-3-7-7
LA-3-7-8
LA-3-8
Students will apply knowledge of punctuation and capitalization.
(4.2.1)
LA-3-8-1
LA-3-8-2
LA-3-8-3
LA-3-9
Use apostrophes to show possession. (4.2.1)
Identify, punctuate, and capitalize people’s titles, such as Mr. and Dr.
(4.2.1)
Identify, punctuate, and capitalize initials. (4.2.1)
Students will demonstrate knowledge of various parts of speech.
(4.2.1)
LA-3-9-1
LA-3-9-2
LA-3-9-3
LA-3-9-4
LA-3-9-5
LA-3-9-6
LA-3-9-7
LA-3-9-8
LA-3-9-9
LA-3-9-10
LA-3-9-11
LA-3-9-12
LA-3-9-13
LA-3-10
Identify characteristics of genres across geographic regions, cultures, and
time periods. (4.1.5, 4.1.8)
Identify the term genre. (4.1.5)
Identify tales as a genre (folk, fairy, and tall tales). (4.1.5)
Compare informational articles from magazines, newspapers,
encyclopedias, and other reference works. (4.1.4, 4.1.5)
Identify the interview as a genre. (4.1.5)
Perform oral interpretive drama, such as Reader’s Theatre. (4.1.4, 4.3.2)
Identify characteristics of poetry including onomatopoeia and alliteration.
(4.1.5, 4.1.6)
Read and write haiku. (4.1.5, 4.2.4)
Differentiate between common and proper nouns. (4.2.1)
Identify plural and singular noun forms. (4.2.1)
Identify adjectives. (4.2.1)
Identify interjections. (4.2.1)
Punctuate interjections in sentences correctly. (4.2.1)
Correctly use verbs in sentences. (4.2.1)
Correctly use verbs in the past, present, and future tenses. (4.2.1)
Identify and correctly use verb forms of be. (4.2.1)
Identify and correctly use helping verb forms of will, have, has, and had.
(4.2.1)
Define articles (determiners) as adjectives. (4.2.1)
Choose correct articles. (4.2.1)
Identify conjunctions. (4.2.1)
Use I and me correctly, including putting self last. (4.2.1)
Students will apply various strategies for reading to learn. (4.1.3, 4.1.7, 4.1.8,
4.3.2, 4.2.5, 4.2.1)
LA-3-10-1
LA-3-10-2
Preview passages to set purpose for reading. (4.1.3)
Demonstrate understanding of typographic features, such as italics and
bold print. (4.1.7)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-21-
LA-3-10-3
LA-3-10-4
LA-3-10-5
LA-3-10-6
LA-3-10-7
LA-3-10-8
LA-3-10-9
LA-3-10-10
LA-3-10-11
LA-3-10-12
LA-3-10-13
LA-3-11
Students will demonstrate ability to locate and use appropriate resources.
(4.1.2, 4.1.4, 4.1.7)
LA-3-11-1
LA-3-11-2
LA-3-11-3
LA-3-11-4
LA-3-11-5
LA-3-11-7
LA-3-12
Identify main idea and main idea (topic) sentences. (4.1.3)
Locate supporting details. (4.1.3)
Differentiate between main idea (topic) and supporting details. (4.1.3)
Differentiate between words, phrases, and sentences. (4.2.1)
Identify and locate facts and opinions within a paragraph. (4.1.7)
Differentiate between cause and effect. (4.1.7)
Utilize comparison and contrast skills. (4.1.8)
Explain similarities and differences for classification. (4.1.8)
Identify and explain author’s purpose. (4.1.3)
Read dialogue with appropriate expression. (4.3.2)
Summarize a story or article. (4.2.5, 4.1.3)
Alphabetize to the third letter. (4.1.2)
Use electronic resources such as CD-ROM and on-line services. (4.1.4)
Find information about specific topics for reports. (4.1.4)
Identify and use an index. (4.1.4)
Identify and use dictionaries, including pronunciation keys, parts of
speech, definitions, illustrative sentences, and guide words. (4.1.2, 4.1.4)
Use graphic aids such as diagrams, tables, graphs, and charts. (4.1.3)
Students will demonstrate their reading comprehension by responding to
questions. (4.1.1, 4.1.3)
LA-3-12-1
LA-3-12-2
LA-3-12-3
Identify basic facts and essential ideas from self-selected literature at
individual reading level. (4.1.3)
Relate personal experiences to material read. (4.1.3)
Perform the outcome. (4.1.3)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-22-
Fourth Grade Language Arts
Mission Statement
Students completing the Pierce Public School’s language arts curriculum will acquire the literacy
skills to read, write, listen, and speak at a level that will allow them to synthesize and evaluate
information in order to communicate effectively as productive citizens and lifelong learners.
Purpose:
Students will expand sentence structure and paragraph writing skills, refine
reading skills to include novel-based literature and specific content areas,
learn to make oral presentations, and demonstrate an understanding of
inferential materials.
High Achievement Unit Outcomes and Components
LA-4-1
Students will use age- and grade-appropriate vocabulary. (4.1.1,
4.1.2, 4.1.4)
LA-4-1-1
LA-4-1-2
LA-4-1-3
LA-4-1-4
LA-4-1-5
LA-4-1-6
LA-4-1-7
LA-4-1-8
LA-4-1-9
LA-4-1-10
LA-4-2
Alphabetize beyond the third letter. (4.1.2)
Locate and write definitions from dictionaries, and synonyms from
dictionaries and thesauri. (4.1.2, 4.1.4)
Analyze the context to choose appropriate word. (4.1.1)
Define “etymology” and identify Greek and Latin roots. (4.1.2)
Locate words in a dictionary and identify their parts of speech. (4.1.2,
4.1.4)
Locate illustrative sentences within dictionary entries. (4.1.2, 4.1.4)
Apply syllabication rules to determine pronunciation. (4.1.2, 4.1.4)
Identify, pronounce, and spell schwa sound. (4.2.1)
Define affixes and write the meaning of each new word when the affix is
added. (See appendix.) (
Perform the outcome. (4.1.1, 4.1.2, 4.1.4)
Students will write using standards of correct spelling at fourth grade
level. (4.2.1)
LA-4-2-1
LA-4-2-2
LA-4-2-3
LA-4-2-4
LA-4-2-5
Spell correctly regular and irregular verb forms. (4.2.1)
Spell correctly plurals of nouns ending in o. (4.2.1)
Spell pronoun contractions correctly (e.g. it’s; one’s; who’s, etc.).
appendix.) (4.2.1)
Spell a selected and dictated word list correctly. (4.2.1)
Perform the outcome. (4.2.1)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-23-
(See
LA-4-3
On a cumulative test, students will demonstrate correct use of subjects and
predicates. (4.2.1)
LA-4-3-1
LA-4-3-2
LA-4-3-3
LA-4-3-4
LA-4-3-5
LA-4-3-6
LA-4-4
On a cumulative test, students will demonstrate correct usage of
verbs, adjectives, and pronouns. (4.2.1)
LA-4-4-1
LA-4-4-2
LA-4-4-3
LA-4-4-4
LA-4-4-5
LA-4-5
Demonstrate correct usage of regular/irregular verbs and past, present,
future, and progressive verb tenses. (4.2.1)
Demonstrate correct usage of comparative and superlative forms of
regular and irregular adjectives. (4.2.1)
Match pronouns with clear antecedents. (4.2.1)
Give examples of inflected forms (I, me; quick, quicker). (4.2.1)
Perform the outcome. (4.2.1)
On a cumulative test, students will demonstrate correct usage of mechanics
(conventions) identified for fourth grade study. (4.2.1)
LA-4-5-1
LA-4-5-2
LA-4-5-3
LA-4-6
Identify the simple and complete subject in a correctly-written sentence.
(4.2.1)
Identify the simple and complete predicate in a correctly-written sentence.
(4.2.1)
Identify compound subjects and predicates in correctly written sentences.
(4.2.1)
Construct sentences with correct usage of subject and predicate and with
subject-verb agreement. (4.2.1)
Construct sentences with correct usage of compound subject and predicate
and with subject-verb agreement. (4.2.1)
Perform the outcome. (4.2.1)
Demonstrate correct usage of capitalization of magazines, newspapers,
books, poems, and stories. (4.2.1)
Demonstrate correct usage of commas after introductory words, in direct
address, in a series, to separate city and state within a sentence, and to
separate day and year within a sentence. (e.g.: Suzie went to Lincoln,
Nebraska, on June 10, 2000, to buy a dress.) (4.2.1)
Perform the outcome. (4.2.1)
Students will analyze what is read for basic facts, essential ideas, and
literary techniques. (4.1.3, 4.1.6, 4.1.7)
LA-4-6-1
LA-4-6-2
LA-4-6-3
LA-4-6-4
LA-4-6-5
LA-4-6-6
Identify plot, setting, and characters. (4.1.3, 4.1.6)
Identify character actions, motives, and feelings. (4.1.3)
Identify implied main idea and details. (4.1.3)
Identify theme. (4.1.3, 4.1.6, 4.1.7)
Make generalizations. (4.1.3)
Answer teacher-generated analytical questions. (4.1.3)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-24-
LA-4-6-7
LA-4-6-8
LA-4-6-9
LA-4-7
Students will use various study strategies to assist them in cross-curricular
areas. (4.1.3, 4.2.5)
LA-4-7-1
LA-4-7-2
LA-4-7-3
LA-4-7-4
LA-4-7-5
LA-4-8
LA-4-8-3
Take notes while listening. (4.2.5)
Demonstrate ability to follow oral multi-step directions. (4.4.1)
Perform the outcome. (4.2.5, 4.4.1)
Students will create a variety of poetry forms. (4.2.4)
LA-4-10-1
LA-4-10-2
LA-4-10-3
LA-4-10-4
LA-4-11
Speak expressively. (4.3.2)
Apply specific speaking and nonverbal criteria to delivery. (See
appendix.) (4.3.1, 4.3.2)
Perform the outcome. (4.3.1, 4.3.2)
Students will listen to oral presentations for purposes of gathering
information and completing tasks. (4.2.5, 4.4.1)
LA-4-9-1
LA-4-9-2
LA-4-9-3
LA-4-10
Use skimming and scanning techniques to locate main idea. (4.1.3)
Use classifying, comparing, and contrasting skills to organize information.
(4.1.3)
Construct self-generated questions to assist in summarizing. (4.2.5)
Demonstrate preliminary note-taking, paraphrasing, and basic outlining
from readings within cross-curricular areas. (4.1.3, 4.2.5)
Perform the outcome. (4.1.3, 4.2.5)
Students will make an oral presentation. (4.3.1, 4.3.2)
LA-4-8-1
LA-4-8-2
LA-4-9
Demonstrate the ability to self-question and set purposes for reading.
(4.1.3, 4.1.7)
Follow written directions that are age/grade appropriate. (4.1.3)
Perform the outcome. (4.1.3, 4.1.6, 4.1.7)
Use sensory words in poetry. (4.2.4)
Create concrete poetry. (4.2.4)
Create acrostic poetry. (4.2.4)
Perform the outcome. (4.2.4)
Students will create a three-paragraph narrative essay. (4.1.6, 4.2.2, 4.2.3)
LA-4-11-1
LA-4-11-2
LA-4-11-3
LA-4-11-4
LA-4-11-5
LA-4-11-6
LA-4-11-7
LA-4-11-8
Demonstrate correct sentence order within paragraphs. (4.2.2)
Demonstrate correct sentence order among paragraphs. (4.2.2)
Use appropriate transition words. (4.2.2)
Analyze a character in a story. (4.1.6)
Create a beginning, middle, and end and a setting. (4.2.2)
Develop first- and third-person point of view in writing an essay. (4.1.6)
Utilize cause and effect relationships in writing. (4.2.2)
Create an effective conclusion in writing. (4.2.2)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-25-
LA-4-11-9
LA-4-11-10
LA-4-12
Revise the essay for word choice, fluency, and conventions. (4.2.3)
Perform the outcome. (4.1.6, 4.2.2, 4.2.3)
Students will demonstrate their reading comprehension by responding to
questions. (4.1.3, 4.1.5, 4.1.8)
LA-4-12-1
LA-4-12-2
LA-4-12-3
LA-4-12-4
LA-4-12-5
Read self-selected literature at their individual reading level. (4.1.3)
Demonstrate on-task behavior during sustained silent-reading. (4.1.3)
Read and compare literature across geographic regions, cultures, and time
periods. (4.1.5)
Identify differences in the genres of autobiography, biography, and
historical narrative. (4.1.5, 4.1.8)
Perform the outcome. (4.1.3, 4.1.5, 4.1.8)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-26-
Fifth Grade Language Arts
Mission Statement
Students completing the Pierce Public School’s language arts curriculum will acquire the literacy
skills to read, write, listen, and speak at a level that will allow them to synthesize and evaluate
information in order to communicate effectively as productive citizens and lifelong learners.
Purpose:
Students will read a variety of genre to develop and expand reading
experiences. Students will use exact words, correct grammar, and correct
punctuation to write a response to literature. Students will utilize a writing
rubric to evaluate and revise their writing.
High Achievement Unit Outcomes and Components
LA-5-1
On a cumulative test, students will demonstrate correct usage of grammar
and mechanics identified for fifth grade study. (8.2.1)
LA-5-1-1
LA-5-1-2
LA-5-1-3
LA-5-1-4
LA-5-1-5
LA-5-1-6
LA-5-1-7
LA-5-1-8
LA-5-1-9
LA-5-1-10
LA-5-1-11
LA-5-1-12
LA-5-2
Use correct capitalization and punctuation in direct quotations. (8.2.1)
Identify and use auxiliary verbs, verb phrases, verb forms of be, and other
linking verbs correctly in sentences. (8.2.1)
Identify and use demonstrative adjectives and capitalization of proper
adjectives correctly in sentences. (8.2.1)
Identify the understood subject (you), the subject and predicate in inverted
order, and correct the usage of double subjects such as “Dad he” and
“Mom she.” (8.2.1)
Identify and use prepositions correctly. (See appendix.) (8.2.1)
Identify and correct the use of double negatives. (8.2.1)
Identify, use, and punctuate correctly compound sentence with
coordinating conjunctions and, but, or. (8.2.1)
Identify and use subject/object pronouns. (8.2.1)
Identify and use subject/object pronouns with nouns (e.g., we boys or us
girls. (8.2.1)
Identify and use possessive pronouns. (8.2.1)
Identify and use irregular possessive nouns. (8.2.1)
Perform the outcome. (8.2.1)
Students will develop a three-paragraph response to literature using correct
grammar and punctuation on each of the following genre: science fiction,
short story, and speech. (8.1.3, 8.1.4, 8.2.4)
LA-5-2-1
LA-5-2-2
LA-5-2-3
LA-5-2-4
Explain components of various genre, focusing on science fiction, short
story, and speech. (8.1.3)
Write synopses (who, what, when, where, and how) of various genre of
literature including science fiction, short story, and speech. (8.1.3)
Identify multicultural characteristics in the various genre studied. (8.1.4)
Perform the outcome. (8.1.3, 8.1.4, 8.2.4)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-27-
LA-5-3
Students will create couplets and triplets, using poetic forms correctly.
(8.1.1, 8.1.3, 8.1.4)
LA-5-3-1
LA-5-3-2
LA-5-3-3
LA-5-3-4
LA-5-3-5
LA-5-3-6
LA-5-4
Students will demonstrate their reading comprehension by responding to
questions. (8.1.1, 8.4.1)
LA-5-4-1
LA-5-4-2
LA-5-4-3
LA-5-4-4
LA-5-4-5
LA-5-4-6
LA-5-4-7
LA-5-4-8
LA-5-4-9
LA-5-5
Demonstrate reading skills by reading self-selected literature at their
individual reading level. (8.1.1)
Identify main idea and details in what students read at their level. (8.1.1)
Identify sequence of events in a story. (8.1.1)
Use context clues to identify new vocabulary. (8.1.1)
Draw conclusions based upon facts and inference. (8.1.1)
Identify facts in a story. (8.1.1)
Demonstrate on-task behavior during silent reading. (8.1.1)
Listen for information. (8.4.1)
Perform the outcome. (8.1.1, 8.4.1)
Using a dictionary, students will define a list of words they have added to
their vocabularies. (8.1.2)
LA-5-5-1
LA-5-5-2
LA-5-5-3
LA-5-5-4
LA-5-5-5
LA-5-5-6
LA-5-6
Use rhythm in creating poetry. (8.2.4)
Match word analogies which correctly complete phrases (8.1.1)
Identify and use simile, metaphor, and personification in poetic form.
