Language Arts Curriculum Guide · The Language Arts and District Assessment Committees, consisting...
Transcript of Language Arts Curriculum Guide · The Language Arts and District Assessment Committees, consisting...
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Language Arts
Curriculum Guide Revised June 2009
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Table of Contents
Acknowledgements 3
Introduction and Mission Statement 4
K-12 Curriculums at a Glance 5-18
Kindergarten 19
First Grade 22
Second Grade 26
Third Grade 29
Fourth Grade 33
Fifth Grade 37
Sixth Grade 41
Seventh Grade 45
Eighth Grade 49
Ninth – Twelfth Grades 52
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The Language Arts and District Assessment Committees, consisting of the following
educators, met to revise the North Platte Public Schools language arts curriculum and
assessments to align with the new 2009 Nebraska State Standards.
Mary Derby
Dennis Burkle
Vikki Carlson
Coleen Clark
Linda Anderson
Jana Evans
Dawn Folchert
JoAnne Greene
Barbara Klimek
Kim Mertens
Becky Payne
JoAnn Shotkoski
Kelley Stahl
Dawn Wheeler
Betty Knepke
David Cooper
Denise Burbach
Cindy Rucker
Jennifer Teets
Jessica Boyd
Alison Davis
Kathy Lowe
Deb Perry
Becky DeBoer
Nashea Meduna
Diana Woodill
Lori Brouillette
Adam Sterup
Sonya Sear
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Introduction:
The Language Arts Curriculum of the North Platte Public Schools has been designed to
address the needs and interests of our students and community as well as the standards
set forth by the State of Nebraska.
Mission Statement for North Platte Public Schools:
“Student Learning, Student Achievement, Student Success”
Mission Statement for Language Arts:
The mission statement of the Language Arts Curriculum is to guide students in gaining
knowledge and skills in the areas of reading, writing, speaking/listening, and multiple
literacies.
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Kindergarten Curriculum at a Glance
Reading
Knowledge of Print
• Identify variations in print
• Explain the purpose of print
• Demonstrate voice to print match
• Demonstrate understanding that words are
made of letters
• Identify parts of a book
• Demonstrate knowledge that print reads
from left to right, top to bottom
• Identify punctuation (period, exclamation
mark, question mark)
Phonological Awareness
• Segment sentences, syllables, and words
into parts
• Segment phonemes in spoken words
• Identify and produce oral rhymes
• Blend syllables, onsets and rimes, and/or
phonemes into spoken words
Word Analysis
• Identify upper and lower case letters
• Identify letter names with their
corresponding sounds
• Recognize known words in text
• Identify similarities and differences in words
• Read, write, and spell - at least 25 high
frequency words
• Use phonetic knowledge to write
Fluency
• Develop phrasing, and expression during
reading (imitate adult’s expression)
• Imitate repeating language patterns when
reading
• Read familiar text with others, maintaining
an appropriate pace
Vocabulary
• Examine word structure and patterns to
determine meaning
• Relate and use new vocabulary
• Develop an awareness of context clues and
text features to infer meanings of words
• Identify and sort pictures
Comprehension
• Identify roles of author/illustrator
• Build a basic knowledge of familiar genres
• Generate and answer clarifying questions
• Identify different purposes for reading
• Respond to text verbally, in writing, or
artistically
• Understand that authors use words in
different ways
• Identify text features (titles, bold print,
maps, etc.)
• Identify characters, setting, and plot
• Retell stories
• Retell main ideas (informational text)
• Make connections from text to life
• Build and activate prior knowledge
• Form and confirm predictions
Writing
Writing Process
• Demonstrate that writing communicates
ideas
• Use prewriting activities to generate ideas
(brainstorming, discussions)
• Generate representations of ideas (pictures,
letter strings, words)
• Edit for conventions and high frequency
words
• Print all upper and lower case letters
correctly
• Revise writing (adding details)
Writing Genres
• Write for a specific purpose (lists, alphabet
book, story with picture)
• Write to a known audience
Speaking/Listening
Speaking Skills
• Communicates ideas orally in daily activities
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Listening Skills
• Listen for information to complete a task
• Develop listening skills needed for various
skills and modalities (songs, stories, student
sharing)
• Listen and retell main ideas of information
heard
Reciprocal Communication
• Develop awareness to the use of words
(helpful/hurtful, multiple meanings)
• Develop conversation strategies (face the
speaker, take turns, eye contact)
• Participates in learning situations
Multiple Literacies
• Identify resources to find information
• Develop awareness of internet safety
• Gather and share information
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First Grade Curriculum at a Glance
Reading
Knowledge of Print
• Identify variations in print
• Explain the purpose of print
• Demonstrate voice to print match
• Demonstrate understanding that words are
made of letters
• Identify parts of a book
• Demonstrate knowledge that print reads
from left to right, top to bottom
• Identify punctuation (period, exclamation
mark, question mark)
Phonological Awareness
• Segment sentences, syllables, and words
into parts
• Identify and produce oral rhymes
• Blend syllables, onsets and rimes, and/or
sounds into spoken words
• Manipulate phonemes to create new words
Word Analysis
• Identify letter names with their
corresponding sounds
• Use phonetic knowledge and word patterns
to read, write, and spell words
• Read words in connected text
• Read, write, and spell – at least 150 high
frequency words
• Blend sounds to read words
• Use word structure to read text
• Monitor the accuracy of decoding
Fluency
• Read with accuracy, phrasing, and
expression
• Use a core of high frequency and phrases
• Use repeating language patterns
• Read text independently or with others,
maintaining appropriate pace
Vocabulary
• Use word structures/ patterns to determine
meaning
• Relate and use new vocabulary
• Demonstrate an understanding of context
clue and text feature to infer meanings
• Define, sort and categorize words
• Locate words in reference materials to
determine meaning
Comprehension
• Identify author, illustrator and author’s
purpose
• Identify characteristics of familiar genres
• Generate and/or answer clarifying
questions
• Identify purposes for reading
• Respond to text verbally, in writing, or
artistically
• Identify the way authors use words
• Identify text features (titles, bold print,
maps, etc.)
• Identify characters, setting, and plot
• Retell stories and/or main ideas
• Identify the characteristics of organizational
patterns in informational text
• Form and confirm predictions
• Make connections from text to life
• Build and activate prior knowledge
• Apply comprehension strategies to self-
correct
Writing
Writing Process
• Demonstrate that writing communicates
ideas
• Apply prewriting activities to generate ideas
(brainstorming, discussions)
• Generate draft
• Revise writing (adding details)
• Edit writing (format and conventions)
• Publish
• Provide feedback to other writers
• Print with appropriate spaces and letter
strokes
Writing Genres
• Write for a specific purpose (lists, alphabet
book, story with picture)
• Write to a known audience
• Write stories with a beginning, middle, and
end
• Write books, stories and informational
pieces
• Use various genres to create similar pieces
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Speaking/Listening
Speaking Skills
• Communicates ideas orally in daily activities
• Communicate orally for purpose and setting
Listening Skills
• Listen for information to complete a task
• Develop listening skills needed for various
skills and modalities (songs, stories, student
sharing)
• Listen and retell main ideas of information
communicated
• Listen to and ask questions
Reciprocal Communication
• Develop awareness to the use of words
(helpful/hurtful, multiple meanings)
• Apply conversation strategies (face the
speaker, take turns, eye contact)
• Participates in learning situations
Multiple Literacies
• Identify resources to find information
• Develop awareness of internet safety
• Gather and share information
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Second Grade Curriculum at a Glance
Reading
Word Analysis
• Use knowledge of letter/sound
correspondence and spelling patterns to
read, write, and spell
• Read write and spell sight words
• Blend sounds to form words
• Read words in connected text
• Use word structure to read text
Fluency
• Read phases and clauses meaningfully
• Read high-frequency words automatically
• Use voice intonation
• Use appropriate pacing
Vocabulary
• Use word structure elements, known
words, and word patterns to determine
meaning
• Relate new vocabulary to prior knowledge
• Identify and use context clues and text
features
• Identify semantic relationships
• Identify meaning using print and digital
reference materials
• Locate words in reference materials
Comprehension
• Identify author’s purpose(s)and use of
words
• Identify elements of narrative text
• Retell information from narrative text
• Retell, summarize the main idea and
organization patterns in informational text
• Use text features
• Identify basic characteristics of multiple
genres
• Compare/contrast connections in narrative
or informational texts
• Ask and answer questions about texts
• Identify and explain purpose for reading
• Build and relate prior knowledge to text
• Self-monitor comprehension
• Make and confirm/modify predictions
• Respond to text
Writing
Process
• Use prewriting activities to generate ideas
• Generate a first draft
• Revise to improve writing
• Give and receive oral feedback
• Edit writing
• Publish legible document
• Print legibly
Genres
• Write for a specific purpose
• Write to a known audience for a specific
reader
• Consider characteristics of a selected genre
when writing
• Use organized and focused writing
• Compare models and examples of various
genres
Speaking and Listening
Speaking
• Communicate ideas appropriately for the
purpose and setting
• Demonstrate speaking techniques for a
variety of purposes and situations
Listening
• Demonstrate listening skills for multiple
situations and modalities
• Listen for information in order to complete
a task
• Listen and retell specific details
• Listen to and ask questions about thoughts,
ideas, and information being communicated
Reciprocal Communication
• Awareness of word use
• Apply conversation strategies
• Participate in learning situations
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Multiple Literacies
• Use resources to answer questions
• Discuss ethical and legal use of information
• Practice safe online behaviors
• Communicate electronically with other
cultures
• Gather and share information and opinions
with others
• Use social networks and tools to gather and
share information
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Third Grade Curriculum at a Glance
Reading
Word Analysis
• Use advanced sound/spelling patterns to
read, write and spell
• Use word structure to read text
Fluency
• Read phrases, clauses and sentences
meaningfully
• Read words and phrases accurately and
automatically
• Use voice intonation and punctuation to
reflect meaning of text
• Use appropriate pacing
Vocabulary
• Use word structure elements, known
words, and word patterns to determine
meaning
• Relate new vocabulary to prior knowledge
• Identify and use context clues and text
features
• Identify semantic relationships
• Identify meaning using print and digital
reference materials
• Locate words in reference materials
Comprehension
• Identify author’s purpose(s)
• Identify elements of narrative text
• Retell and summarize narrative text
• Identify and explain literary devices
• Retell, summarize the main idea and
organization patterns in informational text
• Recognize and apply organizational patterns
in informational text
• Use text features to gain formation
• Identify basic characteristics of multiple
genres
• Use text to develop a multi-cultural
perspective
• Ask and answer questions about texts
• Identify and explain purpose for reading
• Build and relate prior knowledge to text
• Self-monitor comprehension
• Make and confirm/modify predictions
• Make inferences
• Respond to text
Writing
Process
• Use prewriting activities to generate ideas
• Generate a first draft
• Revise to improve writing
• Give and receive oral feedback
• Edit writing
• Publish legible document
• Write legibly in cursive
• Read, write and spell high frequency words
Genres
• Write for a specific purpose
• Write to a known audience for a specific
reader
• Consider characteristics of a selected genre
when writing
• Use organized and focused writing
• Analyze models and examples of various
genres
Speaking and Listening
Speaking
• Communicate ideas appropriately for the
purpose and setting
• Demonstrate speaking techniques for a
variety of purposes and situations
• Utilize available media to enhance
