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English Language Arts Pacing Guide for Common Core State
Standards9th-10th Grade Level
2012-2013
Bay District Schools
9th-10th Grade Pacing Guide Correlated to the English Language Arts Common Core State Standards
“…every student will be successful.”
9th-10th Grade Bay District Schools 2012/2013 2
9th-10th Grade Pacing Guide Correlated to the English Language Arts Common Core State Standards
English Language Arts Pacing Guide Bay District Schools
Purpose: The English Language Arts Pacing Guide has been designed to link the Common Core State Standards (CCSS) to the language arts curriculum with the intention of providing practitioners with a framework for teaching the standards and a pace for accomplishing mastery via nine week intervals. Each school will need to look at their data in order to design an educational focus plan (pacing guide) relevant to the needs of their students.Description: The English Language Arts Pacing Guide specifies the language arts content that will be covered during the nine-week instructional periods. The guide identifies Common Core State Standards and serves as a framework; in addition, the pacing guide allows teachers to input information specific to their students’ needs.
Column One – Common Core State Standard/Text AlignmentLists the specific Common Core State Standard by number and states the Standard
Column Two – Focus Skill(s) Column Three – Progress Monitoring / Assessment
Provides teachers with myriad of assessment and monitory resources available Column Four – Open: Specific to Teacher/Grade/Subject/School
Serves as a placeholder for teachers to add information that is specific to their school’s needs or students’ needsLanguage Arts Pacing Guide Implementation:The role of the teacher is to:
Teach students the Common Core Standards as dictated by state law for their grade level, Implement the K-12 Reading Instructional Framework with fidelity, Enhance the curriculum by using resources and instructional technology, and Differentiate instruction as needs are identified by assessments/progress monitoring. Collaborate with the Literacy Leadership Team to maximize school resources and expertise, Document questions and suggestions for improvement of the Pacing Guide, and Visit the Florida Department of Education website and Just Read, Florida! website for current research-based information.
Contact: Kathleen Fontaine for further information: [email protected] Contact: Serenity Anderson for further information: [email protected] Contact: Brenda Stallworth for further information: [email protected]
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9th-10th Grade Pacing Guide Correlated to the English Language Arts Common Core State Standards
1st 9 Week Period
Florida’s Civics Standards – 9th-10th GradeIn 2010, The Florida Legislature passed the Sandra Day O’Connor Civics Education Act. Among the Act’s provisions is a requirement that “Beginning with the 2011-2012 school year, the reading portion of the language arts curriculum shall include civics education content for all grade levels.”
History/Social Studies ,Science and Technical Subjects Standards – 9th-10th GradeReading is critical to building knowledge in history/social studies as well in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make an extensive use of elaborate diagrams and data to convey information and illustrate concepts. Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction. It is important to note that these Reading Standards are meant to complement the specific content demands of the disciplines, not replace them.
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9th-10th Grade Pacing Guide Correlated to the English Language Arts Common Core State Standards
1st Nine Week Period
Common Core State Standards Focus Skill Assessments Teacher’s Notes:
Reading Standards for Literature:
Key Ideas and Details
LACC.9-10.RL.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Citation of evidenceText analysisInferences
Formative/SummativeAssessments
LACC.9-10.RL.1.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Theme or Central ideaSummaryDetails
Formative/SummativeAssessments
Craft and Structure
LACC.9-10.RL.2.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Point of view
Cultural experience
World literature
Formative/Summative Assessment
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
LACC.9-10.RL.4.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 complexity band proficiently, with scaffolding as needed at the high end of the range.
Text complexity Fluency assessments
Reader’s theatre
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9th-10th Grade Pacing Guide Correlated to the English Language Arts Common Core State Standards
Common Core State Standards Focus Skill Assessments Teacher’s Notes:
Reading Standards for Informational Text
Key Ideas and Details
LACC.9-10.RI.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Cite evidenceInferencesGenerate questions
Formative/Summative Assessments
LACC.9-10.RI.1.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Central ideaSummary
Formative/SummativeAssessments
Craft and Structure
LACC.9-10.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Figurative meaningsConnotative meaningsTechnical meanings
Formative/SummativeAssessments
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
LACC.9-10.RI.4.10 By the end of the year, read and comprehend literary nonfiction in the grades 0-10 complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band
Text complexity Formative/Summative AssessmentsFluency assessments
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9th-10th Grade Pacing Guide Correlated to the English Language Arts Common Core State Standards
Common Core State Standards Focus Skill Assessments Teacher’s Notes:
independently and proficiently.
Writing Standards
Text Types and Purposes
LACC.9-10.W.1.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e.Provide a concluding statement or section that follows from and supports the argument presented.
Argument writing
Introduction and claim writingOrganization of evidence
Claims and counterclaims
Audience and Purpose
Transitions
Formal style
Objective tone
Concluding and supportive statement
Formative/Summative assessments
Writer’s workshop
Portfolio
Production and Distribution
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9th-10th Grade Pacing Guide Correlated to the English Language Arts Common Core State Standards
Common Core State Standards Focus Skill Assessments Teacher’s Notes:
LACC.9-10.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above).