(8.1.4)
Identify and use literal and figurative language in poetic form. (8.1.3)
Identify and create couplets and triplets. (8.1.3)
Perform the outcome. (8.1.1, 8.1.3, 8.1.4)
Distinguish between the various parts (sections) of a dictionary. (8.1.2)
Generate new words using appropriate prefixes or suffixes. (See
appendix.) (8.1.2)
Use dictionaries to expand reading and writing vocabularies. (8.1.2)
Use dictionaries to expand subject area vocabularies and spelling words.
(8.1.2)
Differentiate among various pronunciations based on accented syllables,
e.g. pres’ ent, pre sent’; proj’ ect, pro ject’. (8.1.2)
Perform the outcome. (8.1.2)
Students will present a research project using visual aids. (8.3.1, 8.3.2, 8.2.4)
LA-5-6-1
LA-5-6-2
LA-5-6-3
LA-5-6-4
Identify and use problem-solving strategies and decision-making skills.
(8.3.1)
State and support an opinion. (8.2.4)
Evaluate information. (8.3.1)
Perform the outcome. (8.3.1, 8.3.2, 8.2.4)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-28-
LA-5-7
Students will use a writing rubric throughout the writing process to evaluate
writing. (8.2.3)
LA-5-7-1
LA-5-7-2
LA-5-7-3
LA-5-8
Students will give an oral presentation. (8.2.2, 8.3.2)
LA-5-8-1
LA-5-8-2
LA-5-8-3
LA-5-8-4
LA-5-9
Use a writing rubric to evaluate writing. (8.2.3)
Use content/ideas, voice, fluency, organization, word choice, and
conventions correctly in writing, using the writing rubric. (8.2.3)
Use a writing rubric to evaluate self-created papers. (8.2.3)
Use appropriate speaking etiquette, clear enunciation, and varied
expression. (8.3.2)
Demonstrate impromptu speaking in front of an audience. (8.3.2)
Create a story and present it orally to an audience. (8.2.2, 8.3.2)
Critique an oral presentation. (8.2.3)
Students will correctly spell words from given word lists. (See appendix.)
(8.2.1)
LA-5-9-1
LA-5-9-2
LA-5-9-3
Write original sentences using spelling words. (See appendix.) (8.2.1)
Spell words correctly using periodically assigned word lists. (See
appendix.) (8.2.1)
Perform the outcome.
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-29-
Sixth Grade Language Arts
Mission Statement
Students completing the Pierce Public School’s language arts curriculum will acquire the literacy
skills to read, write, listen, and speak at a level that will allow them to synthesize and evaluate
information in order to communicate effectively as productive citizens and lifelong learners.
Purpose:
Students will read a variety of material to examine and to evaluate literary
elements and techniques. Students will use correct grammar and
punctuation to write a paper comparing and contrasting topics of their
choice.
High Achievement Unit Outcomes and Components
LA-6-1
Students will utilize basic parliamentary procedure to elect class officers and
conduct class meetings. (8.3.1)
LA-6-1-1
LA-6-1-2
LA-6-1-3
LA-6-1-4
LA-6-2
Students will write a formal paper of comparison and contrast. (8.2.2, 8.2.3,
8.2.4, 8.2.5)
LA-6-2-1
LA-6-2-2
LA-6-2-3
LA-6-2-4
LA-6-2-5
LA-6-2-6
LA-6-3
Use proper techniques to make nominations. (8.3.1)
Use proper techniques to make motions. (8.3.1)
Use proper techniques to conduct meetings. (8.3.1)
Perform the outcome. (8.3.1)
Choose an appropriate topic. (8.2.2)
Use a variety of resources to research the topic. (8.2.5)
Use paraphrasing to take notes. (8.2.5)
Write a rough draft that includes an introduction and conclusion. (8.2.2,
8.2.4)
Use a writing traits rubric to proofread the rough draft. (8.2.3)
Perform the outcome. (8.2.2, 8.2.3, .8.2.4, 8.2.5)
Students will write a persuasive letter. (8.1.7, 8.2.3, 8.2.4)
LA-6-3-1
LA-6-3-2
LA-6-3-3
LA-6-3-4
LA-6-3-5
Identify bias, motive, and point of view in various articles and letters.
(8.1.7)
Identify propaganda techniques and persuasive words in various articles,
letters, and advertisements. (8.1.7)
Apply various propaganda techniques and persuasive language when
inventing a new product to sell. (8.2.4)
Order the reasons in a persuasive letter, using one of the following
methods: (1) greatest to least importance, (2) least to greatest importance,
and (3) chronological order. (8.2.3, 8.2.4)
Perform the outcome. (8.1.7, 8.2.3, 8.2.4)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-30-
LA-6-4
Students will demonstrate their reading comprehension by responding to
questions. (8.1.1, 8.1.3, 8.1.4)
LA-6-4-1
LA-6-4-2
LA-6-4-3
LA-6-4-5
LA-6-4-6
LA-6-4-7
LA-6-4-8
LA-6-4-9
LA-6-4-9
LA-6-5
On a cumulative test, students will demonstrate correct usage of grammar
and mechanics identified for sixth grade study. (8.2.1)
LA-6-5-1
LA-6-5-2
LA-6-5-3
LA-6-5-4
LA-6-5-5
LA-6-5-6
LA-6-5-7
LA-6-5-8
LA-6-5-9
LA-6-5-10
LA-6-6
Read self-selected literature at individual level. (8.1.1)
Demonstrate on-task behavior during silent reading.
Expand their vocabulary by reading increasingly more difficult literature.
(8.1.3)
Identify the period, ideas, customs, dialects, and outlooks of various
cultures in various literary works. (8.1.3)
Demonstrate understanding of point of view in various pieces of literature.
(8.1.4)
Determine word meaning through word analysis and from context. (8.1.2)
Understand multiple meanings of words. (8.1.2)
Draw inferences from reading. (8.1.1)
Perform the outcome. (8.1.1, 8.1.3, 8.1.4)
Define adverbs. (8.2.1)
Identify and use adverbs that modify verbs and adjectives correctly in
sentences. (8.2.1)
Identify and use adverbs that modify other adverbs (intensifiers) in
sentences. (8.2.1)
Identify and use negatives as adverbs in sentences. (8.2.1)
Identify and use comparative and superlative forms of adverbs in
sentences. (8.2.1)
Identify, use, and punctuate appositive phrases in sentences. (8.2.1)
Write compound sentences using a semicolon. (8.2.1)
Identify prepositional phrases in sentences. (8.2.1)
Identify the object of a preposition as a noun or pronoun. (8.2.1)
Perform the outcome. (8.2.1)
Students will identify the parts of speech and their functions in a sentence
and diagram sentences to demonstrate an understanding of sentence
structure. (8.2.1)
LA-6-6-1
LA-6-6-2
LA-6-6-3
LA-6-6-4
LA-6-6-5
Use diagrams to identify previously learned sentence components. (See
appendix.) (8.2.1)
Identify transitive and intransitive verbs in sentences. (8.2.1)
Identify subject and predicate in inverted order. (8.2.1)
Identify direct objects, predicate nouns, and predicate adjectives in
sentences. (8.2.1)
Perform the outcome. (8.2.1)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-31-
LA-6-7
Students will develop an outline using correct form and punctuation. (8.2.1,
8.2.5)
LA-6-7-1
LA-6-7-2
LA-6-7-3
LA-6-7-4
LA-6-7-5
LA-6-8
Students will use library references to find information for various crosscurricular areas. (8.1.2)
LA-6-8-1
LA-6-8-2
LA-6-9
Demonstrate use of atlases, almanacs, yearbooks, newspapers,
encyclopedias, and dictionaries through teacher-generated worksheets and
assignments. (8.1.2)
Perform the outcome. (8.1.2)
Students will correctly spell words from a pre-determined spelling list.
(8.2.1)
LA-6-9-1
LA-6-9-2
LA-6-9-3
LA-6-10
Create an outline after examining model outlines. (8.2.1, 8.2.5)
List subtopics on partially prepared outline. (8.2.5)
Evaluate and arrange written material according to topical order. (8.2.5)
Demonstrate correct punctuation of outlines. (8.2.1)
Perform the outcome. (8.2.1, 8.2.5)
Write original sentences using spelling words from designated periodic
word lists. (8.2.1)
Spell homophones correctly (e.g. they’re, their, there). (8.2.1)
Perform the outcome. (8.2.1)
Students will write a fictional story using dialogue. (8.1.1, 8.1.6, 8.2.1, 8.2.4)
LA-6-10-1
LA-6-10-2
LA-6-10-3
LA-6-10-4
LA-6-10-5
Analyze various writings that use dialogue and create original dialogue.
(8.1.1, 8.2.4)
Use quotation marks, commas, end punctuation, and capital letters
correctly on teacher-generated worksheets. (8.2.1)
Compare and contrast different literary works that reflect the period, ideas,
customs, dialects and outlooks of a people. (8.1.6)
Identify flashback, foreshadowing, and oxymoron as authors’ techniques
used to make writing more interesting. (8.1.4)
Perform the outcome. (8.1.1, 8.1.6, 8.2.1, 8.2.4)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-32-
Seventh Grade Language Arts
Mission Statement
Students completing the Pierce Public School’s language arts curriculum will acquire the literacy
skills to read, write, listen, and speak at a level that will allow them to synthesize and evaluate
information in order to communicate effectively as productive citizens and lifelong learners.
Purpose:
Students will read a variety of forms of literature, focusing on drama, short
stories, novels, and nonfiction essays. Using correct grammar and
punctuation, they will compose 5-paragraph essays and business letters for
various purposes.
High Achievement Unit Outcomes and Components
LA-7-1
Students will show correct usage of grammar and mechanics in both writing
and speaking. (8.2.1)
LA-7-1-1
LA-7-1-2
LA-7-1-3
LA-7-1-4
LA-7-1-5
LA-7-1-6
LA-7-1-7
LA-7-1-8
LA-7-1-9
LA-7-1-10
LA-7-1-11
LA-7-1-12
LA-7-2
Identify and use abstract, concrete, and plural compound nouns. (8.2.1)
Illustrate correct subject-verb agreement in compound subjects using or,
nor, and correlative conjunctions. (8.2.1)
Identify and use adjectival prepositional phrases properly in sentences.
(8.2.1)
Properly use subject and object pronouns as predicate nominatives (nouns)
and as objects of prepositions. (8.2.1)
Identify and use reflexive, intensive, demonstrative, and interrogative
pronouns. (8.2.1)
Identify, form, and use perfect verb tenses. (8.2.1)
Locate and use indirect objects in sentences. (8.2.1)
Use single quotation marks, italics, colons, semicolons in counpound
sentences, and underlining correctly. (8.2.1)
Use commas to set off interrupters in sentences correctly. (8.2.1)
Use coordinating conjunctions (for, nor, so, yet) correctly in sentences.
(8.2.1)
Identify, write, and punctuate complex sentences correctly. (8.2.1)
Perform the outcome.
Students will correctly spell and use grade-level appropriate words in writing
and speaking. (8.2.1)
LA-7-2-1
LA-7-2-2
LA-7-2-3
Use dictionaries to determine word meanings, parts of speech, and
pronunciation of grade-level vocabulary. (8.2.1)
Use correct spelling and context clues to complete sentences using gradelevel vocabulary. (8.2.1)
Use and spell grade-level vocabulary properly in student- and teachergenerated sentences in writing and speaking. (8.2.1)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-33-
LA-7-2-4
LA-7-2-5
LA-7-3
Students will verify their reading comprehension of various genre, including
multicultural selections, by successfully responding to questions. (8.1.1)
LA-7-3-1
LA-7-3-2
LA-7-3-3
LA-7-3-4
LA-7-3-5
LA-7-4
LA-7-4-3
LA-7-4-4
LA-7-4-5
LA-7-4-6
LA-7-4-7
Define the genre of essay and its elements. (8.2.1)
Differentiate between elements of one-, three-, and five-paragraph essays.
(8.2.4)
Identify and write a thesis statement in an introductory paragraph. (8.2.2)
Identify and use various types of logical transitions among paragraphs in
five-paragraph essays. (8.2.2)
Plan and write a five-paragraph essay draft. (8.2.5, 8.2.4)
Revise essay for grammar, mechanics, five-paragraph essay components,
and content using a writing rubric. (8.2.1, 8.2.3)
Perform the task. (8.2.4)
Students will perform plays demonstrating their knowledge of dramatic
elements.
LA-7-5-1
LA-7-5-2
LA-7-5-3
LA-7-5-4
LA-7-6
Practice reading skills by reading self-selected literature at their individual
reading levels. (8.1.1)
Read and analyze essays and articles applying knowledge of the elements
of an essay. (8.1.5)
Identify basic facts and essential ideas in what they’ve read. (8.1.1)
Read various types of nonfiction, including multicultural selections.
(8.1.1)
Perform the outcome. (8.1.1)
Students will compose various types of five-paragraph essays. (8.2.4)
LA-7-4-1
LA-7-4-2
LA-7-5
Identify and correctly use grade-leve appropriate prefixes and suffixes.
(8.2.1)
Perform the outcome.
Define and identify drama elements. (8.1.3)
Read and analyze pieces of drama. (8.1.3)
Answer literal, evaluative, and synthetic questions in response to
literature. (8.1.1, 8.1.3)
Perform plays in groups. (8.3.2, 8.1.3)
Students will compose a multi-paragraph short story. (8.2.4)
LA-7-6-1
LA-7-6-2
Expand knowledge of literary terms by defining conflict, point of view,
climax, suspense, understatement, and hyperbole and analyze their use in
selections of literature. (8.1.4)
Perform the outcome. (8.2.4)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-34-
Seventh Grade - Exploratory Speech(Required)
Mission Statement
Students completing the Pierce Public School’s language arts curriculum will acquire the literacy
skills to read, write, listen, and speak at a level that will allow them to synthesize and evaluate
information in order to communicate effectively as productive citizens and lifelong learners.
High Achievement Unit Outcomes and Components
LA-7S-1
Students will locate, identify, assess, and utilize information to create
speeches. (8.1.2, 8.2.5)
LA-7S-1-1
LA-7S-1-2
LA-7S-1-3
LA-7S-1-4
LA-7S-1-5
LA-7S-1-6
LA-7S-2
Students will identify and integrate communication techniques and
strategies, including nonverbal communication, in conversation and in
speeches. (8.3.2, 8.3.1)
LA-7S-2-1
LA-7S-2-2
LA-7S-2-3
LA-7S-2-4
LA-7S-2-5
LA-7S-2-6
LA-7S-3
Utilize information gathering skills and techniques with printed and
electronic sources. (8.1.2, 8.1.7, 8.2.4, 8.2.5)
Use electronic sources to locate information. (8.1.2, 8.2.5)
Implement Wilson Web to locate information from periodicals. (8.1.2,
8.2.5)
Locate, classify, evaluate, and compile information. (8.1.7, 8.2.4, 8.2.5)
Utilize information to create and demonstrate informative speeches.
(8.2.4, 8.2.5, 8.3.2)
Perform the outcome.
Analyze, utilize, and demonstrate a knowledge of verbal and nonverbal
communication terminology, techniques, and vocabulary. (8.1.1, 8.3.2,
8.4.1, 8.4.2)
Create and present a demonstration showing knowledge of nonverbal
communication techniques. (8.3.2)
Analyze, assess, and utilize the communication process and structure.
(8.3.2)
Utilize an organizational pattern for speeches. (8.3.2)
Analyze audience and occasion to assess techniques of speech
organization and delivery. (8.3.2)
Perform the outcome. (8.3.1, 8.3.2)
Students will produce and present speeches. (8.3.2, 8.3.1)
LA-7S-3-1
LA-7S-3-2
LA-7S-3-3
Create and present an informative speech. (8.1.2, 8.2.4, 8.2.5,8.3.2)
Analyze self as a speaker and assess delivery skills. (8.3.2, 8.4.2)
Demonstrate knowledge of delivery techniques. (8.3.2)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-35-
LA-7S-3-4
LA-7S-3-5
LA-7S-4
Analyze, assess, and evaluate speaking methods. (8.4.2)
Create and use visual aids for enhancement of speeches. (8.2.1, 8.3.2)
Students will listen to speeches and to others’ statements to gain information
and to analyze communications skills. (8.4.1)
LA-7S-4-1
LA-7S-4-2
LA-7S-4-3
Interview another student and create a speech to orally present to the class.