communication
Listening
• Demonstrate listening skills for multiple
situations and modalities
• Listen for information in order to complete
a task
• Listen, ask questions, and take notes to
ensure accuracy of information
• Listen to and summarize thoughts, ideas,
and information being communicated
Reciprocal Communication
• Demonstrate awareness of and sensitivity
to the use of words
• Apply conversation strategies
• Interact and collaborate with others in
learning situations
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Multiple Literacies
• Select and use resources to answer
questions
• Discuss ethical and legal use of information
• Practice safe and ethical online behaviors
• Gather and share information and opinions
with others
• Use social networks and tools to gather and
share information
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Fourth Grade Curriculum at a Glance
Reading
Word Analysis
• Use sounds/spelling patterns
• Use word structure to read text
Fluency
• Read phrases, clauses, and sentences
naturally, accurately, and automatically
• Demonstrate conversational tone
• Adjust pace based on purpose
Vocabulary
• Apply knowledge of word structure
elements
• Apply prior knowledge and use in new
situations
• Apply knowledge of context clues and text
features
• Identify semantic relationships
• Determine meaning using print and digital
materials
Comprehension
• Identify author’s purpose and perspective
• Identify and analyze elements of narrative
text
• Summarize narrative text
• Identify and explain literary devices
• Retell and summarize informational text
• Recognize and apply organizational patterns
• Apply knowledge of text features
• Define characteristics of genres
• Develop a multicultural perspective
• Generate and answer literal, inferential,
critical and interpretive questions
• Identify and explain purpose for reading
• Activate prior knowledge
• Self-monitor comprehension
• Make, and confirm/modify predictions
• Make inferences
• Respond to text
Writing
Process
• Pre-write
• Create a draft
• Revise
• Edit
• Publish
• Self-reflect and provide feedback to others
Writing Genres
• Write considering purpose (state
assessment-narrative)
• Write considering audience
• Write considering tone/voice and genre
characteristics
• Select and apply organizational structure
• Analyze models and examples
Speaking/Listening
Speaking
• Communicate ideas clearly and concisely
• Demonstrate speaking techniques
• Utilize available media
Listening
• Demonstrate listening skills needed for task
• Listen, ask questions, and take notes
• Listen and summarize thoughts
Reciprocal Communication
• Demonstrate sensitivity to the use of words
• Apply conversation strategies
• Interact and collaborate with others
Multiple Literacies • Select and use multiple resources
• Cite sources
• Practice safe and ethical behaviors
• Engage in activities with learners from a
variety of cultures
• Identify bias and commercialism
• Communicate and interact electronically
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Fifth Grade Curriculum at a Glance
Reading
Word Analysis
• Use knowledge of word structure and
origins
• Use spelling patterns
Fluency
• Read phrases, clauses, and sentences
naturally, accurately, and automatically
• Recognize and practice elements of
prosodic reading to reflect meaning of text
• Adjust oral or silent reading pace
Vocabulary
• Apply knowledge of word structure
elements
• Apply prior knowledge and use in new
situations
• Select and apply knowledge of context clues
and text features
• Identify semantic relationships
• Determine meaning using print and digital
materials
Comprehension
• Identify author’s purpose and perspective
• Identify and analyze elements of narrative
text
• Summarize narrative text
• Identify and explain literary devices
• Summarize informational text
• Understand and apply knowledge of
organizational patterns
• Apply knowledge of text features
• Define genre characteristics
• Recognize influences on genre
• Develop a national and global multicultural
perspective
• Generate questions and answers from
reading
• Select text for a particular purpose
• Activate prior knowledge
• Self-monitor comprehension
• Make inferences and predictions
• Respond to text
Writing
Process
• Pre-write
• Create a draft
• Revise
• Edit
• Publish
• Self-reflect and provide feedback to others
Writing Genres
• Write considering purpose (district
assessment-descriptive)
• Write considering audience
• Write considering tone/voice and genre
characteristics
• Select and apply organizational structure
• Analyze models and examples
Speaking & Listening
Speaking
• Communicate ideas
• Demonstrate speaking techniques
• Utilize available media
Listening
• Demonstrate listening skills needed for task
• Listen, ask questions, and take notes
• Listen and summarize thoughts
Reciprocal Communication
• Demonstrate sensitivity to the use of words
• Apply conversation strategies
• Interact and collaborate with others
Multiple Literacies
• Select and use multiple resources
• Cite sources
• Practice safe and ethical behaviors when
communicating
• Engage in activities with learners from a
variety of cultures
• Evaluate for bias and commercialism
• Communicate and interact electronically
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Sixth Grade Curriculum at a Glance
Reading
Word Analysis
• Identify and use word structure and origins
• Identify and use spelling patterns
Fluency
• Read and interpret text
• Incorporate prosodic reading
• Relate personal experiences
Vocabulary
• Identify and use word structure
• Identify and use prior knowledge
• Identify and use word meanings
• Identify and use semantic relationships
Comprehension
• Identify and explain author’s perspective
• Identify and explain narrative text
• Summarize narrative text
• Identify and use literary devices
• Summarize informational text
• Identify and use organizational patterns
• Identify and use text features
• Identify and use genre characteristics
• Generate and respond to questions
• Identify the reading purpose
• Identify and use prior knowledge
• Self-monitor
• Predict
• Identify and respond to text
Writing
Process
• Generate prewriting
• Generate drafts
• Revise
• Edit
• Publish
• Reflect
Genres
• Students will write considering:
• Purpose
• Audience
• Characteristics
• Technology
• Models
Speaking and Listening
Speaking
• Communicate ideas
• Demonstrate techniques
• Incorporate media
Listening
• Follow oral multi-step directions
• Apply skills in multiple situations
• Listen actively
• Evaluate information
Reciprocal Communication
• Develop sensitivity
• Interact and collaborate
• Respect diverse perspectives
Multiple Literacies
• Select and use valid information
• Demonstrate legal/ethical use of
information
• Practice safe behavior
• Identify bias
• Collaborate and share information
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Seventh Grade
Curriculum at a Glance
Reading
Word Analysis
• Apply word structure and origins
• Apply spelling patterns
Fluency
• Read and interpret text
• Incorporate prosodic reading
• Relate personal experiences
Vocabulary
• Apply word structure
• Apply prior knowledge
• Apply word meanings
• Apply semantic relationships
Comprehension
• Apply and explain author’s perspective
• Apply and explain narrative text
• Summarize narrative text
• Apply literary devices
• Summarize informational text
• Apply organizational patterns
• Apply text features
• Apply genre characteristics
• Generate and respond to questions
• Apply the reading purpose
• Apply prior knowledge
• Self-monitor
• Predict
• Apply and respond to text
Writing
Process
• Generate prewriting
• Generate Drafts
• Revise
• Edit
• Publish
• Reflect
Genres
• Students will write considering:
• Purpose
• Audience
• Characteristics
• Technology
• Models
Speaking and Listening
Speaking
• Communicate ideas
• Demonstrate techniques
• Incorporate media
Listening
• Follow oral multi-step directions
• Apply skills in multiple situations
• Listen actively
• Evaluate information
Reciprocal Communication
• Develop sensitivity
• Interact and collaborate
• Respect diverse perspectives
Multiple Literacies
• Select and use valid information
• Demonstrate legal/ethical use of
information
• Practice safe behavior
• Identify bias
• Collaborate and share information
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Eighth Grade
Curriculum at a Glance
Reading
Word Analysis
• Analyze and use word structure and origins
• Analyze and use spelling patterns
Fluency
• Read and interpret text
• Incorporate prosodic reading
• Relate personal experiences
Vocabulary
• Analyze and use word structure
• Analyze and use prior knowledge
• Analyze and use word meanings
• Analyze and use semantic relationships
Comprehension
• Analyze and explain author’s perspective
• Analyze and explain narrative text
• Summarize narrative text
• Analyze and use literary devices
• Summarize informational text
• Analyze and use organizational patterns
• Analyze and use text features
• Analyze and use genre characteristics
• Generate and respond to questions
• Analyze the reading purpose
• Analyze and use prior knowledge
• Self-monitor
• Predict
• Analyze and respond to text
Writing
Process
• Generate prewriting
• Generate drafts
• Revise
• Edit
• Publish
• Reflect
Genres
• Students will write considering:
• Purpose
• Audience
• Characteristics
• Technology
• Models
Speaking and Listening
Speaking
• Communicate ideas
• Demonstrate techniques
• Incorporate media
Listening
• Follow oral multi-step directions
• Apply skills in multiple situations
• Listen actively
• Evaluate information
Reciprocal Communication
• Develop sensitivity
• Interact and collaborate
• Respect diverse perspectives
Multiple Literacies
• Select and use valid information
• Demonstrate legal/ethical use of
information
• Practice safe behavior
• Identify bias
• Collaborate and share information
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Grades Ninth – Twelfth
Curriculum at a Glance
Reading: Fluency
• Interpret text
• Demonstrate oral/silent reading
• Apply voice and intonation
Vocabulary
• Analyze word structure
• Demonstrate prior knowledge
• Determine word origin
• Recognize semantic relationships
Comprehension
• Evaluate author’s perspective and purpose
• Identify, analyze and evaluate narrative and
informational text
• Identify and evaluate literary devices
• Construct meaning from organizational
patterns
• Recognize text features
• Recognize traits of different genres
• Generate and answer questions
• Read for purpose
• Apply prior knowledge/pre-reading/prediction
• Self-monitor/self-correct
• Demonstrate varied responses to text
• Critique varied influences
Writing: Process
• Pre-write
• Draft
• Evaluate peer response
• Revise
• Edit
• Publish
• Self-reflect
Genres
• Essay
• Literary analysis
• Poetry
• Resume
• Research paper
• Creative writing
Speaking & Listening: Speaking
• Communicate ideas appropriately
• Apply various techniques
• Demonstrate media utilization
Listening
• Follow multi-step directions
• Participate in multiple situations
• Demonstrate active listening and response
• Self-evaluate
Reciprocal Communication:
• Demonstrate awareness
• Apply strategies
• Demonstrate active participation
Multiple Literacies:
• Analyze validity
• Adhere to legality of source citations
• Adhere to ethical standards
• Apply technology for cultural awareness
• Evaluate bias
• Share Information
• Network
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High Achievement Unit Outcomes and Components
Kindergarten
Kindergarten Purpose: Students will develop phonological awareness and
phonic skills, applying both fluently. They will demonstrate the ability to retell
main ideas and understand the concepts of print. The students will be able to
write, speak, and listen in order to communicate thoughts and ideas using a
variety of formats.
LA 0.1 Students will learn and apply reading skills and strategies to comprehend
text.
LA 0.1.1 Knowledge of Print: Students will demonstrate knowledge of the concepts of print.
0.1.1.a Identify variations in print (e.g., font, size, bold, italic, upper/lower case)
0.1.1.b Explain that the purpose of print is to carry information (e.g., environmental print, names)
0.1.1.c Demonstrate voice to print match (e.g., student points to words as someone reads)
0.1.1.d Demonstrate understanding that words are made up of letters
0.1.1.e Identify parts of a book (e.g., cover, pages, title, title page, author, illustrator)
0.1.1.f Demonstrate knowledge that print reads from left to right and top to bottom
0.1.1.g Identify punctuation (e.g., period, exclamation mark, question mark)
LA 0.1.2 Phonological Awareness: Students will demonstrate phonological awareness through oral
activities.
0.1.2.a Segment spoken sentences into words
0.1.2.b Identify and produce oral rhymes
0.1.2.c Blend and segment syllable sounds in spoken words
0.1.2.d Blend and segment onset and rime orally (e.g., word families)
0.1.2.e Blend and segment phonemes in spoken words (e.g., beginning, middle, and ending sounds:
recognize same sounds in different words)
LA 0.1.3 Word Analysis: Students will acquire phonetic knowledge as they learn to read, write, and
spell grade level text.