ClarityCoherenceOrganizationStylePurpose/Audience
Formative/SummativeAssessments
LACC.9-10.W.2.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 on page 14).
LACC.9-10.W.2.6 Use technology, including the internet , to produce, publish and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Writing developmentPlanningRevisionEditingRewriting
KeyboardingCollaborationInteractionUse of technologyProduction/Publication
Formative/SummativeAssessmentsWriting workshops
Formative/Summative Assessments
Range of Writing
LACC.9-10.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
ResearchReflectionRevision
Impromptu/timedWritingsFormative/SummativeAssessments
Speaking and Listening Standards:
Comprehension and Collaboration
LACC.9-10.SL.1.1 Initiate and participate effectively in a range of Effective collaborative Formative/Summative
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9th-10th Grade Pacing Guide Correlated to the English Language Arts Common Core State Standards
Common Core State Standards Focus Skill Assessments Teacher’s Notes:
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts and issues, building on others ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched materials under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
discussions
Preparation for discussions
Reference to evidence
Rules for collegial discussions
Pose and respond to questions
Elaboration and detail
Diverse perspectives
Broad themes and large ideas
Thoughtful response
Justification of views
New connections
Assessments
Checklists for participation
Group assessments
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9th-10th Grade Pacing Guide Correlated to the English Language Arts Common Core State Standards
Common Core State Standards Focus Skill Assessments Teacher’s Notes:
LACC.9-10.SL.1.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Integrating multiple sources
Formative/Summative Assessments
Presentation of Knowledge and Ideas
LACC.9-10.SL.2.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 on pages 54 for specific expectations.)
Command of formal EnglishAdapt speech to contextAdapt speech to task
Formative/Summative Assessments
Language Standards:
Conventions of Standard English
LACC.9-10.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use parallel structure.*
Command of the conventions of standard English grammarParallel structure
Formative/SummativeAssessments
LACC.9-10.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
CapitalizationPunctuationSpelling
SemicolonConjunctive adverb
Formative/SummativeAssessments
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9th-10th Grade Pacing Guide Correlated to the English Language Arts Common Core State Standards
Common Core State Standards Focus Skill Assessments Teacher’s Notes:
b. Use a colon to introduce a list or quotation.
c. Spell correctly.Colon
SpellingVocabulary Acquisition and Use
LACC.9-10.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.
Strategies for determining and defining unknown and multiple-meaning words
Formative/Summative Assessments
a.Use context (e.g., the overall meaning of a sentence, paragraph or text, a words position or function in a sentence) as a clue to the meaning of a word or phrase.
b. (See 2nd nine weeks pacing guide)
c.Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
d.Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary.)
Use of context to determine word or phrase meaningUse of digital and print reference materials to determine meaning, part of speech and pronunciation of a word.
Formative/Summative Assessments
LACC.9-10.L.3.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension
Vocabulary acquisition Formative/Summative Assessments
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9th-10th Grade Pacing Guide Correlated to the English Language Arts Common Core State Standards
Common Core State Standards Focus Skill Assessments Teacher’s Notes:
or expression.
Reading Standards for Literacy in History/Social Studies
LACC.9.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
LACC.9.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
LACC.9.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies
LACC.9.RH.3.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
LACC.9.RH.4.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently.
Citing textual evidence
Central ideas
Summarize key events
Vocabulary acquisition
Data analysis
Independent reading comprehension at grades 9-10 text complexity
Formative/Summative
Formative/Summative
Formative/Summative
Formative/Summative
Formative/Summative
Formative/Summative
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9th-10th Grade Pacing Guide Correlated to the English Language Arts Common Core State Standards
Common Core State Standards Focus Skill Assessments Teacher’s Notes:
Reading Standards for Literacy in Science and Technical Subjects
LACC.9.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
LACC.9.RST.1.2 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LACC.9.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LACC.9.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
LACC.9.RST.4.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band
Citing textual evidence
Central ideas of textConclusionsProcessAccurate summarizationWrite multistep procedures
Symbols, key terms and domain specific vocabulary
Reading and
Formative/Summative
Formative/Summative
Formative/Summative
Formative/Summative
Formative/Summative
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9th-10th Grade Pacing Guide Correlated to the English Language Arts Common Core State Standards
Common Core State Standards Focus Skill Assessments Teacher’s Notes:
independently and proficiently. comprehension skills
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
LACC.9.WHST.1.1 Write arguments focused on discipline-specific content.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
Writing arguments
ClaimsCounterclaimsReasonsEvidenceAudience awareness
ReasonsEvidenceFormal styleObjective toneConcluding statements
Formative/Summative
Formative/Summative
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9th-10th Grade Pacing Guide Correlated to the English Language Arts Common Core State Standards
Common Core State Standards Focus Skill Assessments Teacher’s Notes:
discipline in which they are writing.e. Provide a concluding statement or section that follows
from or supports the argument presented.
LACC.9.WHST.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LACC.9.WHST.2.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
LACC.9.WHST.2.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
LACC.9.WHST.4.10.Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Clear and coherent writing
Planning writingRevising writingEditing writingRewritingUse of technologyPublishing
Timed writing
Formative/Summative
Formative/Summative
Formative/Summative
Formative/Summative
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