(8.4.1, 8.4.2, 8.3.1, 8.3.2)
Listen critically to speeches to analyze and evaluate effectiveness. (8.4.1,
8.4.2)
Perform the outcome. (8.4.1)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-36-
Seventh Grade Study Skills
Mission Statement
Students completing the Pierce Public School’s language arts curriculum will acquire the literacy
skills to read, write, listen, and speak at a level that will allow them to synthesize and evaluate
information in order to communicate effectively as productive citizens and lifelong learners.
High Achievement Unit Outcomes and Components
LA-7SS-1
Students will apply various listening techniques in a variety of
settings. (8.4)
LA-7SS-1-1
LA-7SS-1-2
LA-7SS-1-3
LA-7SS-2
Students will develop an individualized plan for study. (8.2.5)
LA-7SS-2-1
LA-7SS-2-2
LA-7SS-2-3
LA-7SS-2-4
LA-7SS-2-5
LA-7SS-2-6
LA-7SS-3
Identify the elements of good listening behavior.
Identify purpose for listening and adjust behavior to suit the purpose.
(8.4.1, 8.4.2)
Perform the outcome. (8.4)
Identify learning styles and plan compatible study methods. (8.2.5)
Identify and apply method of reading to improve comprehension and
recall. (8.2.5)
Choose and apply a note-taking strategy. (8.2.5)
Identify test-taking skills. (8.2.5)
Adjust and apply study tactics to test format. (8.2.5)
Perform the outcome. (8.2.5)
Students will write goals and establish an action plan.
LA-7SS-3-1
LA-7SS-3-2
LA-7SS-3-3
LA-7SS-3-4
LA-7SS-3-5
List short and long term goals.
Assess individual strengths and weaknesses that may assist or hinder goal
achievement.
Record daily and monthly academic goals in a daily agenda.
Develop time-management strategies for goal achievement.
Perform the outcome.
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-37-
Eighth Grade Language Arts
Mission Statement
Students completing the Pierce Public School’s language arts curriculum will acquire the literacy
skills to read, write, listen, and speak at a level that will allow them to synthesize and evaluate
information in order to communicate effectively as productive citizens and lifelong learners.
Purpose:
Students will evaluate and examine various forms of literature including
poetry, short stories, autobiographies, and novels. Using proper grammar
and mechanics, they will demonstrate an understanding of the literature
through the composition
High Achievement Unit Outcomes and Components
LA-8-1
Students will demonstrate proper grammar and mechanics usage in writing
and speaking. (8.2.1)
LA-8-1-1
LA-8-1-2
LA-8-1-3
LA-8-1-4
LA-8-1-5
LA-8-1-6
LA-8-2
Students will demonstrate comprehension of vocabulary used at their grade
level in writing and speaking. (8.1.1, 8.2.1)
LA-8-2-1
LA-8-2-2
LA-8-2-3
LA-8-2-4
LA-8-3
Identify and correctly use prepositional and appositive phrases. (8.2.1)
Identify and properly construct complex sentences, specifically using noun
and adjective clauses. (8.2.1)
Identify and create compound-complex sentences. (8.2.1)
Identify sentences written in passive and active voice. (8.2.1)
Edit sentences to correct conventional usage problems, specifically
containing clauses, phrases, adjectives, and adverbs. (8.2.1)
Perform the outcome. (8.2.1)
Identify vocabulary word meanings using contextual and graphic clues.
(8.1.1)
Define vocabulary words at students’ grade level. (8.2.1)
Pronounce the grade-level vocabulary correctly. (See appendix.) (8.2.1)
Perform the outcome. (8.1.1, 8.2.1)
Students will develop a documented paper utilizing print and electronic
media. (8.1.5, 8.2.5)
LA-8-3-1
LA-8-3-2
LA-8-3-3
LA-8-3-4
Utilize print and electronic media to research a topic chosen by the
teacher. (8.1.2)
Organize retrieved information, using written organizer (outline or
graphic). (8.2.2, 8.2.5)
Plan and compose draft of research paper. (8.2.2)
Edit written work focusing on active vs. passive voice; sentence
combining with conjunctive adverbs; eliminating wordiness, triteness, and
cliches; unity and coherence in and among paragraphs; and formal vs.
informal language. (8.1.3, 8.2.1, 8.2.3)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-38-
LA-8-3-5
LA-8-3-6
LA-8-3-7
LA-8-3-8
LA-8-4
Students will read and analyze narrative and lyric poetry. (8.1.3, 8.1.6, 8.1.7,
8.2.3, 8.2.4)
LA-8-4-1
LA-8-4-2
LA-8-4-3
LA-8-4-4
LA-8-4-5
LA-8-4-6
LA-8-4-7
LA-8-5
Memorize and apply definitions of assigned poetry terms. (See appendix.)
(8.1.3, 8.2.3)
Compare and contrast the different types of poetry. (8.1.3)
Recognize and identify poets’ use of poetic techniques in selections read.
(8.1.3)
Evaluate the poetry at both the literal and figurative levels. (8.1.3, 8.1.7)
Create self-generated poetry including ballad and cinquain and justify
personal style. (8.2.4)
Analyze the style, characteristics, and cultural values represented in
selected poetry. (8.1.3, 8.1.6, 8.1.7)
Perform the task. (8.1.3, 8.1.6, 8.1.7, 8.2.3, 8.2.4)
Students will read, compare, and analyze short story and nonfiction,
including autobiography. (8.1.1, 8.1.7, 8.2.3, 8.2.4)
LA-8-5-1
LA-8-5-2
LA-8-5-3
LA-8-5-4
LA-8-5-5
LA-8-5-6
LA-8-5-7
LA-8-6
Evaluate effectiveness of writing and revise. (8.2.3)
Identify the components and format of a bibliography. (8.2.5)
Prepare a bibliography of sources used. (8.2.5)
Perform the outcome. (8.1.5, 8.2.5)
Memorize and apply definitions of assigned literary terms. (See
appendix.) (8.1.4)
Compare and contrast fiction and nonfiction. (8.1.4)
Compare and contrast characters in various literary works. (8.1.1)
Analyze authors’ use of voice, style, and literary form to communicate
purpose. (8.1.7)
Analyze stories at both literal and inferential levels. (8.1.7)
Compose an autobiography and focus on style and voice. (8.2.2 8.2.3,
8.2.4)
Perform the outcome. (8.1.1, 8.1.7, 8.2.3, 8.2.4)
Students will demonstrate improvement of individual reading levels by
responding to questions. (8.1.1)
LA-8-6-1
LA-8-6-2
LA-8-6-3
Apply reading skills by reading self-selected literature at their individual
reading level. (8.1.1)
Identify basic facts and essential ideas in what they’ve read. (8.1.1)
Perform the outcome. (8.1.1)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-39-
Ninth Grade Language Arts
Mission Statement
Students completing the Pierce Public School’s language arts curriculum will acquire the literacy
skills to read, write, listen, and speak at a level that will allow them to synthesize and evaluate
information in order to communicate effectively as productive citizens and lifelong learners.
Purpose:
Students will read, analyze, and interpret literature including poetry, short
stories, plays and novels from a variety of cultures and time periods.
Students will write descriptively, focusing on poetry and the development of
composition skills.
High Achievement Unit Outcomes and Components
LA-9-1
Students will correctly use grade-level grammar and mechanics in both
writing and speaking, building upon past knowledge. (12.2)
LA-9-1-1
LA-9-1-2
LA-9-1-3
LA-9-1-4
LA-9-1-5
LA-9-1-6
LA-9-1-7
LA-9-1-8
LA-9-1-9
LA-9-1-10
LA-9-1-11
Identify and correctly use objective and subjective complements. (12.2.1)
Identify and compose original sentences and paragraphs demonstrating
knowledge of syntax by varying sentence structures. (12.2.1)
Identify and utilize correct verbs in the future progressive and emphatic
forms. (12.2.1)
Identify and apply correct subject-verb agreement with intervening
prepositional phrases and expressions, in inverted sentences, with special
subjects, and with indefinite pronouns as subjects. (12.2.1)
Identify and demonstrate correct usage of personal pronouns according to
person, number, gender and case. (12.2.1)
Identify and correctly use pronouns, including who and whom, with and
as appositives, after than and as, and in pronoun-antecedent agreement.
(12.2.1)
Identify and correct double and incomplete comparisons, and misplaced
and dangling modifiers. (12.2.1)
Identify and correctly use gerund, infinitive and participial phrases.
(12.2.1, 12.2.3)
Identify, define, and utilize words using grade-level prefixes and suffixes.
(See appendix.) (12.2.1)
Revise sentences to correct conventional usage problems, demonstrating
skills such as changing verb tenses in clauses, using “conditional verbs”
(subjunctive mood), and correctly placing adjectives. (See appendix.)
Perform the outcome. (12.2.2, 12.2.3)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-40-
LA-9-2
Students will read, interpret, analyze, and evaluate various genre, including
poetry, drama, and short stories. (12.1, 12.2.2, 12.2.3)
LA-9-2-1
LA-9-2-2
LA-9-2-3
LA-9-2-4
LA-9-2-5
LA-9-2-6
LA-9-2-7
LA-9-2-8
LA-9-2-9
LA-9-3
Students will compose a researched essay. (12.2)
LA-9-3-1
LA-9-3-2
LA-9-3-3
LA-9-3-4
LA-9-3-5
LA-9-3-6
LA-9-3-7
LA-9-4
Read literature including drama, poetry, and novel from various
geographic, cultural, and time sources. (12.1.3, 12.1.7, 12.1.8)
Read, identify, analyze, and apply knowledge of the elements of poetry
and poetry techniques. (See appendix.) (12.1.3, 12.1.7, 12.1.8)
Create original poetry including limerick, modeling poetry techniques.
Read, identify, analyze, and apply knowledge of the elements of drama.
(See appendix.) (12.1.3, 12.1.7, 12.1.8)
Read, identify, analyze, and apply knowledge of the elements of a novel.
(See appendix.) (12.1.3, 12.1.4, 12.1.7, 12.1.8)
Create compositions which include discussion of the elements of a literary
selection, citing evidence from the text to support understanding. (12.2.1,
12.2.2, 12.2.3)
Create compositions relating or comparing the literary selection to the
student’s personal experience. (12.1.4, 12.2.2, 12.2.3)
Memorize and utilize unit vocabulary from literary selections. (See
appendix.) (12.1.5, 12.1.6)
Perform the outcome. (12.1, 12.2.2, 12.2.3)
Formulate questions to guide inquiry. (12.2.5)
Gather information using primary and secondary (electronic and print)
sources. (12.2.4, 12.2.5)
Take notes, quoting or synthesizing and summarizing source information.
(12.2.5)
Organize information into a written essay with a clear focus and logically
related ideas. (12.2.1, 12.2.2)
Demonstrate knowledge of bibliography and citing rules, including proper
bibliography punctuation rules. (12.1.6, 12.2.1, 12.2.4)
Use a writing rubric to self assess and peer edit writing.
Perform the outcome. (12.2)
Students will demonstrate grade-level speaking and listening skills. (12.3,
12.4)
LA-9-4-1
LA-9-4-2
LA-9-4-3
Apply listening skills to learn new information and evaluate information.
(12.4.1)
Apply speaking skills and etiquette to a variety of situations. (12.3)
Perform the outcome. (12.4)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-41-
LA-9-5
Students will demonstrate improvement of individual reading levels by
responding to questions. (8.1.1)
LA-9-5-1
LA-9-5-2
LA-9-5-3
Apply reading skills by reading selected literature. (8.1.1)
Identify basic facts and essential ideas in what they’ve read. (8.1.1)
Perform the outcome. (8.1.1)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-42-
Tenth Grade Language Arts
Mission Statement
Students completing the Pierce Public School’s language arts curriculum will acquire the literacy
skills to read, write, listen, and speak at a level that will allow them to synthesize and evaluate
information in order to communicate effectively as productive citizens and lifelong learners.
Purpose:
Students will analyze and evaluate selections of various genre especially short
stories. They will apply effective research, organizational, and writing
techniques by composing personal responses to literature and will research
and create a persuasive paper. Using various types of speeches, they will
demonstrate mastery of effective speaking skills.
High Achievement Unit Outcomes and Components
LA-10-1
Students will use correct grammar, mechanics, and usage. (12.2.1)
LA-10-1-1
LA-10-1-2
LA-10-1-3
LA-10-1-4
LA-10-1-5
LA-10-1-6
LA-10-1-7
LA-10-1-8
LA-10-1-9
LA-10-1-10
LA-10-1-11
LA-10-2
Identify, describe, and apply knowledge of grammar rules. (12.2.1)
Identify and select correct possessive forms with gerunds. (12.2.1)
Create sentences using correct subject-verb agreement when using
collective nouns. (12.2.1)
Identify and demonstrate correct use of conjunctions. (12.2.l, 12.2.3)
Identify, select, and reproduce words using prefixes and suffixes. (12.2.1)
Identify, select, and utilize correct pronouns in appositives. (12.2.l)
Create essays utilizing correct grammar, mechanics, and usage. (12.2.1,
12.2.2)
Identify and utilize subjunctive mood in verb usage. (12.2.1)
Identify and use hyphens, dashes, parentheses, brackets and compound
sentences with colon. (12.2.1)
Memorize and reproduce grade-level vocabulary. (12.2.1)
Perform the outcome. (12.2.1)
Students will read, analyze, and evaluate various genre, including media,
especially short stories at grade level. (12.1.3, 12.1.4, 12.1.7, 12.1.8)
LA-10-2-1
LA-10-2-2
LA-10-2-3
LA-10-2-4
Read short stories of various genre across geographical regions, cultures,
and time periods. (12.1.3, 12.1.7)
Read, identify, analyze, and apply knowledge of the elements of a short
story, including setting, characterization, conflict, point of view, and
foreshadowing, providing evidence from the text to support their
understanding. (12.1.5)
Identify, analyze, and apply theme in literature, providing evidence from
the text to support understanding. (12.1.4)
Create compositions on the elements of a short story, providing evidence
from the text to support understanding. (12.1.8, 12.2.2)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-43-
LA-10-2-5
LA-10-2-6
LA-10-3
Students will create a research paper. (12.2.4)
LA-10-3-1
LA-10-3-2
LA-10-3-3
LA-10-3-4
LA-10-3-5
LA-10-3-6
LA-10-3-7
LA-10-3-8
LA-10-3-9
LA-10-3-10
LA-10-3-11
LA-10-3-12
LA-10-3-13
LA-10-3-14
LA10-4
Memorize, reproduce, and utilize unit vocabulary. (12.2.1)
Create compositions relating or comparing the literary selection to the
student’s person experience. (12.1.8, 12.2.2)
Compose essays utilizing several types of organizational styles including
climactic, cause and effect, problem and solution; inductive and deductive
order. (12.2.2, 12.2.3, 12.2.4)
Utilize brainstorming techniques. (12.2.4, 12.2.5)
Demonstrate and utilize information gathering skills (from printed and
electronic sources) and assessing authority and credibility of sources.
(12.1.6, 12.1.2, 12.2.4)
Locate, classify, evaluate, and compile information. (12.1.6)
Summarize information and classify, using outlines. (12.2.5)
Synthesize collected information into a working draft of a research paper.
(12.2.2)
Appraise draft and improve writing by revising and editing based upon
personal, teacher, and peer feedback. (12.2.4)
Revise and edit paper. (12.2.3)
Organize and classify information into a research paper format, using
logical transitions to connect paragraphs and main ideas. (12.2.2)
Demonstrate knowledge of bibliography and citing rules in textual
citation, utilizing proper bibliography punctuation rules. (12.1.6, 12.2.l)
Utilize and demonstrate parallel structure in presenting main ideas.
(12.2.1)
Demonstrate knowledge of and apply correct punctuation rules for
abbreviations and numbers in researched writing. (12.2.1)
Students will implement a writing rubric to self assess and peer edit
writing.
Create a multi-paged research paper, including title page and bibliography.