0.1.3.a Identify upper and lower case letters
0.1.3.b Match sounds to appropriate letters (e.g., matching letters to sounds while writing)
0.1.3.c Read, write, and spell first 25 high frequency words from American Heritage word list
0.1.3.d Use phonetic knowledge to write (e.g., approximated spelling)
0.1.3.e Recognize known words in connected text (e.g., big book, environmental print, class list, labels)
0.1.3.f Identify similarities and differences in words when spoken or written (e.g., word endings, onset
and rime)
LA 0.1.4 Fluency: Students will develop accuracy, phrasing, and expression, during grade level reading
experiences.
0.1.4.a Imitate adult’s expression, reflecting meaning with voice(e.g., pause, stress, phrasing)
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0.1.4.b Imitate repeating language patterns when reading (e.g., modeled reading, choral reading, shared
reading)
0.1.4.c Read familiar text with others, keeping an appropriate pace
LA 0.1.5 Vocabulary: Students will build literary, general academic, and content pecific grade level
vocabulary.
0.1.5.a Examine word structure elements and word patterns to determine meaning (e.g., word families,
plural forms)
0.1.5.b Relate new grade level vocabulary to prior knowledge and use in new situations
0.1.5.c Develop awareness of context clues (e.g., predictions, re-reading) and text features (e.g., photos,
illustrations) that may be used to infer the meaning of unknown words.
0.1.5.d Explore print and digital reference materials to determine word meanings
0.1.5.e Identify and sort pictures of objects into conceptual categories (e.g., colors, shapes)
LA 0.1.6 Comprehension: Students will extract and construct meaning using prior knowledge,
applying text information, and monitoring comprehension while reading grade level text.
0.1.6.a Explain that the author and illustrator create books
0.1.6.b Identify elements of the story (e.g., characters, setting, and events)
0.1.6.c Retell information from narrative text including characters, setting, and events
0.1.6.d Indicate that authors use words in different ways (e.g., rhythm, repeatingline, simile, alliteration,
onomatopoeia)
0.1.6.e Retell main ideas from informational text
0.1.6.f Identify text features in informational text (e.g., titles, bold print, maps, illustrations)
0.1.6.g Demonstrate a basic knowledge of familiar narrative and informational genres (e.g., fairy tales,
nursery rhymes, picture books, how-to-books)
0.1.6.h Generate and/or answer clarifying questions (who, what, when, where, why, how); support
answers using prior knowledge and information from the text
0.1.6.i Identify different purposes for reading (information, pleasure)
0.1.6.j Build and activate prior knowledge in order to make text to self, text to text, and text to world
connections
0.1.6.k Make predictions about text using prior knowledge, pictures, and titles
0.1.6.l Respond to text verbally, in writing, or artistically
LA 0.2 Students will learn and apply writing skills and strategies to
communicate.
LA 0.2.1 Writing Process: Students will understand and use writing to communicate.
0.2.1.a Demonstrate that writing communicates thoughts and ideas
0.2.1.b Apply prewriting activities to generate ideas (e.g., brainstorming, discussions, drawing, literature,
personal/classroom experiences)
0.2.1.c Generate representations of ideas (e.g., pictures, labels, letter strings, words, simple sentences);
select and organize ideas relevant to a topic
0.2.1.d Edit writing for format and conventions (e.g., correct spelling of frequently used words, basic
punctuation such as period, exclamation mark, question mark )
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0.2.1.e Publish a legible document
0.2.1.f Print all upper and lower case letters, attending to the form of the letters
LA 0.2.2 Writing Genres: Students will write for a variety of purposes and audiences in multiple
genres.
0.2.2.a Write for a specific purpose (e.g., lists, alphabet book, story with picture, in pretend/free play,
label objects in classroom)
0.2.2.b Write to known audience or specific reader (e.g., letter to a familiarperson, note to teacher, thank
you note)
LA 0.3 Students will learn and apply speaking and listening skills and strategies
to communicate.
LA 0.3.1 Speaking Skills: Students will develop and demonstrate speaking skills to communicate key
ideas in a variety of situations.
0.3.1.a Communicate ideas orally in daily classroom activities and routines
LA 0.3.2 Listening Skills: Students will develop and demonstrate active listening skills across a variety
of situations.
0.3.2.a Demonstrate listening skills needed for multiple situations and modalities(e.g., stories, songs,
conversations, student sharing)
0.3.2.b Complete a task after listening
0.3.2.c Listen and retell main ideas of information
LA 0.3.3 Reciprocal Communication: Students will demonstrate reciprocal communication skills.
0.3.3.a Demonstrate awareness and sensitivity to the use of words (e.g., helpful and hurtful words
multiple meanings of words)
0.3.3 b Demonstrate conversation strategies (e.g., face the speaker, listen while others are talking, take
turns talking, eye contact, tone, non-verbal cues)
0.3.3.c Participate in learning situations (e.g., small groups, show and share,cooperative problem solving,
play)
LA 0.4 Students will identify, locate, and evaluate information.
LA 0.4.1 Multiple Literacies: Students will gain knowledge, identify main idea, and communicate
information in a variety of media and formats (textual, visual, and digital).
0.4.1.a Identify resources to find information (e.g., print, electronic)
0.4.1.b Demonstrate an awareness of safe behaviors when communicating and interacting with others
(e.g., rules for internet use)
0.4.1.c Gather and share information with others (e.g., computer applications, teacher controlled
internet downloads, multimedia presentations)
22
High Achievement Unit Outcomes and Components
First Grade
First Grade Purpose: Demonstrates competence in the general skills and
strategies of the reading and writing process. They will demonstrate
competence in speaking and listening as tools for learning.
LA 1.1 Students will learn and apply reading skills and strategies to comprehend
text.
LA 1.1.1 Knowledge of Print: Students will demonstrate knowledge of the concepts of print.
1.1.1.a Identify variations in print (e.g., font, size, bold, italic, upper/lower case)
1.1.1.b Explain the purpose of print is to carry information
1.1.1.c Demonstrate voice to print match
1.1.1.d Demonstrate understanding that words are made up of letters
1.1.1.e Identify parts of a book (e.g., cover, pages, title, title page, author, illustrator)
1.1.1.f Demonstrate knowledge that print reads from left to right and top to bottom
1.1.1.g Identify punctuation (e.g., period, quotation marks, exclamation mark, question mark)
LA 1.1.2 Phonological Awareness: Students will demonstrate phonological awareness through oral
activities.
1.1.2.a Segment spoken sentences into words
1.1.2.b Identify and produce oral rhymes
1.1.2.c Blend, segment, and delete syllable sounds in spoken words
1.1.2.d Blend and segment onset and rime orally (word families)
1.1.2.e Manipulate phonemes orally
1.1.2.f Manipulate phonemes to create new words, pseudo or real
LA 1.1.3 Word Analysis: Students will use phonetic analysis to read, write, and spell grade level text.
1.1.3.a Demonstrate knowledge of letter/sound correspondence to read, write and spell
1.1.3.b Blend sounds to form words
1.1.3.c Read words in connected text
1.1.3.d Identify basic word endings
1.1.3.e Use onset and rime (word families) to read, to write and to spell
1.1.3.f Read, write, and spell sight words
1.1.3.g Spell single syllable phonetically regular words
LA 1.1.4 Fluency: Students will develop accuracy, phrasing, and expression when reading grade level
text.
1.1.4.a Read in meaningful phrases that sound like the natural language to support comprehension
1.1.4.b Use a core of high-frequency words and phrases
1.1.4.c Use repeating language patterns when re-reading
23
1.1.4.d Use voice intonation (e.g., volume, tone, emphasis) to influence the meaning of the text (e.g.,
character voices, excitement, sadness) appropriate pace for the text
LA 1.1.5 Vocabulary: Students will build literary, general academic, and content specific vocabulary.
1.1.5.a Use word structure elements, known words, and word patterns to determine meaning (e.g., plural
forms, simple compounds, word families)
1.1.5.b Relate new vocabulary to prior knowledge
1.1.5.c Demonstrate understanding that context clues and text features exist and may be used to help
infer the meaning of the unknown words (e.g., ask for clarification, photos, illustrations)
1.1.5.d Define, sort, and categorize words
1.1.5.e Explore print and digital reference materials to determine word meanings
1.1.5.f Locate words in reference materials
LA 1.1.6 Comprehension: Students will extract and construct meaning using prior knowledge, applying text
information, and monitoring comprehension while reading grade level text.
1.1.6.a Identify author, illustrator, and author’s purpose (explain, entertain, inform)
1.1.6.b Identify elements of narrative text (e.g., characters, setting, and plot)
1.1.6.c Retell information from narrative text including characters, setting, and plot
1.1.6.d Identify the ways authors use words (e.g., rhythm, repeating line, simile, alliteration,
onomatopoeia)
1.1.6.e Retell stories and/or main ideas
1.1.6.f Identify the characteristics of organizational patterns found in
Informational text (e.g., sequence, compare/contrast)
1.1.6.g Identify text features in informational text (e.g., titles, bold print, italic, illustrations, captions)
1.1.6.h Identify the basic characteristics of familiar genres for both narrative and informational text (e.g.,
fairy tales, nursery rhymes, picture books, how-to books)
1.1.6.i Generate and/or answer clarifying questions (who, what, when, where, why, how); support
answers using prior knowledge and information from the text
1.1.6.j Identify and explain a purpose for reading (information, pleasure)
1.1.6.k Activate prior knowledge in order to make text to self, text to text, and text to world connections
1.1.6.l Self-monitor comprehension by applying appropriate strategies to self-correct when errors detract
from meaning
1.1.6.m Confirm predictions before, during, and after reading
1.1.6.n Respond to text verbally, in writing, or artistically
LA 1.2 Students will learn and apply writing skills and strategies to
communicate.
LA 1.2.1 Writing Process: Students will apply the writing process to plan, draft, revise, edit, and publish writing
using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level.
1.2.1.a Apply prewriting activities and inquiry tools to generate ideas (e.g., draw, brainstorm, graphic
organizer)
1.2.1.b Generate a draft by selecting and organizing ideas relevant to topic, purpose, and genre and
composing sentences of varying length and complexity (e.g., dictation, labeling, simple sentences)
1.2.1.c Revise writing (e.g., quality of ideas, organization, sentence fluency, word choice, voice)
24
1.2.1.d Edit writing for format and conventions (e.g., spelling, capitalization, punctuation, grammar)
1.2.1.e Publish a legible document
1.2.1.f Self-reflect on growth as a writer; provide feedback to other writers
1.2.1.g Demonstrate that writing communicates ideas
1.2.1.h Write with appropriate spaces and letter strokes
LA 1.2.2 Writing Genres: Students will write for a variety of purposes and audiences in multiple
genres.
1.2.2.a Write for a specific purpose (e.g., story with pictures, factual book, alphabet book, poem, letter)
1.2.2.b Write to known audience or specific reader (e.g., letter to a familiar person)
1.2.2.c Write books and short pieces of writing that are enjoyable to read and/or provide information to
readers about a topic
1.2.2.d Write stories that have a beginning, middle, and end; present facts and details in logical order
1.2.2.e Compare models and examples (own and others) of various genres, create similar pieces
LA 1.3 Students will learn and apply speaking and listening skills and strategies
to communicate
LA 1.3.1 Speaking Skills: Students will develop and demonstrate speaking skills to communicate key
ideas in a variety of situations.
1.3.1.a Communicate ideas and information in a clear and concise manner (e.g. language, word choice,
sequence, relevance)
1.3.1.b Communicate effectively in daily classroom activities and routines
LA 1.3.2 Listening skills: Students will develop and demonstrate active listening skills across a variety
of situations.
1.3.2.a Listen for information in order to complete a task
1.3.2.b Develop the listening skills needed for multiple situations and modalities
1.3.2.c Listen to and retell specific details of information heard
1.3.2.d Listen to and ask questions about thoughts, ideas, and information being communicated
LA 1.3.3 Reciprocal Communication: Students will develop reciprocal communication skills.
1.3.3.a Demonstrates awareness of and sensitivity to the use of words (e.g., stereotypes, multiple
meanings of words)
1.3.3.b Apply conversation strategies (e.g., face the speaker, listen while others are talking, take turns
talking, eye contact, tone, nonverbal cues)
1.3.3.c Participate in learning situations (e.g., show and share, book share, field trip, introductions,
cooperative problem solving)
25
LA 1.4 Students will identify, locate, and evaluate information
LA 1.4.1 Multiple Literacies: Students will research, summarize, and communicate information in a
variety of media and formats (textual, visual, and digital)
0.4.1.a Identify resources to find information (e.g., print, electronic)
0.4.1.b Demonstrate an awareness of safe behaviors when communicating and interacting with others
(e.g., rules for internet use)
0.4.1.c Gather and share information with others (e.g., computer applications, teacher controlled
internet downloads, multimedia presentations)
26
High Achievement Unit Outcomes and Components
Second Grade
Purpose: Students will learn and apply reading, writing, speaking, and listening
skills and strategies to construct meaning. They will demonstrate the ability to
retell ideas and understand the concepts of print. The students will be able to
write, speak and listen in order to communicate thought and ideas using a
variety of formats.
LA 2.1 Students will learn and apply reading skills and strategies to comprehend
text.
LA 2.1.3 Word Analysis: Students will use phonetic analysis to read, write, and spell grade level
text.
2.1.3.a Use knowledge of letter/sound correspondence and spelling patterns to read, write, and spell (e.g.,
consonant and vowel digraphs, diphthongs)
2.1.3.b Read, write, and spell sight words
2.1.3.c Blend sounds to form words
2.1.3.d Read words in connected text
2.1.3.e Use word structure to read text (e.g., onset and rime, prefixes/suffixes, compound words, contractions,
syllabication, derivation)
2.1.3.f Monitor the accuracy of decoding
LA 2.1.4 Fluency: Students will develop accuracy, phrasing, and expression while reading grade
level text.
2.1.4.a Read phrases, clauses, and sentences that sound like natural language to support comprehension
2.1.4.b Read high-frequency words and phrases accurately and automatically
2.1.4.c Vary voice intonation (e.g., volume, tone) to reflect meaning of text
2.1.4.d Use appropriate pace while reading to gain and enhance the meaning of text
LA 2.1.5 Vocabulary: Students will build literary, general academic, and content specific grade
level vocabulary.
2.1.5.a Use word structure elements, known words, and word patterns to determine meaning (e.g.,
contractions, plurals, possessives, basic parts of speech, compounds, syllables)
2.1.5.b Relate new grade level vocabulary to prior knowledge and use in new situations
2.1.5.c Identify and use context clues (e.g., word and sentence clues, re-reading) and text features (e.g.,
illustrations, graphs, titles, bold print) to help infer meaning of unknown words
2.1.5.d Identify semantic relationships (e.g., patterns and categories, synonyms, antonyms, multiple meanings)
2.1.5.e Identify meaning using print and digital reference materials (e.g., dictionary, glossary)
2.1.5.f Locate words in reference materials (e.g., alphabetical order, guide words)
LA 2.1.6 Comprehension: Students will extract and construct meaning using prior knowledge,
applying text information, and monitoring comprehension while reading grade level text.
27
2.1.6.a Identify author’s purpose(s) (e.g., explain, entertain, inform, persuade) to support text comprehension
2.1.6.b Identify elements of narrative text (e.g., characters, setting, plot)
2.1.6.c Retell information from narrative text including characters, setting, and plot
2.1.6.d Explain the ways authors use words (e.g., rhythm, repeating line, simile, alliteration, onomatopoeia)
2.1.6.e Retell and summarize the main idea from informational text
2.1.6.f Identify organizational patterns found in informational text (e.g., sequence, description,
compare/contrast)
2.1.6.g Use text features to locate information and gain meaning from a text (e.g., table of contents, maps,
charts, illustrations, titles, bold print, captions)
2.1.6.h Identify the basic characteristics of familiar narrative and informational text genres (e.g., fairy tales,
nursery rhymes, picture books, how-to books)
2.1.6.i Compare and contrast connections between characters or events in narrative or informational text, to
own life or other cultures
2.1.6.j Generate and/or answer literal, inferential, and critical questions, supporting answers using prior
knowledge and literal and inferential information from the text
2.1.6.k Identify and explain purpose for reading (e.g., information, pleasure, understanding)
2.1.6.l Build and activate prior knowledge in order to identify text to self, text to text, and text to world
connections before, during, and after reading
2.1.6.m Self-monitor comprehension by applying appropriate strategies to self-correct when errors detract
from meaning
2.1.6.n Make and confirm/modify predictions before, during, and after reading(e.g., illustrations, personal
experience, events, character traits)
2.1.6.o Respond to text verbally, in writing, or artistically
LA 2.2 Students will learn and apply writing skills and strategies to
communicate.
LA 2.2.1 Writing Process: Students will apply the writing process to plan, draft, revise, edit and
publish writing using correct spelling, grammar, punctuation, and other standard conventions
appropriate for grade level.
2.2.1.a Use prewriting activities and inquiry tools to generate ideas (e.g., brainstorm, map, free write, graphic
organizer)
2.2.1.b Generate a draft by:
-Selecting and organizing ideas relevant to topic, purpose, and genre
-Composing complete sentences of varying length, and complexity, and type (e.g., dictation, labeling,
simple sentences declarative, interrogative, exclamatory)
-Developing a coherent beginning and end
2.2.1.c Revise to improve writing (e.g., quality of ideas, organization, sentence fluency, word choice, voice)
2.2.1.d Provide oral feedback to other writers; utilize others’ feedback to improve own writing
2.2.1.e Edit writing for format and conventions (e.g., spelling, capitalization, grammar, basic punctuation)
2.2.1.f Publish a legible document (e.g., handwritten or electronic)
2.2.1.g Print legibly (e.g., letter formation, letter size, spacing, alignment)
LA 2.2.2 Writing Genres: Students will write for a variety of purposes and audiences in multiple
genres.
28
2.2.2.a Write for a specific purpose (e.g., story with pictures, factual book, alphabet book, poem, letter)
2.2.2.b Write to known audience or specific reader (e.g. letter to familiar person)
2.2.2.c Write considering typical characteristics of a selected genre (e.g., variety of poems, friendly letter, how-
to books)
2.2.2.d Use Apply an organizational structure that includes a central idea or focus
2.2.2.e Compare models and examples (own and others) of various genres to create a similar piece
LA 2.3 Students will learn and apply speaking and listening skills and strategies
to communicate.
LA 2.3.1 Speaking Skills: Students will develop and demonstrate speaking skills to communicate
key ideas in a variety of situations.
2.3.1.a Communicate ideas orally in a manner appropriate for the purpose and setting (e.g., language, word
choice, sequence, relevance)
2.3.1.b Demonstrate speaking techniques for a variety of purposes and situations
LA 2.3.2 Listening Skills: Students will develop and demonstrate active listening skills across a
variety of situations.
2.3.2.a Demonstrate listening skills needed for multiple situations and modalities (e.g., electronic, one-to-one,
small/large group, teacher presentation)
2.3.2.b Use information in order to complete a task (e.g., follow multi-step directions, responding to
questions)
2.3.2.c Listen and retell specific details of information heard
2.3.2.d Listen to and ask questions about thoughts, ideas, and information being communicated
LA 2.3.3 Reciprocal Communication: Students will develop reciprocal communication skills.
2.3.3.a Demonstrate awareness of and sensitivity to the use of words (e.g., helpful and hurtful words,
stereotypes, multiple meanings of words)
2.3.3.b Apply conversation strategies (e.g., face the speaker, listen while others are talking, take turns talking,
eye contact, stay on topic, non-verbal cues)
2.3.3.c Participate actively with others in learning situations by contributing questions, information, opinions,
and ideas (e.g., book share, literature circle, field trip share, cooperative problem solving)
LA 2.4 Students will identify, locate, and evaluate information.
LA 2.4.1 Multiple Literacies: Students will research, summarize, and communicate information in a
variety of media and formats (textual, visual, and digital).
2.4.1.a Use resources to answer guiding questions (e.g., print, electronic)
2.4.1.b Discuss ethical and legal use of information
2.4.1.c Practice safe behaviors when communicating and interacting with others (e.g., safe information to
share online)
2.4.1.d Gather and share information and opinions as a result of communication with others
29
High Achievement Unit Outcomes and Components
Third Grade
Purpose: Students will demonstrate competence in the general skills and
strategies of the reading and writing processes. They will demonstrate
competence in speaking and listening as tools for learning.
LA 3.1 Students will learn and apply reading skills and strategies to comprehend
text.
LA 3.1.3 Word Analysis: Students will use knowledge of phonetic and structural analysis to read,
write, and spell grade level text.
3.1.3.a Use advanced sound/spelling patterns (e.g., special vowel spellings [ough, ion], multi-syllable words) to
read, write, and spell
3.1.3.b Use word structure to read text (e.g., prefixes/suffixes, compound words, contractions, syllabication,
derivation)
LA 3.1.4 Fluency: Students will develop accuracy, phrasing, and expression while reading grade
level text.
3.1.4.a Read phrases, clauses, and sentences that sound like natural language to support comprehension
3.1.4.b Read words and phrases accurately and automatically
3.1.4.c Demonstrate conversational tone (e.g., volume, emphasis) and use of punctuation to reflect meaning
of text
3.1.4.d Demonstrate varied pace while reading orally to enhance the meaning of text through pause, stress,
and phrasing
LA 3.1.5 Vocabulary: Students will build literary, general academic, and content specific grade
level vocabulary.
3.1.5.a Apply word structure elements, known words, and word patterns to determine meaning (e.g.,
contractions, plurals, possessives, basic parts of speech, compounds, syllables)
3.1.5.b Relate new grade level vocabulary to prior knowledge and use in new situations
3.1.5.c Apply context clues (e.g., word, phrase, and sentence clues, re-reading) and text features (e.g., table of
contents, maps, charts, font/format styles) to help infer meaning of unknown words
3.1.5.d Identify semantic relationships (e.g., patterns and categories, synonyms, antonyms, homonyms,
multiple meanings)
3.1.5.e Identify meaning using print and digital reference materials (e.g., dictionary, glossary)
3.1.5.f Locate words in reference materials (e.g., alphabetical order, guide words)
LA 3.1.6 Comprehension: Students will extract and construct meaning using prior knowledge,
applying text information, and monitoring comprehension while reading grade level text.