(12.2.4)
Students will demonstrate effective speaking skills. (12.1.2, 12.1.6, 12.2.1,
12.2.4, 12.2.5, 12.3.1, 12.3.2)
LA-10-4-1
LA-10-4-2
LA-10-4-3
LA-10-4-4
LA-10-4-5
LA-10-4-6
LA-10-4-7
Memorize and utilize speech terms and vocabulary. (12.2.1)
Utilize brainstorming techniques. (12.2.4, 12.2.5)
Demonstrate and utilize information gathering skills among both printed
and electronic sources. (12.1.6, 12.1.2)
Locate, classify, evaluate, and compile information. (12.1.6)
Utilize different organizational patterns for speeches. (12.3.2)
Analyze and assess self as a speaker. (12.3.1)
Compile information; organize, create, and present several types of
speeches, including a persuasive speech. (12.3.2, 12.2.5, 12.1.6)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-44-
LA-10-5
Students will demonstrate their reading comprehension by responding to
questions. (12.1.1)
LA-10-5-1
LA-10-5-2
LA-10-5-3
Practice reading skills by reading self-selected literature at their individual
reading level. (12.1.1)
Identify basic facts and essential ideas in what they’ve read. (12.1.3,
12.1.5)
Perform the outcome. (12.1)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-45-
Eleventh Grade Language Arts
Mission Statement
Students completing the Pierce Public School’s language arts curriculum will acquire the literacy
skills to read, write, listen, and speak at a level that will allow them to synthesize and evaluate
information in order to communicate effectively as productive citizens and lifelong learners.
Purpose:
Students will interpret and evaluate works by American authors, including
Nebraska authors, representing a variety of cultures and time periods. They
will evaluate the works by purpose, genre, use of language, and societal
conditions of their times. Students will utilize the writing process to produce
expository and persuasive essays and a research paper. Students will utilize
technical materials to prepare multimedia presentations. Students will
integrate reading and vocabulary strategies.
High Achievement Unit Outcomes and Components
LA-11-1
Students will correctly spell and use grade-level appropriate words in writing
and speaking. (12.2.1)
LA-11-1-1
LA-11-1-2
LA-11-1-3
LA-11-2
Students will apply speaking and listening for a variety of purposes. (12.3.2,
12.4.1)
LA-11-2-1
LA-11-2-2
LA-11-2-3
LA-11-3
Identify and apply spelling, definition, pronunciation, and usage of gradeappropriate vocabulary words. (See appendix.) (12.2.1)
Identify and apply definition and usage of affixes in speaking and in
writing. (See appendix.) (12.2.1)
Perform the outcome. (12.2.1)
Follow multiple-step oral directions at eleventh grade level.
Apply information acquired from listening.
Apply listening and speaking skills and etiquette in oral presentations and
discussions. (12.3.2, 12.4.1)
Students will analyze a great American novel and apply knowledge of
elements of fiction, theme, artistic techniques, and social context.
(12.1.3, 12.2.2)
LA-11-3-1
LA-11-3-2
Define novel and elements of the novel, emphasizing plot structure
(exposition, inciting event, rising action, complication, climax, falling
action, denouement, resolution), round and flat characters, hero, and
empathy. (12.1.3)
Identify and analyze the use of the common themes of American literature.
(12.1.4)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-46-
LA-11-3-3
LA-11-3-4
LA-11-4
Students will evaluate in discussion and writing selections of American
literature including Nebraska and multicultural literature, applying
knowledge of genre and cultural, historical, and philosophical context.
(12.1.7, 12.1.8)
LA-11-4-1
LA-11-4-2
LA-11-4-3
LA-11-4-4
LA-11-4-5
LA-11-5
Assess the effect of historical events, regional influences, cultural and
ethnic beliefs and customs, literary movements, philosophies and
religions, and politics on American writing from the 1400s through
modern times. (12.1.8)
Identify authors associated with various historical times, regions,
philosophies, and literary movements or techniques. (12.1.7)
Evaluate selections of literature based upon their use of fact, emotion,
personal appeals, and rhetorical devices (such as repetition, parallelism,
and specific word choices). (12.1.8)
Compare, contrast, and analyze writing as it evolved from the 1400s to
modern times. (12.1.8)
Perform the outcome. (12.1.7)
Students will analyze various genres of American literature for use of
literary techniques. (12.1.3, 12.1.5, 12.1.7, 12.1.8)
LA-11-5-1
LA-11-5-2
LA-11-5-3
LA-11-5-4
LA-11-6
Evaluate American novels and demonstrate a comprehension of basic facts
and essential ideas based on plot structure and elements; theme;
symbolism and motifs; literary style and techniques; and historical,
societal, and philosophical context. (12.1.5)
Perform the outcome.
Define and apply knowledge of literary devices including paradox, meter,
caesura, conceit, types of rhyme and meter including blank verse,
euphony, cacophony, synecdoche, literary analogy, motif, epigram,
aphorism, allegory, myth (archetype), dialect, and local color. (12.1.5)
Apply knowledge of literary genre including diary, journal, letter,
historical narrative, historical fiction, western, and realistic fiction.
(12.1.3)
Analyze selections of American literature on literal, artistic, and symbolic
levels and explain how the levels of interpretation relate to and
complement each other. (12.1.7, 12.1.8)
Perform the outcome.
Students will write a researched paper containing a title page, text, and
bibliography on a career they are interested in pursuing. (12.2, 12.1.2)
LA-11-6-1
LA-11-6-2
Identify possible career and college choices via various print and
electronic sources. (12.1.2)
Choose a career to research. (12.2.5)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-47-
LA-11-6-3
LA-11-6-4
LA-11-6-5
LA-11-6-7
LA-11-6-7
LA-11-6-8
LA-11-6-9
LA-11-7
Compose and send business letters to a college, a business, and a person in
the field, containing student-generated questions about the career. (12.2.4)
Research and take notes among specialized encyclopedias, other print and
electronic sources, and personal letters and interviews. (12.1.2, 12.2.5)
Evaluate and synthesize information and organize it into an outline.
(12.1.6, 12.2.5)
Compose a rough draft incorporating textual citation of sources in MLA
style. (12.2.4)
Construct a bibliography from source cards. (12.2.5)
Edit and revise papers emphasizing valid and documented content, voice,
fluency, conventions, word selection, and organization. (12.2.3)
Perform the outcome.
Students will demonstrate correct usage of grammar and mechanics in both
writing and speaking. (12.2.2)
LA-11-7-1
LA-11-7-2
LA-11-7-3
Identify problems and revise wordy and overwritten style toward
conciseness. (12.2.3)
Identify and correctly use idiomatic prepositions. (12.2.1)
Apply grade-level conventions of English in speaking and writing.
(12.2.2)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-48-
Twelfth Grade English Composition
Mission Statement
Students completing the Pierce Public School’s language arts curriculum will acquire the literacy
skills to read, write, listen, and speak at a level that will allow them to synthesize and evaluate
information in order to communicate effectively as productive citizens and lifelong learners.
Purpose:
Students will analyze model essays and incorporate elements of style and
methods of persuasion, and as they create narrative, expository, descriptive,
and persuasive essays.
High Achievement Unit Outcomes and Components
LA-12C-1
Students will demonstrate their knowledge of definitions and usage of gradelevel appropriate words in writing. (12.4.1)
LA-12C-1-1
LA-12C-1-2
LA-12C-1-3
LA-12C-2
Identify and apply spelling, definition, pronunciation, and usage of gradeappropriate vocabulary words. (12.2.1)
Demonstrate knowledge of the vocabulary words. (12.2.1, 12.4.1)
Perform the outcome. (12.4.1)
Students will demonstrate proficiency in writing narrative, descriptive,
expository, and persuasive essays. (12.2.2)
LA-12C-2-1
Demonstrate knowledge of the writing process and essay structure.
(12.1.1)
LA-12C-2-2 Identify and apply appropriate patterns of organization that best develop
each type of essay. (12.2.3)
LA-12C-2-3 Choose action verb structures instead of linking verb structures to improve
reading interest in provided sentences and student essays. (12.2.3)
LA-12C-2-4 Choose active-voice structures instead of passive voice structures to
improve word economy in practice sentences and student essays. (12.2.3)
LA-12C-2-5 Rewrite and combine practice sentences for word economy and to avoid
over-written style. (12.2.3)
LA-12C-2-6 Analyze imagery in figures of speech and substitute fresh images for
clichés and consistent images for mixed metaphors. (12.2.1)
LA-12C-2-7 Evaluate provided sentences and own writing to ensure proper (idiomatic)
use of prepositions and other proper diction. (12.2.1)
LA-12C-2-8 Evaluate sample essays and own writing to ensure suitability to purpose,
audience, and occasion. (12.2.4)
LA-12C-2-9 Demonstrate knowledge of propaganda and logic/logical fallacy and apply
to media including advertisements. (12.1.8)
LA-12C-2-10 Analyze written work for unsupported assertion, generalization, and overgeneralization. (12.1.8)
LA-12C-2-11 Discuss current issues in preparation for writing expository and persuasive
essays. (12.3.1)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-49-
LA-12C-2-12 Research current issues using library resources, CD ROM, and Internet in
preparation for writing essays. (12.1.2)
LA-12C-2-13 Read example essays and evaluate orally and in writing their development
of thesis, use of evidence and detail, logic, organization, word selection
and pattern, sentence fluency, voice, and conventions. (12.2.3)
LA-12C-2-14 Create, proofread, and peer edit drafts of essays. (12.2.1)
LA-12C-2-15 Revise and polish drafts of narrative, descriptive, expository, and
persuasive essays, some for class presentation, some for publication and/or
contest entry. (12.2.2)
LA-12C-3
Students will create a personal resume. (12.2.4)
LA-12C-3-1
LA-12C-3-2
LA-12C-3-3
LA-12C-4
Demonstrate ability to use a desktop publishing program. (12.1.2)
Compile educational, occupational, honor, and skill records. (12.2.5)
Perform the outcome. (12.2.4)
Students will apply speaking and listening for a variety of purposes. (12.3.2,
12.4.1)
LA-12C-4-1
LA-12C-4-2
Apply information acquired from listening.
Apply listening and speaking skills and etiquette in oral presentations and
discussions.
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-50-
Twelfth Grade English Literature
Mission Statement
Students completing the Pierce Public School’s language arts curriculum will acquire the literacy
skills to read, write, listen, and speak at a level that will allow them to synthesize and evaluate
information in order to communicate effectively as productive citizens and lifelong learners.
Purpose:
Students will read, discuss, research, and analyze British literature to
enhance their language experiences, improve their language skills, and make
critical judgments about literature, life, and society. They will utilize and
improve their research, synthesis, and writing skills in the preparation of a
research paper, and their technical skills in a multimedia presentation.
High Achievement Unit Outcomes and Components
LA-12L-1
Students will demonstrate their knowledge of the spellings, definitions, and
usage of grade-appropriate words in writing and speech. (12.4.1)
LA-12L-1-1
LA-12L-1-2
LA-12L-1-3
LA-12L-2
Identify and apply spelling, definition, pronunciation, and usage of gradeappropriate vocabulary words. (12.2.1)
Demonstrate knowledge of the vocabulary words in speaking and writing
throughout later class work. (12.2.1, 12.4.1)
Perform the outcome. (12.4.1)
Students will evaluate excerpts and complete works of British literature.
(12.1.7)
LA-12L-2-1
LA-12L-2-2
LA-12L-2-3
LA-12L-2-4
LA-12L-2-5
LA-12L-2-6
LA-12L-2-7
LA-12L-2-8
LA-12L-2-9
Identify facts and essential ideas in British historical and fictional
literature from a variety of genre and from Anglo-Saxon through modern
times. (12.1.1)
Interpret information from timelines, maps, and charts related to British
literature. (12.1.1)
Identify, analyze, and apply, orally and in writing, knowledge of the
structure and elements of fiction such as stream of consciousness and
dramatic monologue. (12.1.5)
Interpret meaning and theme of literary works, nonfiction, films, and
media using personal criteria; philosophical, political, archetypal,
biographical, and historical data. (12.1.8)
Identify and analyze characteristics of literary sub-genre, such as epic,
sonnet, parody, and tragedy. (12.1.3)
Evaluate the effect of word choice, pattern, and sound as aesthetic
components of the literature. (12.1.8)
Respond in writing to the literature. (12.1.7)
Analyze and compare works that express a similar theme, providing
evidence to support conclusions. (12.1.4)
Analyze characters, character motivation, and cultural traditions based
upon personal experiences and values. (12.1.8)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-51-
LA-12L-2-10 Analyze literature based upon intrinsic and extrinsic criteria. (12.1.8)
LA-12L-2-11 Present a multimedia project. (12.3.2)
LA-12L-3
Students will write a researched paper of approved length on an approved
topic. (12.1.2, 12.2.5)
LA-12L-3-1
LA-12L-3-2
LA-12L-3-3
LA-12L-3-4
LA-12L-3-5
LA-12-L-4
Research and take notes on topic, using specialized reference materials
and other print and electronic sources as well as primary sources including
personal letters and interviews. (12.1.2, 12.2.5)
Evaluate and synthesize information and organize it into an outline.
(12.2.5)
Compose a rough draft, incorporating textual citation of sources in MLA
style. (12.2.4)
Construct a bibliography from source cards. (12.2.5)
Edit, revise, and submit final paper that demonstrates valid content; voice;
fluency; conventions; word selection; and containing a title page, text, and
bibliography. (12.2.3)
Students will apply speaking and listening for a variety of purposes. (12.3.2,
12.4.1)
LA-12L-4-1
LA-12L-4-2
Apply information acquired from listening.
Apply listening and speaking skills and etiquette in oral presentations and
discussions.
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-52-
Applied Communications (Grade 12-elective class)
Mission Statement
Students completing the Pierce Public School’s language arts curriculum will acquire the literacy
skills to read, write, listen, and speak at a level that will allow them to synthesize and evaluate
information in order to communicate effectively as productive citizens and lifelong learners.
Purpose:
Students will improve their ability to use English effectively in the world of
business. They will focus on the mechanics of business writing with emphasis
on business vocabulary, grammar usage, punctuation, concise sentences and
paragraphs, problem solving, group participation, and technical reading,
writing, and speaking.
High Achievement Unit Outcomes and Components
LA-AC-1
Students will read technical material including manuals, articles, business
letters, and other material related to the business world. (12.1.1, 12.1.6)
LA-AC-1-1
LA-AC-1-2
LA-AC-1-3
LA-AC-1-4
LA-AC-1-5
LA-AC-1-6
LA-AC-1-7
LA-AC-2
Translate manuals and create ordered instructions. (12.2.5)
Utilize reading strategies and techniques to understand technical
information. (12.1.1)
Utilize and reproduce specific business vocabulary. (See appendix)
(12.1.1)
Assess and summarize articles about employment issues and career
choices from various cultures, genders, and time periods. (12.1.6, 12.1.1,
12.2.5)
Locate, classify, and translate information on business topics. (12.1.2,
12.1.6)
Memorize and utilize newspaper terms. (12.1.1, 12.1.6)
Perform the outcome. (12.1.1, 12.1.6)
Students will write technical material. (12.2.1, 12.2.3)
LA-AC-2-1
LA-AC-2-2
LA-AC-2-3
LA-AC-2-4
LA-AC-2-5
Identify and select correct grammar choices and vocabulary. (See
appendix) (12.2.1)
Compose and modify instructions from manuals. (12.2.1)
Create technical messages and information including directions, business
letters, memos, inquiry letter, complaint letter, thank you letter, letter of
employment, cover letter, applications, and resume. (12.2.3, 12.2.4)
Utilize technical conventions and incorporate journalistic writing
techniques in technical writing. (12.2.3, 12.2.4)
Perform the outcome. (12.2.1, 12.2.3)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-53-
LA-AC-3
Students will demonstrate oral and listening skills used in business. (12.3.1,
12.4.1)
LA-AC-3-1
LA-AC-3-2
LA-AC-3-3
LA-AC-3-4
LA-AC-3-5
LA-AC-3-6
LA-AC-3-7
LA-AC-3-8
LA-AC-3-9
LA-AC-4
Identify and apply communication skills, vocabulary, and techniques.
(See appendix.) (12.3.2, 12.2.1)
Compose and present informative speech. (12.4.1, 12.3.2, 12.2.5)
Locate, identify, and assess information through research and outlines.
(12.1.2, 12.2.5)
Create projects and explain them in class presentations. (12.3.2, 12.3.1
12.4.1)
Identify and demonstrate techniques for problem-solving, for taking and
giving criticism, and for dealing with conflict on the job. (12.3.1, 12.3.2,
12.4.1)
Apply listening and speaking skills to contribute to group participation
projects. (12.3.1, 12.4.1)
Identify, utilize, and demonstrate communication skills for employment.