30
3.1.6.a Identify author’s purpose(s) (e.g. explain, entertain, inform, persuade) to support text comprehension
3.1.6.b Identify elements of narrative text (e.g., characters, setting, plot, point of view)
3.1.6.c Retell and summarize narrative text including characters, setting, and plot with supporting details
3.1.6.d Identify literary devices and explain the ways in which language is used (e.g., simile, alliteration,
onomatopoeia, imagery, rhythm)
3.1.6.e Retell and summarize the main idea from informational text using supporting details
3.1.6.f Recognize and apply knowledge of organizational patterns found in informational text (e.g., sequence,
description, cause and effect, compare/contrast)
3.1.6.g Apply knowledge of text features to locate information and gain meaning from a text (e.g., table of
contents, maps, charts, illustrations, headings, captions, font/format styles)
3.1.6.h Describe the defining characteristics of narrative and informational genres (e.g., folk tales, poetry,
historical fiction, biographies, chapter books, textbooks)
3.1.6.i Use narrative or informational text to develop a multi-cultural perspective
3.1.6.j Generate and/or answer literal, inferential, and critical questions, supporting answers using prior
knowledge and literal and inferential information from the text
3.1.6.k Identify and explain purpose for reading (e.g., information, pleasure, understanding)
1.6.l Build and activate prior knowledge in order to identify text to self, text to text, and text to world
connections before, during, and after reading
3.1.6.m Self-monitor comprehension by recognizing when meaning is disrupted and apply strategies to clarify,
confirm, or correct
3.1.6.n Make and confirm/modify predictions before, during, and after reading (e.g., captions, headings,
character traits, personal experience)
3.1.6.o Use examples and details in a text to make inferences about a story or situation
3.1.6.p Respond to text verbally, in writing, or artistically
LA 3.2 Students will learn and apply writing skills and strategies to
communicate.
LA 3.2.1 Writing Process: Students will apply the writing process to plan, draft, revise, edit and
publish writing using correct spelling, grammar, punctuation, and other standard conventions
appropriate for grade level.
3.2.1.a Use prewriting activities and inquiry tools to generate and organize information (e.g., sketch,
brainstorm, web, free write, graphic organizer, storyboarding, and word processing tools)
3.2.1.b Generate a draft by:
-Selecting and organizing ideas relevant to topic, purpose, and genre
-Composing paragraphs with grammatically correct sentences of varying length, and complexity, and type
(e.g., declarative, interrogative, and exclamatory)
-Developing paragraphs with topic sentences and supporting facts and details
3.2.1.c Revise to improve writing (e.g., quality of ideas, organization, sentence fluency, word choice, voice)
3.2.1.d Provide oral and/or written feedback to other writers; utilize others’ feedback to improve own writing
3.2.1.e Edit writing for format and conventions (e.g., spelling, capitalization, grammar, punctuation)
3.2.1.f Publish a legible document (e.g., handwritten or electronic)
3.2.1.g Write legibly in cursive
31
LA 3.2.2 Writing Genres: Students will write for a variety of purposes and audiences in multiple
genres.
3.2.2.a Write in a selected genre considering purpose (e.g., inform, entertain, persuade, instruct)
3.2.2.b Write considering audience and what the reader needs to know
3.2.2.c Write considering typical characteristics of a selected genre (e.g., variety of poems, friendly letter, how-
to books)
3.2.2.d Apply an organizational structure appropriate to the task (e.g., logical, sequential order)
3.2.2.e Analyze models and examples (own and others) of various genres to create a similar piece
LA 3.3 Students will learn and apply speaking and listening skills and strategies
to communicate.
LA 3.3.1 Speaking Skills: Students will develop and apply speaking skills to communicate key ideas
in a variety of situations.
3.3.1.a Communicate ideas and information in a clear and concise manner appropriate for the purpose and
setting (e.g., language, word choice, sequence, relevance)
3.3.1.b Demonstrate speaking techniques for a variety of purposes and situations
3.3.1.c Utilize available media to enhance communication (e.g., poster, overhead)
LA 3.3.2 Listening Skills: Students will develop and apply active listening skills
across a variety of situations.
3.3.2.a Demonstrate listening skills needed for multiple situations and modalities (e.g., electronic, one-to-one,
small/large group, presentation)
3.3.2.b Use information in order to complete a task
3.3.2.c Listen, ask questions to clarify, and take notes to ensure accuracy of information
3.3.2.d Listen to and summarize thoughts, ideas, and information being communicated
LA 3.3.3 Reciprocal Communication: Students will develop and apply reciprocal communication
skills.
3.3.3.a Demonstrate awareness of and sensitivity to the use of words (e.g., stereotypes, multiple meanings of
words)
3.3.3.b Apply conversation strategies (e.g., face the speaker, listen while others are talking, gain the floor, take
turns talking, eye contact, tone, stay on topic, non-verbal cues)
3.3.3.c Interact and collaborate with others in learning situations by contributing questions, information,
opinions, and ideas using a variety of media and formats
LA 3.4 Students will identify, locate, and evaluate information.
LA 3.4.1 Multiple Literacies: Students will research, analyze, and communicate information in a
variety of media and formats (textual, visual, and digital).
3.4.1.a Select and use multiple resources to answer guiding questions (e.g., print, electronic)
3.4.1.b Discuss ethical and legal use of information
32
3.4.1.c Practice safe and ethical behaviors when communicating and interacting with others (e.g., safe
information to share online, appropriate language use, utilizing appropriate sites and materials)
3.4.1.d Gather and share information and opinions as a result of communication with others
33
High Achievement Unit Outcomes and Components
Fourth Grade
Purpose: Students will learn and apply reading, writing, speaking and listening
skills to construct meaning. Students will identify, locate, evaluate and
effectively apply 21st Century content and skills to communicate and
collaborate.
LA 4.1 Students will learn and apply reading skills and strategies to comprehend
text.
LA 4.1.3 Word Analysis: Students will use knowledge of phonetic and structural analysis to read, write
and spell.
4.1.3.a Use advanced sounds/spelling patterns (e.g., vowel variance, multi-syllabic words)
4.1.3.b Use word structure to read text (e.g., prefixes/suffixes, compound words, contractions,
syllabication, derivation)
LA 4.1.4 Fluency: Students will read a variety of texts fluently, with accuracy, appropriate pace,
phrasing, and expression.
4.1.4.a Read phrases, clauses, and sentences that sound like natural language to
support comprehension
4.1.4.b Read words and phrases accurately and automatically
4.1.4.c Demonstrate conversational tone (e.g., volume, pitch) and use of punctuation to reflect meaning
of text
4.1.4.d Adjust oral or silent reading pace based on purpose, text difficulty, form, and style
LA 4.1.5 Vocabulary: Students will build literary, general academic, and content specific grade level
vocabulary.
4.1.5.a Apply knowledge of word structure elements, known words, and word patterns to determine
meaning (e.g., parts of speech, plurals, possessives, suffixes, prefixes, base and root words)
4.1.5.b Relate new grade level vocabulary to prior knowledge and use in new situations
4.1.5.c Apply context clues (e.g., word, phrase, sentence, and paragraph clues, re-reading) and text
features (e.g., glossary, headings, subheadings, captions) to infer unknown word meanings.
4.1.5.d Identify semantic relationships (e.g., patterns and categories, homographs, homophones,
synonyms, antonyms, multiple meanings)
4.1.5.e Determine meanings using print and digital reference materials (e.g., dictionary, thesaurus,
glossary)
LA 4.1.6 Comprehension: Students will extract and construct meaning using prior knowledge, applying
text information and monitoring comprehension while reading grade level text.
4.1.6.a Identify author purpose(s) (e.g., entertain, inform, persuade) and recognize how
author perspective (e.g., beliefs, assumptions, biases) influences text
34
4.1.6.b Identify and analyze elements of narrative text (e.g., character, setting, plot, theme)
4.1.6.c Summarize narrative text including characters, setting, and plot with supporting details
4.1.6.d Identify literary devices and explain the ways in which language is used (e.g., simile,
metaphor, alliteration, onomatopoeia, imagery, rhythm)
4.1.6.e Retell and summarize the main idea from informational text using supporting details.
4.1.6.f Recognize and apply knowledge of organizational patterns found in informational text (e.g.,
sequence, description, cause and effect, compare/contrast, fact/opinion)
4.1.6.g Apply knowledge of text features to locate information and gain meaning from a text (e.g.,
glossary, maps, charts, tables, graphs, illustrations, headings, subheadings, captions, font/format styles)
4.1.6.h Describe the defining characteristics of narrative and informational genres (e.g., folk tales,
poetry, historical fiction, biographies, chapter books, textbooks)
4.1.6.i Use narrative or informational text to develop a multi-cultural perspective
4.1.6.j Generate and/or answer literal, inferential, critical, and interpretive questions;
supporting answers using prior knowledge and literal and inferential information
from the text
4.1.6.k Identify and explain purpose for reading (e.g., information, pleasure, understanding)
4.1.6.l Build and activate prior knowledge in order to make text to self, text to text, and text to world
connections before, during, and after reading
4.1.6.m Self-monitor comprehension by recognizing when meaning is disrupted and
apply strategies to clarify, confirm, or correct
4.1.6.n Make and confirm/modify predictions before, during, and after reading (e.g, title, topic
sentences, font, key words, foreshadowing clues)
4.1.6.o Use examples and details in a text to make inferences about a story or situation
4.1.6.p Respond to text verbally, in writing, or artistically
LA 4.2 Students will learn and apply writing skills and strategies to
communicate.
LA 4.2.1 Writing Process: Students will apply the writing process to plan, draft, revise, edit, and
publish writing using correct spelling, grammar, punctuation, and other standard conventions
appropriate for grade level.
4.2.1.a Use prewriting activities and inquiry tools to generate and organize information, guide writing, and
answer questions (e.g., sketch, brainstorm, diagram, free write, graphic organizer, digital idea mapping
tool, word processing tools, and multimedia)
4.2.1.b Generate a draft by:
-Selecting and organizing ideas relevant to topic, purpose, and genre
-Composing paragraphs with grammatically correct sentences of varying length and complexity
and type (e.g., declarative, interrogative, exclamatory, and imperative)
-Developing introductory and concluding paragraphs
4.2.1.c Revise to improve writing (e.g., quality of ideas, organization, sentence fluency, word choice,
voice)
4.2.1.d Provide oral, written, and/or electronic feedback to other writers; utilize others’ feedback to
improve own writing
4.2.1.e Edit writing for format and conventions (e.g., spelling, capitalization, punctuation, grammar)
4.2.1.f Publish a legible document (e.g., print or electronic publication)
35
LA 4.2.2 Writing Genres: Students will write for a variety of purposes and audiences in multiple
genres.
4.2.2.a Write in a selected genre considering purpose (e.g., inform, entertain, persuade, instruct)
4.2.2.b Write considering audience and what the reader needs to know; select words and format
with audience in mind
4.2.2.c Write considering tone/voice and typical characteristics of a selected genre (e.g., memoir,
biography, report, formal letter)
4.2.2.d Select and apply an organizational structure appropriate to the task (e.g., logical and sequential
order)
4.2.2.e Analyze models and examples (own and others) of various genres to create a similar piece
LA 4.3 Students will learn and apply speaking and listening skills and strategies
to communicate.
LA 4.3.1 (Speaking Skills) Students will develop and apply speaking skills to communicate key ideas in
a variety of situations.
4.3.1.a Communicate ideas and information in a clear and concise manner appropriate to the purpose
and setting
4.3.1.b Demonstrate speaking techniques for a variety of purposes and situations
4.3.1.c Utilize available media to enhance communication (e.g., presentation software, poster)
LA 4.3.2 (Listening Skills) Students will develop and apply active listening skills across a variety of
situations.
4.3.2.a Demonstrate listening skills needed for multiple situations and modalities (e.g.,
electronic, one-to-one, small/large group, presentation)
4.3.2.b Listen, ask questions to clarify, and take notes to ensure accuracy of information
4.3.2.c Listen to, summarize, and explain thoughts, ideas, and information being communicated
LA 4.3.3 (Reciprocal Communication) Students will develop and apply reciprocal communication
skills.
4.3.3.a Demonstrate sensitivity to the use of words (e.g., stereotypes, multiple meanings of words)
4.3.3.b Apply conversation strategies (e.g., face the speaker, listen while others are talking, gain
the floor, take turns talking, eye contact, tone, stay on topic, non-verbal cues)
4.3.3.c Interact and collaborate with others in learning situations by contributing questions, information,
opinions, and ideas using a variety of media and formats
LA 4.4 Students will identify, locate, and evaluate information.
4.4.1 Multiple Literacies: Students will research, synthesize, and communicate information in a variety
of media and formats (textual, visual, and digital).
4.4.1.a Select and use multiple resources to answer guiding questions (e.g., print, subscription databases,
web resources)
4.4.1.b Demonstrate the ethical and legal use of information by citing sources using a prescribed format
(e.g., creating a simplified citation of information used)
4.4.1.c Practice safe and ethical behaviors when communicating and interacting with others
36
(e.g., safe information to share online, appropriate language use, utilizing appropriatesites and materials,
respecting diverse perspectives)
4.4.1.d Identify bias and commercialism (e.g., product placement, advertising)
4.4.1.e Gather and share information and opinions as a result of communication with others
37
High Achievement Unit Outcomes and Components
Fifth Grade
Purpose: Students will learn and apply reading, writing, speaking and listening
skills and strategies to construct meaning. They will research, summarize and
communicate information in a variety of formats.
LA 5.1 Students will learn and apply reading skills and strategies to comprehend
text.
LA 5.1.3 Word Analysis: Students will use knowledge of phonetic and structural analysis to read, to
write and spell grade level text.
5.1.3.a Use knowledge of phonic and structural analysis (e.g., Anglo-Saxon common roots and affixes,
multiple syllable words)
LA 5.1.4 Fluency: Students will read a variety of grade level texts fluently with accuracy, appropriate
pace, phrasing, and expression.
5.1.4.a Read phrases, clauses, and sentences that sound like natural language to support comprehension
5.1.4.b Read words and phrases accurately and automatically
5.1.4.c Recognize and practice elements of oral prosodic reading to reflect meaning of text (e.g. poem,
read slowly, conversational narrative, emphasis on key points of information)
5.1.4.d Adjust oral or silent reading pace based on purpose, text difficulty, form and style
LA 5.1.5 Vocabulary: Students will build literary, general academic and content specific grade level
vocabulary.
5.1.5.a Apply knowledge of word structure elements, known words, and word patterns to determine
meaning (e.g., affixes, abbreviations, parts of speech, word origins)
5.1.5.b Relate new grade level vocabulary to prior knowledge and use in new situations
5.1.5.c Select and apply knowledge of context clues (e.g., word, phrase, sentence, paragraph clues,
rereading) and text features (e.g., glossary, headings, subheadings, captions, maps) to determine meaning
of unknown words in a variety of text structures
5.1.5.d Identify semantic relationships (e.g., multiple meanings, metaphors, similes, idioms, analogies)
5.1.5.e Determine meanings using print and digital reference materials (e.g., dictionary, thesaurus,
glossary)
LA 5.1.6 Comprehension: Students will extract and construct meaning using prior knowledge, applying
text information, and monitoring comprehension while reading grade level text.
5.1.6.a Identify author’s purpose (e.g., explain, entertain, inform, persuade) and recognize how author
perspective (e.g., beliefs, assumptions, biases) influences text
5.1.6.b Identify and analyze elements of narrative text (e.g., characters, development, setting, plot,
theme)
5.1.6.c Summarize narrative text including characters, setting, theme, and plot with supporting details
38
5.1.6.d Identify literary devices and explain the ways in which language is used (e.g. simile, metaphor,
alliteration, onomatopoeia, imagery, rhythm)
5.1.6.e Summarize and analyze the main idea from informational text using supporting details.
5.1.6.f Understand and apply knowledge of organizational patterns found in informational text (e.g.,
sequence, description, cause and effect, compare/contrast, fact opinion)
5.1.6.g Apply knowledge of text features to locate information and gain meaning from a text (e.g. index,
maps, charts, tables, graphs headings, subheadings)
5.1.6.h Describe the defining characteristics of narrative and informational genres (e.g., textbooks,
myths, fantasies, science fiction, drama, periodicals, and essays)
5.1.6.i Recognize the social, historical, cultural, and biographical influences in a variety of genres
5.1.6.j Use narrative and informational text to develop a national and global multicultural perspective
5.1.6.k Generate and/or answer literal, inferential, critical, and interpretive questions; supporting
answers using prior knowledge and literal and inferential information from the text and additional sources
5.1.6.l Select text for particular purpose (e.g., information, pleasure, answer specific question)
5.1.6.m Build and activate prior knowledge in order to identify text to self, text to text, and text to world
connections before, during, and after reading
5.1.6.n Self monitor comprehension by recognizing when meaning is disrupted and apply strategies to
clarify, confirm, or correct
5.1.6.o Use examples and details to make inferences or logical predictions while previewing and reading
text
5.1.6.p Respond to text verbally, in writing, or artistically
LA 5.2 Students will learn and apply writing skills and strategies to
communicate.
LA 5.2.1 Writing Process: Students will apply the writing process to plan, draft, revise, edit, and
publish writing using correct spelling, grammar, punctuation, and other standard conventions
appropriate for grade level.
5.2.1.a Use prewriting activities and inquiry tools to generate and organize information, guide writing, and
answer questions (e.g., sketch, brainstorm, map, outline, diagram, free write, graphic organizer, digital
idea mapping tool)
5.2.1.b Generate a draft by:
-selecting and organizing ideas relevant to the topic, purpose, and genre
-composing paragraphs with simple and compound sentences of varying length, and
complexity, and type (e.g., declarative, interrogative, exclamatory, and imperative)
-developing details and transitional phrases that link one paragraph to another.
5.2.1.c Revise to improve writing (e.g., quality of ideas, organization, sentence fluency, word choice,
voice)
5.2.1.d Provide oral, written, and/or electronic feedback to other writers; utilize others’ feedback to
improve own writing
5.2.1.e Edit writing for format and conventions (e.g., spelling, capitalization, punctuation, grammar)
5.2.1.f Publish a legible document (e.g., report, digital story) applying formatting techniques (e.g.,
indenting paragraphs, titles)
LA 5.2.2 Writing Genres: Students will write for a variety of purposes and audiences in multiple
genres.
39
5.2.2.a Write in a selected genre considering purpose (e.g., inform, entertain, persuade, instruct)
5.2.2.b Write to a specified audience considering interest, background knowledge, and expectation (e.g.,
a known or unknown individual, a business or organization)
5.2.2.c Write considering tone/voice and typical characteristics of a selected genre
(e.g. memoir, biography, report, friendly or persuasive letter, poem, essay)
5.2.2.d Select and apply an organizational structure appropriate to the task (e.g., logical, sequential order,
description)
5.2.2.e Analyze models and examples (own and others’) of various genres to create a similar piece
LA 5.3 Students will learn and apply speaking and listening skills and strategies
to communicate.
LA 5.3.1 Speaking Skills: Students will develop and apply speaking skills to communicate key ideas in
a variety of situations.
5.3.1.a Communicate ideas and information in a manner appropriate for the purpose and setting.
5.3.1.b Demonstrate speaking techniques for a variety of purposes and situations
5.3.1.c Utilize available media to enhance communication (e.g., projection system, presentation
software)
LA 5.3.2 Listening Skills: Students will develop and apply active listening skills across a variety of
situations.
5.3.2.a Demonstrate listening skills needed for multiple situations and modalities (e.g., video, audio,
distance, one-to-one, group)
5.3.2.b Listen and ask questions to clarify, and take notes to ensure accuracy of information
5.3.2.c Listen to, summarize and interpret message and purpose of information being communicated
LA 5.3.3. Reciprocal Communication: Students will develop and apply reciprocal communication
skills.
5.3.3.a Demonstrate sensitivity to the use of words in general as well as to a particular audience (e.g.,
stereotypes, connotations, subtleties of language)
5.3.3.b Apply conversation strategies (e.g., face the speaker, listen while others are talking, gain the floor,
eye contact, tone, stay on topic, nonverbal cues)
5.3.3.c Interact and collaborate with others in learning situations by contributing questions, information,
opinions, and ideas using a variety of media and formats
LA 5.4 Students will identify, locate, and evaluate information.
LA 5.4.1 Multiple Literacies: Students will research, synthesize, evaluate and communicate
information in a variety of media and formats (textual, visual, and digital)
5.4.1.a Select and use multiple resources to generate and answer questions (e.g., print, subscription
databases, and web resources)
40
5.4.1.b Demonstrate the ethical and legal use of information by citing sources using a prescribed format
(e.g., creating a simplified citation of information used)
5.4.1.c Practice safe and ethical behaviors when communicating and interacting with others (e.g., safe
information to share online, appropriate language use, utilizing appropriate sites and materials,
respecting diverse perspectives)
5.4.1.d Evaluate the message for bias and commercialism (e.g., product placement, advertising, body
image)
5.4.1.e Gather and share information and opinions as a result of communication with others
41
High Achievement Unit Outcomes and Components Sixth Grade
Purpose: Students will learn and apply reading, writing, speaking and listening skills and
strategies to construct meaning. They will research, summarize and communicate
information in a variety of formats.
LA 6.1 Students will learn and apply reading skills and strategies to comprehend
text.
LA 6.1.3 Word Analysis: Students will use knowledge of phonetic and structural analysis to read,
write, and spell grade level text.
6.1.3.a Use knowledge of phonetic and structural analysis (e.g., Anglo-Saxon, Greek, and Latin roots,
foreign words frequently used in English, bases, affixes)
LA 6.1.4 Fluency: Students will read a variety of grade level texts fluently with accuracy,
appropriate pace, phrasing, and expression.
6.1.4.a Apply elements of oral prosodic reading to reflect the meaning of text (e.g., poem read slowly,
conversational narrative, emphasis on key points of information)
6.1.4.b Adjust oral or silent reading pace based on purpose, text difficulty, form, and style
LA 6.1.5 Vocabulary: Students will build literary, general academic, and content specific grade
level vocabulary.
6.1.5.a Determine the meaning of words through structural analysis, using knowledge of Greek, tin, and
Anglo Saxon roots, prefixes, and suffixes to understand complex words, including words in science,
mathematics, and social studies
6.1.5.b Relate new grade level vocabulary to prior knowledge and use in new situations
6.1.5.c Select and apply knowledge of context clues (e.g., word, phrase, sentence, and paragraph clues,
re-reading) and text features (e.g., glossary, headings, subheadings, index, tables, maps, charts) to
determine meaning of unknown words in a variety of text structures
6.1.5.d Identify semantic relationships (e.g., metaphors, similes, idioms, analogies, comparisons)
LA 6.1.5.e Determine meaning using print and digital reference materials (e.g., dictionary, thesaurus
glossary)
LA 6.1.6 Comprehension: Students will extract and construct meaning using prior knowledge,
applying text information, and monitoring comprehension while reading grade level text.