(12.3.1, 12.4.1, 12.1.1, 12.2.5)
Compose and present persuasive speech. (12.4.1, 12.3.2, 12.2.5)
Perform the outcome. (12.3.1, 12.4.1)
Students will utilize electronic technology in assignments. (12.1.2, 12.1.6)
LA-AC-4-1
LA-AC-4-2
LA-AC-4-3
LA-AC-4-4
Utilize computer for all writing assignments. (12.1.2, 12.1.6)
Use computer graphics. (12.1.2, 12.1.6, 12.2)
Create multi-media projects using Microsoft Power Point, Microsoft
Word, and the internet. (12.1.2, 12.1.6)
Perform the outcome. (12.1.2, 12.1.6)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-54-
Ninth-Twelfth Grade Reading
Mission Statement
Students completing the Pierce Public School’s language arts curriculum will acquire the literacy
skills to read, write, listen, and speak at a level that will allow them to synthesize and evaluate
information in order to communicate effectively as productive citizens and lifelong learners.
High Achievement Unit Outcomes and Components
LA-R-1
Students will demonstrate their reading comprehension of self-selected
literature by responding to quiz questions administered by a teacher or
computer. (12.1.1, 12.1.7)
LA-R-1-1
LA-R-1-2
LA-R-1-3
LA-R-2
Students will demonstrate in writing or speaking correct usage of given
vocabulary words at their individual reading level. (12.2.1)
LA-R-2-1
LA-R-2-2
LA-R-2-3
LA-R-3
Select and read literature at their individual reading level. (12.1.7)
Identify basic facts and ideas in what they’ve read. (12.1.1)
Perform the outcome. (12.1.1, 12.1.7)
Determine word meanings, parts of speech, and pronunciation of readinglevel vocabulary. (12.2.1)
Use given vocabulary words in teacher-, text-, or computer-generated
exercises. (12.2.1)
Perform the outcome. (12.2.1)
Students will demonstrate comprehension of various types of literature
(short story, articles, and novels) through written and oral responses.
(12.1.1, 12.1.3)
LA-R-3-1
LA-R-3-2
LA-R-3-3
LA-R-3-4
LA-R-3-5
LA-R-3-6
LA-R-3-7
LA-R-3-8
LA-R-3-9
LA-R-3-10
Practice word recognition skills through phonetical and structural analysis
and through context clues. (12.1.1)
Develop fluency in oral and silent reading.
Identify main idea and details in what they’ve read. (12.1.1)
Demonstrate improved reading rate through assigned material. (12.1.7)
Adjust reading rate according to content and purpose for reading. (12.1.3)
Demonstrate reading strategies to build and improve reading skills.
Make inferences, predict outcomes, and draw conclusions in various types
of literature. (12.1.1)
Identify cause and effect, and author’s purpose from reading. (12.1.1)
Differentiate between fact and opinion. (12.1.1)
Perform the outcome. (12.1.1, 12.1.3)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-55-
Ninth-Twelfth Grade Study Skills
Mission Statement
Students completing the Pierce Public School’s language arts curriculum will acquire the literacy
skills to read, write, listen, and speak at a level that will allow them to synthesize and evaluate
information in order to communicate effectively as productive citizens and lifelong learners.
High Achievement Unit Outcomes and Components
LA-SS-1
Students will demonstrate note-taking skills in reading and listening and
apply in content-area classes. (12.2.5)
LA-SS-1-1
LA-SS-1-2
LA-SS-1-3
LA-SS-1-4
LA-SS-2
Students will apply test-taking and study skills in content-area classes.
LA-SS-2-1
LA-SS-2-2
LA-SS-2-3
LA-SS-2-4
LA-SS-2-5
LA-SS-3
Identify and set short and long-range goals.
Identify and apply various methods of studying for tests or completing
assignments in study skills class.
Identify and apply skills used in taking tests in study skills class.
Evaluate individual strategies used in studying and taking tests.
Perform the outcome.
Students will correctly follow both oral and written directions on
assignments and tests. (12.1.1, 12.4.1)
LA-SS-3-1
LA-SS-3-2
LA-SS-3-3
LA-SS-4
Identify various note-taking methods. (12.2.5)
Identify and practice using abbreviations in taking notes. (12.2.1, 12.2.5)
Identify and apply skills used in taking notes from an oral presentation or
media. (12.2.5, 12.4.1)
Select and apply appropriate note-taking skills in content area classes.
(12.2.5)
Identify and apply skills in following written directions. (12.1.1)
Identify and apply skills in following oral directions. (12.4.1)
Apply direction-following skills to assignments and tests. (12.1.1, 12.4.1)
Students will use research skills to make an oral or written presentation.
(12.2.4, 12.3.2)
LA-SS-4-1
LA-SS-4-2
LA-SS-4-3
LA-SS-4-4
LA-SS-4-5
Identify and locate parts of a textbook. (12.1.2)
Identify types of sources available in classrooms and the library and
describe their uses. (12.1.2)
Differentiate among types of references for the scope and detail of
information available. (12.1.2)
Practice using research skills on teacher-generated topics. (12.1.2)
Perform the outcome. (12.2.4, 12.3.2)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-56-
Academic Speech (elective class)
Mission Statement
Students completing the Pierce Public School’s language arts curriculum will acquire the literacy
skills to read, write, listen, and speak at a level that will allow them to synthesize and evaluate
information in order to communicate effectively as productive citizens and lifelong learners.
Purpose:
Students will utilize communication techniques, will synthesize nonverbal
skills, and will evaluate research to produce speeches, debates, and oral
interpretations.
High Achievement Unit Outcomes and Components
LA-AS-1
Students will locate, assess, and use information for speeches and
performances. (12.1.2)
LA-AS-1-1
LA-AS-1-2
LA-AS-1-3
LA-AS-1-4
LA-AS-1-5
LA-AS-2
Students will integrate communication techniques and strategies during
speeches and performances. (12.1.2)
LA-AS-2-1
LA-AS-2-2
LA-AS-2-3
LA-AS-2-4
LA-AS-2-5
LA-AS-3
Gather and utilize information from print and electronic sources. (12.1.6,
12.1.2, 12.2.4, 12.2.5)
Locate, classify, evaluate, and compile information from various cultures,
genders, and time periods. (12.1.6)
Utilize various organizational patterns for speeches. (12.2.2)
Apply bibliography and citation rules. (12.2.4)
Perform the outcome.
Analyze and demonstrate communication process and structure. (12.1.2,
12.3.1)
Identify and apply delivery terminology and techniques. (12.3.2)
Demonstrate acting/expression skills in drama and oral presentations.
(12.3.2, 12.4.1)
Analyze and evaluate propaganda and persuasion methods. (12.1.6,
12.4.1)
Perform the outcome. (12.1.2)
Students will produce speeches demonstrating research, composition, and
delivery skills. (12.3.2)
LA-AS-3-1
LA-AS-3-2
LA-AS-3-3
LA-AS-3-4
LA-AS-3-5
Present a speech on a topic relating to the speaker’s own life. (12.3.2)
Present informative speeches. (12.3.2, 12.2.5, 12.1.6)
Demonstrate knowledge of a topic and delivery techniques in a panel
debate. (12.3.1)
Analyze and critique literature to create an introduction for an oral
interpretation and recite the oral interpretation of drama, prose, or poetry.
(12.1.3, 12.1.4, 12.1.8)
Create and present a pantomime and improvisation. (12.3.2)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-57-
LA-AS-3-6
LA-AS-3-7
LA-AS-3-8
Analyze topics and create extemporaneous and impromptu speeches.
(12.2.5, 12.3.2, 12.1.6)
Present persuasive speeches (cause/effect, problem/solution, etc). (12.3.2,
12.2.5, 12.1.6)
Perform the outcome. (12.3.2)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-58-
Journalism (Grade 10-12, elective class)
Mission Statement
Students completing the Pierce Public School’s language arts curriculum will acquire the literacy
skills to read, write, listen, and speak at a level that will allow them to synthesize and evaluate
information in order to communicate effectively as productive citizens and lifelong learners.
Purpose:
Students will demonstrate skill in the journalistic style of writing and will
improve their language, data collection, analysis, and technology skills as
they create news stories and page layouts for publication.
High Achievement Unit Outcomes and Components
LA-J-1
Students will create stories and features in journalistic style and format for
publication.
LA-J-1-1
LA-J-1-2
LA-J-1-3
LA-J-1-4
LA-J-1-5
LA-J-1-6
LA-J-2
Identify and apply elements (who, what, where, when, why, how; lead and
body of story), style (inverted pyramid), and purpose (news, feature) of
journalistic writing. (12.2.3)
Compose questions and theoretical outline for stories. (12.2.5)
Interview and research objectively to acquire information for stories.
(12.3.1)
Write stories and headlines objectively, utilizing correct English
conventions in journalistic style. (12.2.4)
Demonstrate ability to use desktop publishing programs such as
PageMaker 6.5 and Ready, Set, Go. (12.2.4)
Type stories and headlines in correct format using desktop publishing
computer programs. (12.2.4)
Students will create pages for publication. The pages will consist of copy,
pictures and illustrations, captions, and graphics.
LA-J-2-1
LA-J-2-2
LA-J-2-3
LA-J-2-4
LA-J-2-5
Identify and apply elements of magazine-style published pages. (12.2.4)
Demonstrate ability to use desktop publishing programs such as
PageMaker 6.5 and Ready, Set, Go. (12.2.4)
Interview and research objectively to acquire information for publication.
(12.3.1)
Produce questionnaires, distribute, collect, analyze, judge, and synthesize
data to create objective and correct information that chronicles the group,
activity, or event covered in each document. (12.3.1)
Write stories, headlines, and captions (for pictures or illustrations)
objectively, utilizing correct English conventions in journalistic style.
(12.2.4)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-59-
LA-J-2-6
LA-J-2-7
Choose pictures and illustrations and create graphics and/or cartoons to
complement writing for each page. (12.2.4)
Organize materials and create pages for publication using desktop
publishing programs on computer and correct English usage in journalistic
style. (12.2.4)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-60-
Junior High Communications
(Grade 7-8 , not required)
Mission Statement
Students completing the Pierce Public School’s language arts curriculum will acquire the literacy
skills to read, write, listen, and speak at a level that will allow them to synthesize and evaluate
information in order to communicate effectively as productive citizens and lifelong learners.
Purpose:
Students will improve reading, writing, and speaking skills through various
teachere-directed and student-centered activities.
High Achievement Unit Outcomes and Components
LA-COM-1
Students will demonstrate their reading comprehension by responding to
quiz questions administered via a computerized learning information system.
(8.1.1, 8.2.5)
LA-COM-1-1
LA-COM-1-2
LA-COM-1-3
LA-COM-1-4
Read self-selected literature at individual reading level. (8.1.1)
Record reading progress in a reading log.
Identify basic facts and essential ideas in what is read. (8.1.1)
Assess progress through comparison of reading level, reading logs, and
test performances. (8.2.5)
LA-COM-1-5 Perform the outcome. (8.1.1, 8.2.5)
LA-COM-2
Students will write compositions with a clear focus, supporting details, and a
clearly formulated conclusion. (8.2.2, 8.2.3, 8.2.5)
LA-COM-2-1 Identify strategies used to generate and organize ideas. (8.2.5)
LA-COM-2-2 Compose a rough draft. (8.2.2)
LA-COM-2-3 Use knowledge of grammar and mechanics to revise and edit writing.
(8.2.3)
LA-COM-2-4 Assess the effectiveness of compositions alone and/or in groups. (8.2.3)
LA-COM-2-5 Perform the outcome. (8.2.2, 8.2.3, 8.2.5)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-61-
Drama (elective class)
Mission Statement
Students completing the Pierce Public School’s language arts curriculum will acquire the literacy
skills to read, write, listen, and speak at a level that will allow them to synthesize and evaluate
information in order to communicate effectively as productive citizens and lifelong learners.
High Achievement Unit Outcomes and Components
FA-DR-1
Students will demonstrate and utilize basic acting techniques.
FA-DR-1-1
FA-DR-1-2
FA-DR-1-3
FA-DR-1-4
FA-DR-1-5
FA-DR-2
Students will employ literature in development of theatrical techniques.
FA-DR-2-1
FA-DR-2-2
FA-DR-2-3
FA-DR-3
Identify and connect universal themes across cultures and times.
Combine the knowledge and skills gained from reading, viewing,
and/or performing.
Perform the outcome.
Students will investigate and demonstrate technical theatre aspects including
makeup, costuming, lighting/sound, and set construction.
FA-DR-3-1
FA-DR-3-2
FA-DR-3-3
FA-DR-3-4
FA-DR-3-5
FA-DR-3-6
FA-DR-3-7
FA-DR-4
Exhibit effective use of voice.
Identify how movement contributes to acting as a whole.
Express emotions, ideas, & opinions through participating in drama
activities.
Demonstrate character development and apply stage diction when acting.
Perform the outcome.
Identify elements in drama that relate to those in other fields of study.
Demonstrate usage of makeup equipment.
Create a makeup morgue.
Identify costuming patterns relating to characters.
Demonstrate and incorporate the use of lighting and sound choices in
drama pieces.
Demonstrate designing a stage set.
Perform the outcome.
Students will evaluate criteria to respond to their own and other’s creative
expression and techniques.
FA-DR-4-1
FA-DR-4-2
FA-DR-4-3
FA-DR-4-4
Develop and apply criteria to evaluate the collaborative aspects of a
performance.
Establish and apply criteria for different styles of theatre.
Synthesize how the elements of a performance evoke a personal response.
Perform the outcome.
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-62-
FA-DR-5
Students will create the connections between theatre and their own lives and
environments.
FA-DR-5-1
FA-DR-5-2
FA-DR-5-3
FA-DR-5-4
Identify the contribution of theatre to their own lives and the lives of
others.
Recall various theatrical ways to convey ideas or situations.
Identify how knowledge and skills acquired in theatre can be utilized in
lifelong learning.
Perform the outcome.
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-63-
Appendix #1
LA-K-3-9
LA-1-2-1
The Instant Words*
First Hundred
Words 1-25
the-K-1
of-K-1
and-K-1
a-K-1
to-K-1
in-K-1
is-K-1
you-K-1
that-1
it-1
he-1
was-1
for-1
on-1
are-1
as-1
with-1
his-1
they-1
I-K-1
at-K-1
be-1
this-1
have-1
from-1
am-K
Words 26-50
or-1
one-1
had-1
by-1
word-1
but-1
not-1
what-1
all-1
were-1
we-K-1
when-1
your-1
can-K-1
said-K-1
there-1
use-1
an-1
each-1
which-1
she-1
do-1
how-1
their-1
if-1
Words 51-75
will-1
up-1
other-1
about-1
out-1
many-1
then-1
them-1
these-1
so-1
some-1
her-1
would-1
make-1
like-1
him-1
into-1
time-1
has-1
look-1
two-1
more-1
write-1
go-K-1
see-1
Words 76-100
number-1
no-1
way-1
could-1
people-1
my-1
than-1
first-1
water-1
been-1
call-1
who-1
oil-1
now-1
find-1
long-1
down-1
day-1
did-1
get-1
come-1
made-1
may-1
part-1
over-1
Common suffixes: -s, -ing, -ed.
*For additional instant words, see 3,000 Instant Words, 2nd Ed., by Elizabeth Sakley and
Edward Fry, Jamestown Publications, Providence, RI, 1984.
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-64-
The Instant Words*
Second Hundred
Words 101-125
new
sound
take
only
little
work
know
place
year
live
me
back
give
most
very
after
thing
our
just
name
good
sentence
man
think
say
Words 126-150
great
where
help
through
much
before
line
right
too
mean
old
any
same
tell
boy
follow
came
want
show
also
around
form
three
small
set
Words 151-175
put
end
does
another
well
large
must
big
even
such
because
turn
here
why
ask
went
men
read
need
land
different
home
us
move
try
Common suffixes: -s, -ing, -ed, -er, -ly, -est.
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-65-
Words 176-200
kind
hand
picture
again
change
off
play
spell
air
away
animal
house
point
page
letter
mother
answer
found
study
still
learn
should
America
world
high
The Instant Words*
Third Hundred
Words 201-225
every
near
add
food
between
own
below
country
plant
last
school
father
keep
tree
never
start
city
earth
eye
light
thought
head
under
story
saw
Words 226-250
left
don’t
few
while
along
might
close
something
seem
next
hard
open
example
begin
life
always
those
both
paper
together
got
group
often
run
important
Words 251-275
until
children
side
feet
car
mile
night
walk
white
sea
began
grow
took
river
four
carry
state
once
book
hear
stop
without
second
late
miss
Common suffixes: -s, -ing, -ed, -er, -ly, -est.
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-66-
Words 276-300
idea
enough
eat
face
watch
far
Indian
real
almost
let
above
girl
sometimes
mountain
cut
young
talk
soon
list
song
leave
family
body
music
color
The Instant Words*
Fourth Hundred
Words 301-325
body
music
color
stand
sun
questions
fish
area
mark
dog
horse
birds
problem
complete
room
knew
since
ever
piece
told
usually
didn’t
friends
easy
heard
Words 326-350
order
red
door
sure
become
top
ship
across
today
during
short
better
best
however
low
hours
black
products
happened
whole
measure
remember
early
waves
reached
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
Words 351-375
listen
wind
rock
space
covered
fast
several
hold
himself
toward
five
step
morning
passed
vowel
true
hundred
against
pattern
numeral
table
north
slowly
money
map
-67-
Words 376-400
farm
pulled
draw
voice
seen
cold
cried
plan
notice
south
sing
war
ground
fall
king
town
I’ll
unit
figure
certain
field
travel
wood
fire
upon
The Instant Words*
Fifth Hundred
Words 401-425
done
English
road
half
ten
fly
gave
box
finally
wait
correct
oh
quickly
person
became
shown
minutes
strong
verb
stars
front
feel
fact
inches
street
Words 426-450
decided
contain
course
surface
produce
building
ocean
class
note
nothing
rest
carefully
scientists
inside
wheels
stay
green
known
island
week
less
machine
base
ago
stood
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
Words 451-475
plane
system
behind
ran
round
boat
game
force
brought
understand
warm
common
bring
explain
dry
though
language
shape
deep
thousands
yes
clear
equation
yet
government
-68-
Words 476-500
filled
heat
full
hot
check
object
am
rule
among
noun
power
cannot
able
six
size
dark
ball
material
special
heavy
fine
pair
circle
include
built
The Instant Words*
Sixth Hundred
Words 501-525
can’t
matter
square
syllables
perhaps
bill
felt
suddenly
test
direction
center
farmers
ready
anything
divided
general
energy
subject
Europe
moon
region
return
believe
dance
members
Words 526-550
picked
simple
cells
paint
mind
love
cause
rain
exercise
eggs
train
blue
wish
drop
developed
window
difference
distance
heart
sit
sum
summer
wall
forest
probably
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
Words 551-575
legs
sat
main
winter
wide
written
length
reason
kept
interest
arms
brother
race
present
beautiful
store
job
edge
past
sign
record
finished
discovered
wild
happy
-69-
Words 576-600
beside
gone
sky
glass
million
west
lay
weather
root
instruments
meet
third
months
paragraph
raised
represent
soft
whether
clothes
flowers
shall
teacher
held
describe
drive
The Instant Words*
Seventh Hundred
Words 601-625
cross
speak
solve
appear
metal
son
either
ice
sleep
village
factors
result
jumped
snow
ride
care
floor
hill
pushed
baby
buy
century
outside
everything
tall
Words 626-650
already
instead
phrase
soil
bed
copy
free
hope
spring
case
laughed
nation
quite
type
themselves
temperature
bright
lead
everyone
method
section
lake
consonant
within
dictionary
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
Words 651-675
hair
age
amount
scale
pounds
although
per
broken
moment
tiny
possible
gold
milk
quiet
natural
lot
stone
act
build
middle
speed
count
cat
someone
sail
-70-
Words 676-700
rolled
bear
wonder
smiled
angle
fraction
Africa
killed
melody
bottom
trip
hole
poor
let’s
fight
surprise
French
died
beat
exactly
remain
dress
iron
couldn’t
fingers
The Instant Words*
Eighth Hundred
Words 701-725
row
least
catch
climbed
wrote
shouted
continued
itself
else
plains
gas
England
burning
design
joined
foot
law
ears
grass
you’re
grew
skin
valley
cents
key
Words 726-750
president
brown
trouble
cool
cloud
lost
sent
symbols
wear
bad
save
experiment
engine
alone
drawing
east
pay
single
touch
information
express
mouth
yard
equal
decimal
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
Words 751-775
yourself
control
practice
report
straight
rise
statement
stick
party
seeds
suppose
woman
coast
bank
period
wire
choose
clean
visit
bit
whose
received
garden
please
strange
-71-
Words 776-800
caught
fell
team
God
captain
direct
ring
serve
child
desert
increase
history
cost
maybe
business
separate
break
uncle
hunting
flow
lady
students
human
art
feeling
The Instant Words*
Ninth Hundred
Words 801-825
supply
corner
electric
insects
crops
tone
hit
sand
doctor
provide
thus
won’t
cook
bones
tail
board
modern
compound
mine
wasn’t
fit
addition
belong
safe
soldiers
Words 826-850
guess
silent
trade
rather
compare
crowd
poem
enjoy
elements
indicate
except
expect
flat
seven
interesting
sense
string
blow
famous
value
wings
movement
pole
exciting
branches
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
Words 851-875
thick
blood
lie
spot
bell
fun
loud
consider
suggested
thin
position
entered
fruit
tied
rich
dollars
send
sight
chief
Japanese
stream
planets
rhythm
eight
science
-72-
Words 876-900
major
observe
tube
necessary
weight
meat
lifted
process
army
hat
property
particular
swim
terms
current
park
sell
shoulder
industry
wash
block
spread
cattle
wife
sharp
The Instant Words*
Tenth Hundred
Words 901-925
company
radio
we’ll
action
capital
factories
settled
yellow
isn’t
southern
truck
fair
printed
wouldn’t
ahead
chance
born
level
triangle
molecules
France
repeated
column
western
church
Words 926-950
sister
oxygen
plural
various
agreed
opposite
wrong
chart
prepared
pretty
solution
fresh
shop
suffix
especially
shoes
actually
nose
afraid
dead
sugar
adjective
fig
office
huge
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
Words 951-975
gun
similar
death
score
forward
stretched
experience
rose
allow
fear
workers
Washington
Greek
women
bought
led
march
northern
create
British
difficult
match
win
doesn’t
steel
-73-
Words 976-1000
total
deal
determine
evening
nor
rope
cotton
apple
details
entire
corn
substances
smell
tools
conditions
cows
track
arrived
located
sir
seat
division
effect
underline
view
Appendix #2
Contractions
1st Grade
I’m
don’t
LA-1-2-4
he’s
she’s
doesn’t
didn’t
I’ll
you’ll
let’s
can’t
they’ve
she’ll
those’ll
shouldn’t
haven’t
could’ve
he’ll
there’ll
couldn’t
hadn’t
would’ve
it’ll
this’ll
wouldn’t
mustn’t
should’ve
we’ll
what’ll
aren’t
mightn’t
who’re
one’s
it’d
it’s
I’d
there’d
what’s
you’d
what’d
that’s
he’d
who’d
2nd Grade
LA-2-5-1
Contractions with have, will, and not:
I’ve
might’ve
they’ll
who’ll
wasn’t
needn’t
you’ve
who’ve
that’ll
isn’t
weren’t
3rd Grade
you’re
we’re
who’s
there’s
she’d
we’d
that’d
we’ve
there’ve
these’ll
won’t
hasn’t
LA-3-3-8
they’re
here’s
they’d
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-74-
Appendix #3A
LA-3-1-7
LA-8-4-1
LA-8-5-1
LA-9-2-2
LA-9-2-3
LA-9-2-4
Literary Terms
TERM
act
allegory
alliteration
allusion
antagonist
aphorism
assonance
ballad
blank verse
cacophony
caesura
character
characterization
climax
conceit
conflict
connotation
consonance
denotation
denouement
dialect
diction
drama
dramatic irony
epic
epigram
essay
euphony
exposition
falling action
fiction
figurative language
first person
flashback
GRADE
7
11
3
8
9
11
9
8
11
11
11
1
8
7
11
7
8
9
8
11
6
12
7
8
9
11
7
11
4
11
2
5
4
6
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
ALPHABETICAL
-75-
flat character
foil
foreshadowing
free verse
hyperbole
imagery
inference
inversion
irony
irony of situation
literary analogy
local color
metaphor
meter
metonymy
mood
motif
motivation
narration
narrative
narrator
nonfiction
onomatopoeia
oxymoron
paradox
parody
personification
plot
poetic license
poetry
point of view
prologue
prose
protagonist
pun
repetition
rhyme
rhyme scheme
rhymed couplets
rhythm
round character
satire
scene
setting
short story
simile
sound
11
12
6
8
7
8
4
6
8
8
11
11
5
11
11
4
11
9
9
7
2
3
6
11
12
5
4
12
3
4
9
10
9
9
8
4
8
9
4
11
11
7
1
5
3
8
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-76-
speaker
stage directions
stanza
static character
stereotype
stock character
structure
style
suspense
symbolism
synecdoche
terse
theme
third person
third person limited
third person objective
third person omniscient
tone
verbal irony
transcendentalism
realism
romanticism
naturalism
idealism
8
7
8
11
8
12
8
6
7
9
11
11
4
7
7
7
7
4
8
11
11
11
11
11
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-77-
Appendix #3B
Literary Terms
TERM
character
setting
fiction
narration
nonfiction
alliteration
onomatopoeia
poetry
exposition
first person
inference
mood
plot
point of view
rhyme
rhythm
theme
tone
figurative language
metaphor
personification
short story
dialect
flashback
foreshadowing
inversion
oxymoron
style
act
climax
conflict
drama
essay
hyperbole
narrator
scene
stage directions
suspense
third person
third person limited
third person objective
GRADE
1
1
2
2
2
3
3
3
4
4
4
4
4
4
4
4
4
4
5
5
5
5
6
6
6
6
6
6
7
7
7
7
7
7
7
7
7
7
7
7
7
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
GRADE LEVEL
-78-
third person omniscient
allusion
ballad
characterization
connotation
denotation
dramatic irony
free verse
imagery
irony
irony of situation
repetition
rhyme scheme
sound
speaker
stanza
stereotype
structure
verbal irony
antagonist
assonance
consonance
epic
motivation
narrative
prologue
protagonist
pun
rhymed couplets
symbolism
prose
allegory
aphorism
blank verse
cacophony
caesura
conceit
denouement
epigram
euphony
falling action
flat character
literary analogy
local color
meter
metonymy
motif
7
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
9
9
9
9
9
9
9
9
9
9
9
10
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-79-
paradox
round character
satire
static character
synecdoche
terse
diction
foil
parody
poetic license
stock character
11
11
11
11
11
11
12
12
12
12
12
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-80-
Appendix #4
LA-3-2-8
Proofreading Symbols
Helping students develop essays, short stories, term papers, or other writing goes more smoothly
when you use proofreading symbols. Introduce these early in the school year and use them
throughout. The time and space saved may be devoted to comments on content and
encouragement.
Notation
in Margin
¶
#
sp
cap
lc
stet
little
sp
]
s.sp.
d.sp.

^
/
____
How Indicated in Copy
true. The best rule to follow
living room
Mary hada
Mary had a lamb little
There were  children
mary had a little lamb.
Mary had a little Lamb.
The correct procecdure
Mart had a little lamb.
Mary had a lamb.
He recieved a note.
Another rule
Explanation
New paragraph
Close up
Insert space
Transpose
Spell out
Capitalize
Lower case
Delete or take out
Restore crossed-out word.
Insert word (s) in margin.
misspelling
indent
single space
double space
add a period
add a question mark
add a space
insert write voice
change capital to lower case
Italicize
add quotation marks
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
The truth Lies in the details.
Beach Music left me breathless.
I try to leave out the parts that
people skip
Said Joe.
-81-
Appendix #5
Prefixes
Grade 3
be (to a greater degree), e.g., befriend
dis (not, apart), e.g., expel
un (not), e.g., unhappy
re (back, again), e.g., reread
Grade 4
im (not), e.g. impatient
mis (wrong), e.g. misplan
non (not), e.g., nonstop
over (exceed or surpass) overachieve
pre (before), e.g. prewrap
sub (under), e.g., subway
super (over), e.g., superman
in
Grade 5
semi (half or partly), e.g., semimonthly
mid
bi
im
en
Grade 6
pro
ant, anti
uni
tri
deca, deci
oct, octa
Grade 7
pro (in favor of, on the side of), e.g., progovernment
ant, anti (against, opposite), e.g., antiaircraft
uni (one), e.g., unicycle
tri (three), e.g., triangle
deca, deci (ten), e.g., decimal, decade
oct, octa (eight), e.g., octopus
ad (to, toward), e.g., adhere
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-82-
Grade 8
co (with, partner), e.g., copilot
post (after), e.g., postdate
quarter, quatro (four)
pent, cin (five)
sex, ses (six)
sept (seven)
non (nine)
Grade 9
a (without, not), e.g., demote
hyper (excessive), e.g., hypersinsitive
cent (hundres), e.g., century
milli (thousand), e.g., milliliter
hemi (half), e.g., hemisphere
mon (one,), e.g., monarchy
di (two), e.g., dilemma
poly
Grade 10
a (without, not), e.g., atypical
contra (opposed), e.g., contradict
e (out), e.g., emit
inter (among, between), e.g., international
micro (small), e.g., microscopic
mono (one), e.g., monogamy
bene (good), e.g., benefit
Grade 11
col (together), e.g., collect
en (in, put into), e.g., encapsulate
exo (out of), e.g., exotic
mid (middle of), e.g., midnight
trans (across, over), e.g., transmit
an (not, without), e.g., anemia
counter (opposite to), e.g., counterclockwise
syn (together), e.g., synchronized
Grade 12
thermo
mal
ob
retro
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-83-
Appendix #5B
Suffixes
Grade 1 & 2
ing (in the process of)
ed (past tense)
s, es (plural form)
er (compare)
Grade 3
full (full of)
ness (being)
able (capable of being)
hood (state, condition)
less (lack of)
or, ar, er (one who, that which)
ly (in a certain way)
an, ean, ian (one who relates)
est
en (in, put into)
y
ish (relating to like)
Grade 4
ment (result of), e.g., pavement
ward
ture
ior
some
Grade 5
ant
ent
ous
ic
able
sion, tion, ation, ion
Grade 6
ism
ive
ible
ist, ite
ize
ise
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-84-
ir
Grade 7
al (relatingto), e.g., global
ish (relating to or like), e.g., childish
ship (state or condition of), e.g., leadership
Grade 8
ee, eer (one who is), e.g., employee, profiteer
ous (full of), e.g., furious
Grade 9
ant, ent (one who does an action), e.g., occupant, dependent
en (to become), e.g, quicken
sion, tion (the state of being something), e.g., suspension, civilization
Grade 10
dom (state or condition), e.g., boredom
Grade 11
ate (become, form), e.g., validate
ence (stae, quality), e.g., persistence
ial (relating to), e.g., manorial
ic (characteristic of), e.g., Byonic
ical (related to), e.g., geological
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-85-
Appendix #5C
Biology Roots and Affixes
ad (to, toward), e.g., abduct
aesthet (senses, feelings), e.g., aesthetic
amphi (both), e.g., amphinian
an (without, not), e.g., anesthetic
anti (against), e.g., antibody
angle (corner), e.g., triangle
anthro (man), e.g., anthropology
aqua (water), e.g., awuatic
arch (first), e.g., archeology
auto (self), e.g., autotroph
bi (two), e.g., bilateral
bio (life), e.g., biology
cardi (heart), e.g., cardiovascular
carn (flesh), e.g., carnivore
centri (center), e.g., centriole
chrom (color), e.g., chromosome
circum (around), e.g., circumcision
corpus (body), e.g., corpus luteum
cyclo (circular), e.g., cyclostomata
dent (tooth), e.g., dentures
derm *skin), e.g., dermatologist
di (two), e.g., diploid
e (without), e.g., Edentate
ecto (outer), e.g., ectoplasm
ectomy (out of), e.g., appendectomy
epi (upon), e.g., epidermis
ex, exo (out of), e.g., excurrent pore
gen (orgin ), e.g., biogenesis
graph (written), e.g., cardiograph
hetero (other, different), e.g., heterozygous
hypo (under, below), e.g., hypotonic
in (not), e.g., infertile
inter (between), e.g., interphase
iso (equal, alike), e.g., isotonic
kine (move), e.g., kinetic
logy (study of), e.g., biology
macro(large), e.g., macronucleus
meter (measure), e.g., centimeter
morph (shape, form), e.g., metamorphosis
multi (times, many), e.g., multiple alleles
muta (change), e.g., mutation
nomen (name), e.g., binomial nomenclaute
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-86-
omni (all), e.g., omnivore
patho (disease), e.g., pathology
ped (foot), e.g., pedal
peri (around), e.g., pericardiwm
phobia (fear of), e.g., hydrophobia
photo (light), e.g., photosynthesis
physio (function of), e.g., physiology
platy (flat), e.g., platyhelminthes
pod (foot), e.g., pseudopod
poly (many), e.g., polysaccharide
post (after, behind), e.g., posterior
pre (before, in front of), e.g., prenatal
proto (first), e.g., protoplasm
pseudo (false), e.g., pseudopod
psych (mind), e.g., psychology
scope (see), e.g., microscope
stereo (three dimensional), e.g., stereomic
super (over, above), e.g., superman
tax (order), e.g., taxonomy
tele (far), e.g., telephase
therm (heat), e.g., thermal
toxic (poison), e.g., exotoxin
trans (across), e.g., translocation
uni (one), e.g., unicelluar
vivi (alive), e.g., viviparcus
vorous (eating), e.g., insictivore
zoo (animal), e.g., zoology
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-87-
Appendix #6
Syllabication Rules
A one-syllable word is never divided.