6.1.6.a Explain how author’s purpose and perspective affect the meaning and reliability of the text
6.1.6.b Identify and analyze elements of narrative text (e.g., character development, setting, plot
development, conflict, point of view, theme)
6.1.6.c Summarize narrative text using understanding of characters, setting, sequence of events, plot, and
theme
6.1.6.d Interpret and explain the author’s use of literary devices (e.g., simile, metaphor, alliteration,
onomatopoeia, imagery, rhythm)
42
6.1.6.e Summarize, analyze, and synthesize informational text using main idea and supporting details
6.1.6.f Apply knowledge of organizational patterns found in informational text (e.g., sequence,
description, cause and effect, compare/contrast, fact/opinion)
6.1.6.g Apply knowledge of text features to locate information and gain meaning from a text (e.g., index,
maps, charts, tables, graphs, headings, subheadings)
6.1.6.h Distinguish between the defining characteristics of different narrative and informational genres
(e.g., textbooks, myths, fantasies, science fiction, drama, periodicals, and essays)
6.1.6.i Describe the social, historical, cultural, and biographical influences in a variety of genres
6.1.6.j Use narrative and informational text to develop a national and global multi-cultural perspective
6.1.6.k Generate and/or answer literal, inferential, critical, and interpretive questions, supporting answers
using prior knowledge and information from the text and additional sources
6.1.6.l Select text for a particular purpose (e.g., information, pleasure, answer a specific question)
6.1.6.m Build and activate prior knowledge in order to identify text to self, text to text, and text to world
connections before, during, and after reading
6.1.6.n Self-monitor comprehension for accuracy and understanding when errors detract from meaning
by applying appropriate strategies to self-correct
6.1.6.o Use examples and details to make inferences or logical predictions while previewing and reading
text
6.1.6.p Respond to text verbally, in writing, or artistically
LA 6.2 Students will learn and apply writing skills and strategies to
communicate.
LA 6.2.1 Writing Process: Students will apply the writing process to plan, draft, revise, edit and
publish writing using correct spelling, grammar, punctuation, and other standard conventions
appropriate for grade level.
6.2.1.a Use prewriting activities and inquiry tools, using available technology, to generate and organize
information, guide writing, answer questions
6.2.1.b Generate a draft by:
-Selecting and organizing ideas relevant to topic, purpose, and genre
-Composing paragraphs with simple, compound, and complex sentences, avoiding fragments and
run-ons of varying length and complexity
-Concluding with detailed summary linked to the purpose of the composition.6.2.1.c Revise to
improve writing (e.g., quality of ideas, organization, sentence fluency, word choice, voice)
6.2.1.d Provide oral, written, and/or electronic feedback to other writers; utilize others’ feedback to
improve own writing
6.2.1.e Edit writing for format and conventions (e.g., spelling, capitalization, grammar, punctuation)
6.2.1.f Publish a legible document (e.g., report, podcast, web page, PowerPoint) that applies formatting
techniques to aid comprehension (e.g., differing fonts, title page, highlighting, spacing)
LA 6.2.2 Writing Genres: Students will write for a variety of purposes and audiences in multiple
genres.
6.2.2.a Write in a selected genre considering purpose (e.g., inform, entertain, persuade, instruct)
43
6.2.2.b Write to a specified audience considering interests, background knowledge, and expectations
(e.g., known or unknown individual, business, organization, cyber audience)
6.2.2.c Write considering typical characteristics of the selected genre (e.g., biography, report, business
memo, poem, essay, email, podcast)
6.2.2.d Select and apply an organizational structure appropriate to the task (e.g., chronological order,
cause and effect, compare and contrast)
6.2.2.e Analyze models and examples (own and others’) of various genres in order to create a similar
piece
LA 6.3 Students will learn and apply speaking and listening skills and strategies
to communicate.
LA 6.3.1 Speaking Skills: Students will develop and apply speaking skills to communicate key ideas
in a variety of situations.
6.3.1.a Communicate ideas and information in a manner appropriate for the purpose and setting
6.3.1.b Demonstrate and adjust speaking techniques for a variety of purposes and situations
6.3.1.c Utilize available media to enhance communication
LA 6.3.2 Listening Skills: Students will develop, apply, and refine active listening skills across a
variety of situations.
6.3.2.a Demonstrate listening skills needed for multiple situations and modalities (e.g., video, audio,
distance, one-to-one, group)
6.3.2.b Listen, ask questions to clarify, and take notes to ensure accuracy of information
6.3.2.c Listen to, analyze, and evaluate message, purpose, and perspective of information being
communicated
LA 6.3.3 Reciprocal Communication: Students will develop, apply, and adapt reciprocal
communication skills.
6.3.3.a Demonstrate sensitivity to the use of words in general as well as to a particular audience (e.g.,
stereotypes, connotations, subtleties of language)
6.3.3.b Apply conversation strategies (e.g., listen while others are talking, gain the floor, eye contact,
tone, stay on topic, non-verbal cues)
6.3.3.c Interact and collaborate with others in learning situations by contributing questions, information,
opinions, and ideas using a variety of media and formats
LA 6.4 Students will identify, locate, and evaluate information.
LA 6.4.1 Multiple Literacies: Students will research, synthesize, evaluate and communicate
information in a variety of media and formats (textual, visual, and digital).
44
6.4.1.a Select and use multiple resources to generate and answer questions and establish validity of
information (e.g., print, subscription databases, web resources)
6.4.1.b Demonstrate ethical and legal use of information by citing sources using a prescribed format (e.g.,
citation of information used)
6.4.1.c Practice safe and ethical behaviors when communicating and interacting with others (e.g., safe
information to share online, appropriate language use, utilize appropriate sites and materials, respect
diverse perspectives)
6.4.1.d While reading, listening, and viewing, evaluate the message for bias, commercialism and hidden
agendas (e.g., product placement, television ad, radio ad, movie, body image, sexism)
6.4.1.e Gather and share information and opinions as a result of communication with others
45
High Achievement Unit Outcomes and Components
Seventh Grade
Purpose: Students will learn and apply reading, writing, speaking and listening skills and
strategies to construct meaning. They will research, summarize and communicate
information in a variety of formats.
LA 7.1 Students will learn and apply reading skills and strategies to comprehend
text.
LA 7.1.4 Fluency: Students will read a variety of grade level texts fluently with accuracy,
appropriate pace, phrasing, and expression.
7.1.4.a Apply elements of prosodic reading to a group of related texts and explore their potential for
performance
7.1.4.b Adjust oral or silent reading pace based on purpose, text difficulty, form, and style
LA 7.1.5 Vocabulary: Students will build literary, general academic, and content specific grade
level vocabulary.
7.1.5.a Determine meaning of words through structural analysis, using knowledge of Greek, Latin, and
Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science,
mathematics, and social studies
7.1.5.b Relate new grade level vocabulary to prior knowledge and use in new situations.
7.1.5.c Select and apply knowledge of context clues (e.g., word, phrase, sentence, and paragraph clues,
re-reading) and text features (e.g., glossary, headings, subheadings, index, tables, maps, graphs, charts)
appropriate to a particular text to determine meaning of unknown words
7.1.5.d Analyze semantic relationships (e.g., figurative language, connotations, subtle distinctions)
7.1.5.e Determine meaning using print and digital reference materials
LA 7.1.6 Comprehension: Students will extract and construct meaning using prior knowledge,
applying text information, and monitoring comprehension while reading grade level text.
7.1.6.a Analyze the meaning, reliability, and validity of the text considering author's purpose, and
perspective
7.1.6.b Identify and analyze elements of narrative text (e.g., character development, setting, plot
development, conflict, point of view, theme
7.1.6.c Analyze author’s use of literary devices (e.g., foreshadowing, personification, idiom, oxymoron,
hyperbole, flashback, suspense, symbolism, irony)
7.1.6.d Summarize, analyze, and synthesize informational text using main idea and supporting details
7.1.6.e Apply knowledge of organizational patterns found in informational text (e.g., sequence,
description, cause and effect, compare/contrast, fact/opinion, proposition/support)
7.1.6.f Apply knowledge of text features to locate information and gain meaning from a text (e.g., index,
annotations, maps, charts, tables, graphs, headings, subheadings)
7.1.6.g Explain and make inferences based on the characteristics of narrative and informational genres
(e.g., textbooks, myths, fantasies, science fiction, drama, periodicals, essays)
7.1.6.h Explain the social, historical, cultural, and biographical influences in a variety of genres
46
7.1.6.i Use narrative and informational text to develop a national and global multi-cultural perspective
7.1.6.j Generate and/or answer literal, inferential, critical, and interpretive questions, analyzing prior
knowledge, information from the text and additional sources, to support answers
7.1.6.k Select text for a particular purpose (e.g., understand, interpret, enjoy, solve problems, form an
opinion, answer a specific question, discover models for own writing)
7.1.6.l Build and activate prior knowledge in order to clarify text, deepen understanding, and make
connections while reading
7.1.6.m Self-monitor comprehension for accuracy and understanding when errors detract from meaning
by applying appropriate strategies to self-correct
7.1.6.n Use examples and details to make inferences or logical predictions while previewing and reading
text
7.1.6.o Respond to text verbally, in writing, or artistically
LA 7.2 Students will learn and apply writing skills and strategies to
communicate.
LA 7.2.1 Writing Process: Students will apply the writing process to plan, draft, revise, edit and
publish writing using correct spelling, grammar, punctuation, and other standard conventions
appropriate for grade level.
7.2.1.a Use prewriting activities and inquiry tools, using available technology, to generate and organize
information, guide writing and answer questions
7.2.1.b Generate a draft by:
-Selecting and organizing ideas relevant to topic, purpose, and genre
-Composing paragraphs with sentences of varying length and complexity avoiding fragments and
run-ons
-Using effective transitional words and cues to unify important ideas
7.2.1.c Revise to improve writing (e.g., quality of ideas, organization, sentence fluency, word choice,
voice)
7.2.1.d Provide oral, written, and/or electronic feedback to other writers; utilize others’ feedback to
improve own writing
7.2.1.e Edit writing for format and conventions (e.g., spelling, capitalization, grammar, punctuation)
7.2.1.f Publish a legible document (e.g., report, podcast, web page, PowerPoint) that applies formatting
techniques to aid comprehension (e.g., differing fonts, title page, highlighting, spacing)
LA 7.2.2 Writing Genres: Students will write for a variety of purposes and audiences in multiple
genres.
7.2.2.a Write in a variety of genres, considering purpose (e.g., inform, entertain, persuade, instruct)
7.2.2.b Write in a variety of genres, considering audience (e.g., a known or unknown individual, a
business, organization, or cyber audience)
7.2.2.c Write considering typical characteristics of the selected genre (e.g., letter to the editor, report,
email, class notes, essay, research paper, play)
7.2.2.d Select and apply an organizational structure appropriate to the task (e.g., order of importance,
similarity and difference, posing and answering a question)
47
7.2.2.e Analyze models and examples (own and others’) of various genres in order to create a similar
piece
LA 7.3 Students will learn and apply speaking and listening skills and strategies
to communicate.
LA 7.3.1 Speaking Skills: Students will develop and apply speaking skills to communicate key ideas
in a variety of situations.
7.3.1.a Communicate ideas and information in a manner appropriate for the purpose and setting
7.3.1.b Demonstrate and adjust speaking techniques for a variety of purposes and situations
7.3.1.c Utilize available media to enhance communication
LA 7.3.2 Listening Skills: Students will develop, apply, and refine active listening skills across a
variety of situations.
7.3.2.a Apply listening skills needed for multiple situations and modalities (e.g., video, audio, distance,
one-to-one, group)
7.3.2.b Listen and ask probing questions to elicit information
7.3.2.c Listen to, analyze, and evaluate message, purpose, and perspective of information being
communicated
LA 7.3.3 Reciprocal Communication: Students will develop, apply, and adapt reciprocal
communication skills.
7.3.3.a Demonstrate sensitivity to the use of words in general as well as to a particular audience (e.g.,
stereotypes, connotations, subtleties of language)
7.3.3.b Apply conversation strategies (e.g., listen while others are talking, eye contact, tone, stay on topic,
non-verbal cues)
7.3.3.c Interact and collaborate with others in learning situations by contributing questions, information,
opinions, and ideas using a variety of media and formats
LA 7.4 Students will identify, locate, and evaluate information.