A compound word is divided between the words that make the compound word.
When a word has a suffix, it is divided between the root and the suffix.
When a word had a prefix, it is divided between the prefix and the root.
When two or more consonants come between two vowels in a word, it is usually divided
between the first two consonants.
When a single consonant comes between two vowels in a word, it is usually divided after the
consonant if the first vowel is short.
When a single consonant comes between two vowels in a word, it is usually divided before the
consonant if the first vowel is long.
When a vowel is sounded alone in a work, it forms a syllable in itself.
When two vowels come together in a word and are sounded separately, divide the word between
the two vowels.
When a word ends in le preceded by a consonant, the word is divided before that consonant.
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-88-
Appendix #8A
Genre
Kindergarten
none
First
play
poetry
journal
fantasy
Second
fable
letter
narrative
Third
folk tale
fairy tale
poetry
-haiku
tall tale
Fourth
biography
poetry
-concrete
-acrostic
Fifth
limerick
science fiction
short story
Sixth
myth
Seventh
essay
article
drama
Eighth
autobiography
poetry
-ballad
-narrative
Ninth
mystery
poetic drama
-easy lyric poetry
-epic poetry
romance
satire
tragedy
Tenth
none
Eleventh
allegory
diary
historical fiction
journal
letter
novelette
realistic fiction
western
Twelfth
adventure
comic-format book
comics
elegy
ode
sonnet
dramatic poetry
Applied Communications
news reporting/media
letter
Journalism
news reporting/media
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-89-
Appendix #8B
Genre
acrostic poetry
adventure
allegory
article
autobiography
ballad
biography
comic-format book
comics
concrete poetry
diary
drama
dramatic poetry
elegy
epic poetry
essay
fable
fairy tale
fantasy
fiction
folk tale
haiku
historical ficiton
journal
letter
limerick
lyric poetry-easy
mystery
myth
narrative
narrative poetry`
news reporting/media
nonfiction
novel
novelette
ode
play
poetic drama
poetry
realistic fiction
romance
satire
4
12
11
7
8
8
4
12
12
4
11
7
12
12
9
7
2
3
1
3
3
3
11
1, 11
2
5
9
9
6
2
8
Journalism/AC
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
3
3
11
12
1
9
1
11
9
9
-90-
science fiction
short story
sonnet
speech
tall tale
tragedy
western
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
5
5
12
5
3
9
11
-91-
Appendix #9
LA-4-8-1
Speech Criteria and Etiquette
Grades that speech is taught:
Grade K-eye contact during show and tell.
Grade 1-rhythm, volume, stress, poise and posture through dramatization, shoral
readings, and show and tell.
Grade 2-appropriate speed, expression, and inflection when speaking, talking, and
telephone messages.
Grade 3-eye contact, sit quietly, listen attentively, enunciate, explain and tell a process.
Grade 4-oral presentation-clear enunciation, expression, delivery, rate of speaking,
volume, eye contact, body language
Speaking Guidelines
When speaking in a large or small group situation, remember:
1. Your first responsibility is to get your ideas across. You should not be concerned
with being eloquent, just with doing what works.
2. Whenever possible, plan in advance what you are going to say. At least have a
general idea of the points you want to make before you begin. Don’t keep the
listeners waiting, or their minds will begin to wander.
3. Do not begin speaking until the listeners are paying attention.
4. Talk about the subject at hand; do not wander off the subject. Avoid presenting
information that has nothing to do with your subject.
5. Don’t overwhelm your listeners with details. Begin with a general statement that
will give your listeners a perspective on your thinking.
6. Use verbal guideposts such as first, next, and so on to help the listeners follow your
presentation. Signal when you are about to end with a guidepost such as finally.
7. Speak clearly and distinctly, making sure your voice is loud enough for all
listeners to hear. Remember, your normal speaking voice may not be loud enough
when you speak to a group.
8. Let your listeners’ ears adjust to the rhythm of your speech. To allow for this
adjustment, do not present vital information in your fist statement or two.
9. Concentrate on what you are saying. Do not let your mind wander or be distracted.
10. Use inflections in your voice and convey emotion whenever possible. Avoid
speaking in a monotome. If you don’t sound interested in what you are syaing,
don’t expect your listeners to be interested.
11. Do not try to speak when someone else is speaking. The listeners will not know
where to direct their attention.
12. Treat your listeners courteously. If you shout at them or insult them, they may
stop listening because they are hurt or angry.
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-92-
Appendix #10
Information Literacy Standards for Student Learning
“Student achievement is the bottom line. Knowing how to obtain and use
information properly in increasingly essential both for the students’ success in
school and for their personal and professional development as socially responsible
adults.”
-Ken Haycock, past president of AASL
These standards are designed to help librarians and teachers identify links in student
information needs, curricular content and learning. For more information, contact
Nebraska’s Information Power Implementation Team.
Information Literacy
The student who is information literate:
Standard 1: Accesses information efficiently and effectively, as described by the
following indicators:
1. recognizes the need for information;
2. recognizes that accurate and comprehensive information is the basis for intelligent
decision making;
3. formulates questions based on information needs;
4. identifies a variety of potential sources of information;
5. develops and uses successful strategies for locating information.
Standard 2: Evaluates information critically and competently, as described by the
following indicators:
1. determines accuracy, relevance, and comprehensiveness;
2. distinguishes among facts, points of view, and opinion;
3. identifies inaccurate and misleading information;
4. selects information appropriate to the problem or question at hand.
Standard 3: Uses information accurately and creatively, as described by the following
indicators:
1. organizes information for practical application;
2. integrates new information into one’s own knowledge;
3. applies information in critical thinking and problem solving;
4. produces and communicates information and ideas in appropriate formats.
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-93-
Independent Learning
The student who is an independent learner is information literate and:
Standard 4: Pursues information related to personal interests, as described by the
following indicators:
1. seeks information related to various dimensions of personal well-being, such as career
interests, community involvement, health matters, and recreational pursuits;
2. designs, develops, and evaluates information products and solutions related to
personal interests.
Standard 5: Appreciates and enjoys literature and other creative expressions of
information, as described by the following indicators:
1. is a competent and self-motivated reader;
2. derives meaning from information presented creatively in a variety of formats;
3. develops creative products in a variety of formats.
Standard 6: Strives for excellence in information seeking and knowledge generation, as
described by the following indicators:
1. assesses the quality of the process and products of one’s own information seeking;
2. devises strategies for revising, improving, and updating self generated knowledge.
Social Responsibility
The student who contributes positively to the learning community and to society is
information literal and:
Standard 7: Recognizes the importance of information to a democratic society, as
described by the following indicators:
1. seeks information from diverse sources, contexts, disciplines, and cultures;
2. respects the principle of equitable access to information.
Standard 8: Practices ethical behavior in regard to information and information
technology, as described by the following indicators:
1. is a competent and self-motivated reader;
2. derives meaning from information presented creatively in a variety of formats;
3. uses information technology responsibly.
Standard 9: Participates effectively in groups to pursue and generate information, as
described by the following indicators:
1. shares knowledge and information with others;
2. respects others’ ideas and backgrounds and acknowledges their contributions;
3. collaborates with others, both in person and through technologies, to identify
information problems and to seek their solutions;
4. collaborates with others, both in person and through technologies, to design, develop,
and evaluate information products and solutions.
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-94-
GLOSSARY
Accent: when a part of a word, phrase, or sentence is spoken with greater force or
stronger tone, it is accented.
Act: one of the successive parts of a performance or a play.
Acrostic poetry: poetry in which the organization spells out words or names.
Allegory: a story in which the symbolism is more important than or separate from the
story itself; characters are types. (Animal Farm is an allegory which is actually about
communism, though the story itself never says so.)
Alliteration: repetition of initial sounds of words, usually consonants.
Allusion: a brief reference to a person, event, or place, real or fictitious.
Anadiplosis: repeating the ending word of a clause as the beginning of the next clause.
(Pleasure might cause her to read; reading might cause her to know; knowing might bring
her pleasure.)
Antagonist: the major character or force opposing the main character.
Antecedent: the word or group of words to which a pronoun refers.
Aphorism: a concise statement of a principle; a terse information of a truth or sentiment.
Appendix: additional information such as maps, charts, tables, or illustrations.
Argumentation: the act or process of forming reasons and of drawing conclusions and
applying them to a case in discussion.
Assonance: repetition without rhyme of vowel sounds in stressed syllables. Assonance
is sometimes used instead of direct rhyme.
“Attention getter”: a device used in delivery of a speech in which the speaker grabs the
attention of the audience. An example would be a shocking statistic, a story about the
topic, a statistic or fact, a rhetorical question.
Cinquain: poetry written in a particular form of five lines in which each line utilizes a
particular part of speech.
Climax: the decisive point in a story or play when the plot’s central problem must be
resolved in one way or another.
Compound noun: two nouns put together to form one word (example: hotdog,
doghouse).
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
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Conceit: an elaborate or strained metaphor.
Conclusion (speech): the last part of the speech format in which the thesis is restated
and the audience is given a lasting thought to end the speech.
Concrete: able to be experienced by the senses.
Conflict: the tension or struggle between the protagonist and the antagonist. Without
conflict, there would be no plot. The three basic kinds of conflict are 1. person against
person; 2. person against environment; 3. person against self.
Conjunction: a word that joins single words or groups of words. (See: coordinating,
correlative, or subordinating conjunction.)
Connotation: the hidden meaning of a word: the feelings and associations that a word
evokes.
Consonance: the correspondence or recurrence of sounds in words; the recurrence or
repetition of consonants especially, at the end of stressed syllables without the similar
correspondence of vowels (example: stroke and luck).
Coordinating conjunction: a word that joins words or groups of words that have equal
grammatical weight in a sentence. (Examples: and, but, or, nor, for, yet, so.)
Correlative conjunction: words that work in pairs to join words and groups of words of
equal weight in a sentence. (examples: both...and, either...or, neither...nor, whether...or.)
Couplet: a pair of consecutive rhyming lines of the same meter.
Credibility (speech): the characteristic of being credible or believable; knowing what
one is talking about.
Cross-referencing: a notation or direction at one place (in a book or file) to pertinent
information at another place.
CV: the arrangement or order of consonant, vowel.
CVC: the arrangement or order of consonant, vowel, consonant.
CVCC: the arrangement or order of consonant, vowel, consonant, consonant.
CVCE: the arrangement or order of consonant, vowel, consonant, silent “e”.
CVVC: the arrangement or order of consonant, vowel, vowel, consonant.
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-96-
Debate: formalized public speaking in which participants prepare and present speeches
on opposite sides of an issue to determine which side has the stronger arguments.
Delivery techniques (speech): the use of eye contact, movement (walking), gestures,
and use of voice to get the ideas and feelings of the speech across to audience.
Denotation: the dictionary meaning of a word.
Denouement: the unwinding and abatement of tension after the climax of a literary
work.
Developing character: one who undergoes an important change or learns a significant
lesson as a result of his or her experiences.
Dialect: a form of speech characteristic of a particular region or class.
Dialogue: conversation between two or more people in a literary work.
Diction: choice of words with regard to clearness, correctness, effectiveness, and
suitability for audience or occasion.
Diphthong: a mono syllabic sound: letters, usually two vowels, that form one sound.
Examples: oy, oi, oo, ow.
Direct Quote: correctly word for word, copying material spoken or written by another.
Directionality: the ability to identify directions such as top, bottom, left, and/or right.
Dissonance: a discord between sounds, a harsh sound also called cacophony (example:
a rat’s feet on broken glass).
Drafting: writing ideas in related sentences or paragraphs, but mostly allowing writing
to flow without grammar or mechanics.
Drama: a literary work in verse or prose, written to be acted, that tells a story through
the speech and action of the characters.
Dramatic irony: incongruity between a situation developed in a drama and the
accompanying words or actions, understood by the audience but not by the characters in
the play.
Editing: the stage of the writing process where the writing is closely read to correct
errors, including grammar, punctuation, and spelling.
Elegy: a poem of lamentation for the dead.
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
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Empathy (speech): a condition in which a listener or reader shares to some extent the
feelings of the speaker, writer, or character.
End rhyme: the rhyming of words at the ends of lines of poetry.
Epic: a long narrative poem that centers on the deeds of a great hero.
Epigram: a concise poem dealing pointedly and often satirically with a single thought or
event and often ending with an ingenious turn of thought.
Epiphany: the turning point, a moment of insight or awareness that changes a
character’s outlook significantly.
Essay: a short prose composition that presents a personal viewpoint.
Ethos (speech): the characteristic of having ethics or being ethical, honest, and moral.
Etymology: the history of a word. (Example: telephone comes from two Greek words
tele (far off) and phone (voice, sound).
Expository Writing: writing that one uses to give directions, explain a term or idea,
compare one thing to another, or explain how to do something.
Euphony: a succession of letters or words having a pleasing sound.
Extemporaneous speech: a speech that is fully outlined and practiced but not
memorized.
Falling Action: the denouement and resolution of a dramatic plot which take place after
the climax.
Fiction: a type of literature drawn from the imagination of the author that tells about
imaginary people and events.
Figurative language: language in which the literal meaning of words is disregarded in
order to show or imply a relationship between diverse things. Such language is made up
of figures of speech such as simile, metaphor, metonymy, and personification.
First Person: see point of view.
Flat character: one who has only one or two significant traits, who is presented as being
either all good or all bad. Flat characters are often very important to story action.
Flashback: a scene or scenes inserted to show events that happened before the action of
the main plot.
Foil: to prevent from attaining an end; to defeat.
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-98-
Forecasting (speech): the statement which “forecasts” or tells the audience what the
topic is, how it will be covered, and the position or opinion of the speaker. Forecasting
must come in the introduction after the attention getter.
Foreshadowing: significant hints given by the author which help the reader predict the
outcome of the action.
Form: the arrangement of words, lines, and white spaces in a poem.
Free verse: poetry that is free of the strict rules of meter and rhyme.
Genre: an established literary form, such as satire, historical narrative, biography, short
story, etc., (see appendix).
Greek/Latin roots: such as aqua-water, bio-life, phobia-fear. (See appendix for word
lists.)
Haiku: a three-line poem from Japanese tradition, based on seventeen sounds. In
America, we have interpreted this as three lines with syllables as follows: 5, 7, 5. It is a
brief poem, usually about a common experience or a natural object, that records the
essence of a moment, linking nature to human nature.
High frequency: words that are frequently used in the first grades (sight words).
Homographs: words that are spelled alike but have different meanings and sometimes
different pronunciations. (Examples: fly-noun, fly-verb, wound-noun, wound-verb.)
Homophones: words that sound alike but are spelled differently and have different
meanings. (Examples: write-right, read-reed, mail-male.)
Hyperbole: willful exaggeration in writing or poetry.
Idiom: the syntactical, grammatical, or structural form peculiar to a language; an
expression that cannot be derived from the conjoined meanings of its elements
(examples: throw in the towel, off-the-cuff, pull up stakes).
Imagery: figurative language that aids the reader in imagining or “seeing” what the
literature is about.
Impromptu: performance or writing given at the moment with no preparation.
In-depth reading: reading over the text carefully to absorb new ideas and facts.
Inference: a reasonable conclusion about the behavior of a character or the meaning of
an event drawn from the limited information presented by the author.
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-99-
Inflection: 1) change in pitch or loudness of the voice; 2) the change of form that words
undergo to mark such distinctions as those of case, gender, number, tense, person, mood,
or voice.
Intensifier: a pronoun or adverb that emphasizes another word. (He himself did the
work. It was very cold.)
Internal rhyme: a rhyming scheme in which words within a line rhyme with each other
or with the word at the end of the line.
Introduction: the beginning paragraph or beginning of a speech in which information
piques the reader’s interest and in which the main points or position (thesis) is stated or
forecast.
Introductory phrase: a phrase that precedes the main clause in a sentence.
Introductory words: for example: in addition, therefore, as a result, consequently, in
contrast (see appendix for a list of transition words).
Inversion: reversal of the usual order of the parts of a sentence, primarily for emphasis
or to achieve a certain rhythm or rhyme. In a poem, inversion is called anastrtophe.
Inverted pyramid: a style of journalistic writing in which the outcome and most
important information are stated first in the story, followed by supporting information.
Irony: the term used to describe a contrast between what is expected, or what appears to
be, and what really is.
Irony of situation: a contrast between what is seen and expected, or what appears to be,
and what is really happening.
Irregular plural nouns: nouns that when made plural do not follow the common
spelling rules, but rather are made plural by changing their form. (Example: mousemice, child-children, man-men.)
Irregular verbs: a verb that forms its past and past participle in some way other than by
adding -ed to the base form. (Example: drive, drove, driven.)
Kenning: a metaphor for a thing not actually named. (Sky candle for sun.)
Lead: the first sentence or two in a story or article in which the most important
information, facts, and outcome are stated (who, what, when, where, why and how). In a
feature, the lead is the first sentences which get attention and motivate the reader to read
on.
Legend: any old and popularly repeated story; usually some truth is involved, but the
hero and situation are greatly exaggerated.
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
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Limerick: a light or humorous verse form of five anapestic lines in which lines 1, 2, and
5 rhyme, and lines 3 and 4 rhyme.
Linking verbs: verbs that join or link the subject of a sentence with a word that
identifies or describes the subject. A linking verb does not show action. (Example: am,
is, appear, feel, grow, seem.)
Literary analogy: comparing two stories to show relationship between story and/or
theme.
Literal language: factual language; includes no exaggeration.
Local color: specific description in writing derived from the presentation of the features
and peculiarities of a particular locality and its inhabitants.
Metaphor: language that implies a relationship between two unrelated things.
Meter: the pattern of stressed and unstressed syllables in poetry.
Metonymy: a figure of speech in which a thing is named by an attribute or by something
with which it is associated (example: lands belonging to the crown; the White House
objected to the treaty).
Mood: the emotion, feeling, atmosphere, or tone that a fictional work presents (example:
romance, or terror). The mood in fiction is the way the reader feels as he or she reads.
Motif: thematic element in a work of art; a dominant or central symbol repeated
throughout.
Motivation: a convincing cause for the actions of a character in a dramatic or fictional
work.
Myth: (genre) a narrative which is created in order to account in supernatural terms for
the reason the world is as it is or people act as they do.
Archetypal myth: an image or element in a culture, often symbolic, that almost
everyone within that culture recognizes. (Example: North Americans would
relate to the myth of the cowboy, the frontiersman, or the ghetto.)
Narration: the act or process or an instance of story telling.
Narrative writing: writing which tells a story, tells what has happened.
Near Rhyme: near, but not quite, rhyming.
Negative words: words that indicate a negative situation. (Example: not, never,
nothing.)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
-101-
Newsletter: a news publication that is written in technical style and is usually intended
for a specific audience.
Nonfiction: literature about real people and events rather than imaginary ones.
Nonfiction can be history, biography, essay, or article.
Nonverbal communication: techniques or ways which humans use to communicate
without words. Categories are hand gestures (wave, hand shake), facial gestures (wink,
frown), body language (slump, crossing arms, turn shoulder), paralanguage (use of voice
such as volume, speed, whistle), proxemics (how space is used to communicate...stand
close to or far away from someone), color (red means power, black means sadness),
symbols (peace sign, cross, flag), touch (slap, pat, hug, kiss). (See appendix.)
Nouns: a word that names a person, a place, a thing, or an idea.
abstract noun: names an idea, a quality, or a characteristic.
concrete noun: names an object that occupies space or can be recognized by
any of the senses.
Novel: a long work of narrative prose fiction dealing with characters, situations, and
settings that imitate those of real life.
Ode: an ancient poetic form, a song (Greek) invented 2500 years ago which exalts or
addresses a person or a dignified theme.
Onomatopoeia: the naming of a thing or action by a vocal imitation of its sound (hiss,
buzz, meow).
Outlining: a summary or preliminary sketch (organizational technique) to reflect the
main ideas and supporting details by making headings and subheadings. (See appendix.)
Oxymoron: two words used together that are in contradiction. (Example: sweet sour,
true lies, cool fire.)
Pantomime: dramatic communication performed entirely without words.
Paradox: a statement, often metaphorical, that seems to be self-contradictory but that
has valid meaning.
Paraphrasing: restating information in one’s own words.
Parody: a literary or musical work in which the style of an author or work is closely
imitated, often for comic effect or in ridicule.
Pathos (speech/drama): the characteristic of “feeling” for others or having emotion in a
speech.
Personification: to give human attributes to a thing or an idea.
Pierce Public School District, Pierce, Nebraska
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Revised May 27, 2005
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Phrases: a group or words that work together for form an idea.
Adjective prepositional phrase: modifies or describes a noun or pronoun.
Adverb prepositional phrase: modifies or describes a verb, and adjective, or
another adverb.
Prepositional phrases: a group of words that begins with a preposition and ends
with a noun or pronoun.
Plot: a sequence of events; what happens in the story. In a standard work of fiction, the
plot is divided into four sections: 1) exposition-the introduction which establishes the
setting and introduces the character. 2) rising action-complication or problem develops.
3) climax-the turning point in the action determines the outcome. 4) denouement-events
that follow the climax. Mysteries are unraveled and confusions are set straight.
Poetic license: the deviation from fact, form, or rule by an artist or writer for the sake of
the effect gained.
Poetry: a type of literature that creates an emotional response by the imaginative use of
words patterned to produce a desired effect through rhythm, sound, and meaning.
Point of view: the relationship between the teller of a story and the characters and action
in it. The teller, or narrator, may be a character, in which case the story is told from firstperson. Other narrators may be third-person, or omniscient.
Possessive Nouns: a noun which names who or what owns or has something.
Predicate: the verb or verb phrase that tells something about the subject.
Prefix: a word part attached to the beginning of a root or base word to form a different
word. (Example: co-, dis-, mis-, sub-.)
Preposition: a word that connects and relates a noun or a pronoun to some other word in
a sentence. (Example: about, during, across, off, to, etc.)
Prewriting: the first stage of the writing process. Information or details are gathered by
several strategies such as freewriting, brainstorming, cubing, clustering etc.
Prologue: the preface or introduction to a literary work.
Pronoun: a word that takes the place of one or more nouns.
demonstrative: a pronoun that points out something. (Example: this, these,
that, those.)
intensive: a pronoun that adds emphasis to a noun or pronoun already named.
(Example: himself)
interrogative: a pronoun used to introduce an interrogative sentence. (Example:
who, whom, what, which)
Pierce Public School District, Pierce, Nebraska
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personal: a pronoun that refers to a specific person or thing by indicating the
person speaking (the first person- I, me, we, us), the person being spoken to (the
second person- you), or any other person or thing being spoken about (the third
person- he, him, they, them, it).
possessive: a pronoun that shows who or what has something. A possessive
pronoun may take the place of a possessive noun. (Example: his, my)
reflexive pronoun: refers to a noun or another pronoun and indicates that the
same person or thing is involved. (George hurt himself.)
Propaganda: a form of persuasion that deliberately appeals to the emotions or senses
rather than facts or intellect.
Protagonist: the most important character in a work of fiction. The protagonist’s will
usually directs the conflict.
Prose: the normal form of written or spoken language in sentences and paragraphs; any
type of speech or writing that is not poetry.
Pun: the humorous or satiric use of a word in such as way as to suggest different
meanings at the same time.
Quatrain: a stanza of four lines, rhymed or unrhymed.
Referent: a symbol or word that refers to or stands in for another word.
Repetition: a poetic or rhetorical device in which a sound, word, or phrase is repeated
for emphasis or effect.
Resolution: the final outcome of the main dramatic complication (conflict) in a literary
work.
Restating (speech): the repetition of the thesis in the conclusion to remind the audience
of what they have been told.
Revising: reworking the draft, clarifying ideas; adding or moving details, paragraphs;
adding descriptive wording.
Rhetoric: the use of words for their own appeal, connotation, sound.
Rhetorical question: a question that is not meant to be answered but intended to
encourage thought in the hearer.
Rhyme: the exact repetition of sounds in at least the final accented syllables of two or
more words.
Rhymed couplet: two consecutive lines which rhyme.
Pierce Public School District, Pierce, Nebraska
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Rhyme scheme: the organization or pattern of rhymed lines.
Rhythm: the arrangement of stressed and unstressed sounds in speech and writing.
Round character: one who is human. He or she is a complex mixture of strength and
weakness, good and bad. In a well-developed novel, the protagonist is usually round.
Satire: the technique that employs wit to ridicule a subject, usually some social
institution or human weakness, with the purpose of pointing out problems in society or
inspiring reform.
Scanning: glancing over the text in search of specific information by looking for key
words.
Scene: one of the subdivisions of a play; an incident presenting continuous action in one
place.
Schwa: an unstressed mid-central vowel that is the usual sound of the first and last
vowels of the English word America; the symbol (upside down e) used for the schwa
sound and less widely for a similarly articulated stressed vowel. (Schwa is pronounced
uh or like the u in cut.)
Sentence Types: declarative-a sentence that tells or states a fact.
interrogative-a sentence that questions.
exclamatory-a sentence that expresses strong feelings.
imperative-a sentence that gives a command or makes a request.
Sense words: words that relate to the five senses; e.g. sour, sticky.
Self-generated (ideas) (questions): student created ideas, projects, questions, tests, etc.
Setting: the time (time of day or season and period in history) and place in which the
action of a narrative occurs.
Short Story: a prose narrative that is shorter than a novel and that generally describes
just one event or a tightly constructed series of events.
Simile: a comparison between two images or ideas using like or as.
Six-trait evaluation: a formula or guideline to evaluate writing based on the following
elements and the proficiency with which they were accomplished: ideas and content,
organization, voice, word choice, sentence fluency, conventions and citing sources.
Skimming: glancing over the text to identify main ideas by reading chapter and lesson
titles, words in bold or italic type, and topic sentences.
Sonnet: a lyric poem with fourteen lines written in iambic pentameter; usually three
quatrains and a couplet, or an octet and a sestet.
Pierce Public School District, Pierce, Nebraska
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-105-
Sound devices: words chosen for their sounds such as repetition, rhythm, onomatopoeia.
Speaker: voice speaking in a poem.
Stage directions: particular directions to exit, enter, etc., for actors in a play.
Stanza: lines of verse grouped to compose a pattern that is usually repeated in the poem.
Static character: a character that does not change over the course of a story.
Stereotype: a conventional character, plot, or setting that possesses little or no
individuality.
Stock character: a type familiar to the reader. This character has occurred so often in
fiction that the reader can predict behavior.
Structure: arrangement or interrelation of parts as dominated by the general character of
the whole.
Style: the distinctive handling of language by an author. It involves specific choices
made in selection of words and phrases to express ideas, sentence structure and variety,
figurative language, etc.
Subject: the key noun or pronoun (or group or words acting as a noun) that tells what a
sentence is about.
Subordinating conjunction: a word that joins two clauses or ideas in such a way as to
make one grammatically dependent upon the other. (Example: after, as long as, as
though, because, while.) See appendix.
Suffixes: a word part attached to the end of a root or base word to form a different word.
(Example: -ant, -ent, -dom, -ize, -less, -ous.)
Summarizing: condensing the main ideas and important details.
Suspense: the methods an author uses to maintain readers’ interest, and the resulting
mood of anxious uncertainty in many interesting stories.
Syllogism: a deductive scheme of a formal argument consisting of a major and a minor
premise and a conclusion.
Symbol: a thing used to represent another thing, idea, or belief.
Symbolic: using, employing, or exhibiting a symbol.
Synecdoche: a figure of speech by which a part is put for the whole, or the whole for a
part. (Please give me a hand.)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
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Syntax: the way or order in which words are put together form phrases, clauses, or
sentences, and the grammar involved.
Technical reading/writing: reading and/or writing that is from the business world and
is about information such as reports, business letters, manuals. The material is written in
a style that is literal brief, to the point, and concise.
Terse verse: clean, smooth, not wordy poetry.
Theme: the central idea or truth that a plot illustrates. Usually a novel will have one
main theme and several lesser themes. The idea may be presented in two ways: 1)
explicit- the author states the theme or themes for the reader, 2) implicit- the reader must
infer the theme from the action and characterization.
Thesis statement: one sentence that states the main idea or position of the writing.
Third person, third person objective, third person omniscient: points of view in
story narration in which an outsider (not a character) tells the story. Objective narrators
tell what is seen and heard; omniscient narrators tell thoughts as well.
Tone: an author’s attitude toward the subject of his or her literary work and toward the
reader, as those are revealed in the way he or she writes.
Tragedy: dramatic or narrative writing in which the main character suffers disaster after
a serious and significant struggle but faces the downfall in such a way as to attain heroic
stature.
Transition words: words and phrases that connect ideas and paragraphs which are
related.
Understatement: to represent or state as less than is the case or is evident.
Variant pronunciation: different, acceptable ways of pronouncing particular sounds or
words.
Verbal irony: the actual meaning of a statement is different from (and often the opposite
of) what the statement literally says.
Word Analogies: word that have relationships between their concepts. (Example:
animal is to whale as tool is to hammer.)
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
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English 11 Vocabulary
abridge
adept
adjourn
anarchy
arduous
asylum
bleak
brigade
chide
compensate
cumbersome
despicable
diminutive
dross
emancipate
erroneous
exorcise
extemporaneous
feign
fodder
hoodwink
impair
incorrigible
interim
irate
latent
marauder
militant
morose
obtrusive
pauper
pilfer
preamble
prognosis
rasping
rejuvenate
reprieve
rift
semblance
slapdash
sprightly
subjugate
tantalize
trite
vagrant
abscond
adherent
advent
annihilate
aspire
auspicious
bogus
candid
circumspect
condone
daunt
diffuse
disentangle
drudgery
eminent
escalate
expedient
fabricate
feint
fortify
horde
impel
incredulous
intrepid
jeer
liability
meander
mire
muddle
opaque
pensive
pliant
precipice
proliferate
rebut
relinquish
reprimand
rugged
servitude
slipshod
spurious
succumb
terminate
unbridled
venture
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
access
adieu
alien
apex
assimilate
auxiliary
brazen
catalyst
comely
console
deadlock
dilate
dissolute
dwindle
envoy
exodus
exploit
facilitate
flair
grievous
illegible
inanimate
inscribe
inundate
languid
lucrative
mediocre
momentous
obesity
opinionated
perennial
pompous
predispose
pugnacious
realm
remunerate
repugnant
salvage
shoddy
sparse
stagnant
surly
terse
unflinching
warp
-108-
accomplice
admonish
altercation
arbitrary
assurance
biased
breach
cherubic
commandeer
cubicle
debris
dilemma
dissent
efface
erratic
exorbitant
expulsion
fated
flippant
heterogeneous
immunity
incinerate
institute
invincible
larceny
malign
metropolis
monologue
obstreperous
paramount
perilous
prattle
preposterous
rabid
rectify
render
revile
scuttle
skeptical
spasmodic
sterling
surmount
tirade
usurp
English 7 Vocabulary
abrupt
alight
assume
bestow
capacious
cite
continual
decade
dejected
destiny
ebb
eminent
exultant
fickle
frustrate
gaunt
hoary
incline
juncture
levy
medieval
modulate
nocturnal
output
plight
prolong
reiterate
reprove
revive
skirmish
spellbound
subtle
thereupon
utter
adequate
amiable
attain
blend
cataract
clamber
continuous
decline
delegate
determine
eject
endow
facility
folly
fugitive
gross
hull
intellect
jurisdiction
liberate
misgiving
moor
obligation
outset
ponder
radiant
reluctant
resolute
ruthless
solitary
squander
survey
towering
venom
Pierce Public School District, Pierce, Nebraska
Language Arts Curriculum
Revised May 27, 2005
aggravate
aroma
ban
buoyant
certify
cleft
craft
decompose
desolate
dimensions
eliminate
execute
fatal
fortitude
function
guttural
impulse
intervene
laden
locality
moderate
nasal
oppress
paramount
predicament
rational
replenish
resounding
shrouded
solitude
status
survive
trifling
withstand
-109-
ailment
assert
barter
calamity
chasm
conclude
curt
decree
destination
domestic
embark
extremity
fathom
fragment
garb
haughty
incensed
junction
lament
location
modify
nautical
outcome
perforate
preliminary
rebuke
reproach
retrieve
signify
span
strenuous
teem
unwieldy
writhe