LA 7.4.1 Multiple Literacies: Students will research, synthesize, evaluate and communicate
information in a variety of media and formats (textual, visual, and digital).
7.4.1.a Select and use multiple resources to generate and answer questions and establish validity of
information (e.g., print, subscription databases, web resources)
7.4.1.b Demonstrate ethical and legal use of information by citing sources using a prescribed format (e.g.,
citation of information used)
7.4.1.c Practice safe and ethical behaviors when communicating and interacting with others (e.g., safe
information to share online, appropriate language use, utilize appropriate sites and materials, respect
diverse perspectives)
7.4.1.d While reading, listening, and viewing, evaluate the message for bias, commercialism and hidden
agendas (e.g., product placement, television ad, radio ad, movie, body image, sexism)
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7.4.1.e Gather and share information and opinions as a result of communication with others
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High Achievement Unit Outcomes and Components
Eighth Grade
Purpose: Students will learn and apply reading, writing, speaking and listening skills and
strategies to construct meaning. They will research, summarize and communicate
information in a variety of formats.
LA 8.1 Students will learn and apply reading skills and strategies to comprehend
text.
LA 8.1.4 Fluency: Students will read a variety of grade level texts fluently with accuracy,
appropriate pace, phrasing, and expression.
8.1.4.a Incorporate elements of prosodic reading to communicate text
8.1.4.b Adjust oral or silent reading pace based on purpose, text difficulty, form, and style
8.1.4.c Recognize and represent writer’s tone and style while reading individually or in groups (e.g., choral
reading, reader’s theatre performances)
LA 8.1.5 Vocabulary: Students will build literary, general academic, and content specific grade
level vocabulary.
8.1.5.a Determine meaning of words through structural analysis, using knowledge of Greek, Latin, and
Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science,
mathematics, and social studies
8.1.5.b Relate new grade level vocabulary to prior knowledge and use in new situations.
8.1.5.c Select a context clue strategy to determine meaning of unknown word appropriate to text (e.g.,
restatement, example, gloss, annotation, sidebar)
8.1.5.d Analyze semantic relationships (e.g., figurative language, connotations, subtle distinctions)
8.1.5.e Determine meaning using print and digital reference materials
LA 8.1.6 Comprehension: Students will extract and construct meaning using prior knowledge,
applying text information, and monitoring comprehension while reading grade level text.
8.1.6.a Analyze the meaning, reliability, and validity of the text considering author's purpose, perspective,
and information from additional sources
8.1.6.b Identify and analyze elements of narrative text (e.g., character development, setting, plot
development, conflict, point of view, inferred and recurring themes)
8.1.6.c Analyze author’s use of literary devices (e.g., foreshadowing, personification, idiom, oxymoron,
hyperbole, flashback, suspense, symbolism, irony, transitional devices)
8.1.6.d Summarize, analyze, and synthesize informational text using main idea and supporting details
8.1.6.e Apply knowledge of organizational patterns found in informational text (e.g., sequence,
description, cause and effect, compare/contrast, fact/opinion, proposition/support)
8.1.6.f Analyze and evaluate information from text features (e.g., index, annotations, maps, charts, tables,
graphs, headings, subheadings, lists)
8.1.6.g Analyze and make inferences based on the characteristics of narrative and informational genres
8.1.6.h Analyze a variety of genres for the social, historical, cultural, and biographical influences
8.1.6.i Use narrative and informational text to develop a national and global multi-cultural perspective
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8.1.6.j Generate and/or answer literal, inferential, critical, and interpretive questions, analyzing and
synthesizing prior knowledge, information from the text and additional sources, to support answers
8.1.6.k Select text for a particular purpose (e.g., understand, interpret, enjoy, solve problems, form an
opinion, answer a specific question, discover models for own writing)
8.1.6.l Build and activate prior knowledge in order to clarify text, deepen understanding, and make
connections while reading
8.1.6.m Self-monitor comprehension for accuracy and understanding when errors detract from meaning
by applying appropriate strategies to self-correct
8.1.6.n Make complex or abstract inferences or predictions by synthesizing information while previewing
and reading text
8.1.6.o Respond to text verbally, in writing, or artistically
LA 8.2 Students will learn and apply writing skills and strategies to
communicate.
LA 8.2.1 Writing Process: Students will apply the writing process to plan, draft, revise, edit and
publish writing using correct spelling, grammar, punctuation, and other standard conventions
appropriate for grade level.
8.2.1.a Use prewriting activities and inquiry tools to generate and organize information, guide writing,
answer questions, and synthesize information
8.2.1.b Generate a draft by:
-Defining and stating a thesis
-Structuring ideas and arguments in an effective and sustained way, following an organizational
pattern appropriate to the purpose and intended audience
-Identifying and using parallelism to present items in a series and items juxtaposed for emphasis
8.2.1.c Revise to improve writing (e.g., quality of ideas, organization, sentence fluency, word choice,voice)
8.2.1.d Provide oral, written, and electronic feedback to other writers; utilize others’ feedback to improve
own writing
8.2.1.e Edit writing for format and conventions (e.g., spelling, capitalization, grammar, punctuation)
8.2.1.f Publish a legible document that applies formatting techniques to contribute to the readability and
impact of the document (e.g., fonts, spacing, highlighting, images, style conventions, manuscript
requirements)
LA 8.2.2 Writing Genres: Students will write for a variety of purposes and audiences in multiple
genres.
8.2.2.a Write in a variety of genres, considering purpose and audience
8.2.2.b Write considering typical characteristics of the selected genre (e.g., business letter, report, email,
class notes, research paper, play, web page/blog)
8.2.2.c Select and apply an organizational structure appropriate to the task (e.g., problem/solution,
persuasion)
8.2.2.d Analyze models and examples (own and others’) of various genres in order to create a similar
piece
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LA 8.3 Students will learn and apply speaking and listening skills and strategies
to communicate.
LA 8.3.1 Speaking Skills: Students will develop, apply, and refine speaking skills to communicate
key ideas in a variety of situations.
8.3.1.a Communicate ideas and information in a manner appropriate for the purpose and setting
8.3.1.b Demonstrate and adjust speaking techniques for a variety of purposes and situations
8.3.1.c Utilize available media to enhance communication
LA 8.3.2 Listening Skills: Students will develop, apply, and refine active listening skills across a
variety of situations.
8.3.2.a Apply listening skills needed for multiple situations and modalities (e.g., video, audio, distance,
one-to-one, group)
8.3.2.b Listen and ask questions concerning the speaker’s content, delivery and purpose.
8.3.2.c Listen to, analyze, and evaluate thoughts, ideas, and credibility of information being
communicated
LA 8.3.3 Reciprocal Communication: Students will develop, apply, and adapt reciprocal
communication skills.
8.3.3.a Demonstrate sensitivity to the use of words (e.g., stereotypes, connotations, subtleties of
language)
8.3.3.b Interact and collaborate with others in learning situations by contributing questions, information,
opinions, and ideas using a variety of media and formats
8.3.3.c Respect diverse perspectives while collaborating and participating as a member of the community
LA 8.4 Students will identify, locate, and evaluate information.
LA 8.4.1 Multiple Literacies: Students will research, synthesize, evaluate and communicate
information in a variety of media and formats (textual, visual, and digital).
8.4.1.a Select and use multiple resources to answer questions and support conclusions using valid
information (e.g., print, subscription databases, web resources)
8.4.1.b Demonstrate ethical and legal use of information by citing sources using prescribed formats and
tools (e.g., online citation assistance, publication guidelines)
8.4.1.c Practice safe and ethical behaviors when communicating and interacting with others (e.g., safe
information to share online, appropriate language use, utilize appropriate sites and materials, respect
diverse perspectives)
8.4.1.d While reading, listening, and viewing, evaluate the message for bias, commercialism and hidden
agendas (e.g., product placement, television ad, radio ad, movie, body image, sexism)
8.4.1.e Gather and share information and opinions as a result of communication with others
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High Achievement Outcomes and Components
Ninth – Twelfth Grades
Purpose: Students will learn and apply reading, writing, speaking and listening
skills and strategies to construct meaning. They will research, summarize and
communicate information in a variety of formats.
LA 12.1 Students will learn and apply reading skills and strategies to
comprehend text.
L.A.12.1.4: Students will read fluently with accuracy, appropriate pace, phrasing, and
expression from a variety of texts
12.1.4.a Recognize and practice elements of prosodic reading to reflect meaning of text (e.g., poetry
read at appropriate pace, conversational narrative, emphasis on key points of information)
12.1.14.b Adjust oral or silent reading pace based on purpose, text difficulty, form, and style
12.1.4.c Recognize and reflect writer’s tone and style while reading individually or in groups (e.g.,
change genre of text to perform orally)
LA 12.1.5: Students will build literary, general, academic, and content specific vocabulary
12.1.5.a Apply word structure elements, familiar words, knowledge of Greek, Latin, and Anglo Saxon
roots, suffixes, prefixes and word patterns to determine meanings
12.1.5.b Connect grade level vocabulary to prior knowledge for use in new situations
12.1.5.c Select and use context clues and text features to determine word meanings in a
variety of text structures (e.g., use dictionary or thesaurus, text clues, headings)
12.1.5.d Recognize semantic relationships (e.g., multiple meanings, metaphors, similes, idioms,
analogies) to evaluate, defend, and make judgments
12.1.5.e Determine meaning using print and digital reference materials
LA 12.1.6: Students will extract and construct meaning using prior knowledge, applying text
information, and monitoring comprehension while reading grade level text.
12.1.6.a Identify author’s purpose(s) (explain, entertain, inform, persuade) and recognize how
author perspective (beliefs, assumptions, biases) influences text
12.1.6.b Analyze and evaluate narrative text (e.g., characterization, setting, plot development,
conflict, inferred and recurring themes, point of view, tone, mood)
12.1.6.c Analyze the function and critique the effects of the author‘s use of stylistic and literary
devices (e.g., allusion, symbolism, irony, foreshadowing, flashback, metaphor, personification,
epiphany, oxymoron, dialect, tone, mood, transitional devices)
12.1.6.d Summarize and analyze the main idea of informational text using supporting details
12.1.6.e Recognize and use organizational patterns found in informational text to construct meaning
(e.g., sequence, description, cause and effect, compare/contrast, fact or opinion)
12.1.6.f Apply text features to evaluate information and gain to meaning from a text (e.g., index,
maps, charts, tables, graphs, headings, subheadings)
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12.1.6.g Analyze characteristics of narrative and informational genres providing evidence from the
text to support understanding
12.1.6.h Critique the effects of historical, cultural, political, and biographical influences in a variety
of genres
12.1.6.i Apply narrative and informational text to develop a national and global multi-cultural
perspective
12.1.6.j Develop literal, inferential, critical, interpretive questions; answer with support using prior
knowledge and literal and inferential information from the text and additional sources
12.1.6.k Identify a purpose for reading (information, pleasure, and understanding)
12.1.6.l Form, clarify, and/or confirm predictions before, during, and after reading
12.1.6.m Self-monitor comprehension by recognizing when meaning is disrupted and subsequently
use strategies to clarify, confirm, or correct.
12.1.6.n Generate complex or abstract inferences or predictions by synthesizing information while
previewing and reading text
12.1.6.o Respond to text orally, verbally or artistically
LA 12.2 Students will learn and apply writing skills and strategies to
communicate.
LA 12.2.1: Students will use the writing process to plan, draft, revise, edit, and publish while
using standard conventions.
12.2.1.a Apply prewriting techniques and tools to generate and organize information, to guide
writing and answer questions, and to synthesize information (e.g., sketching, brainstorming,
mapping, outlining, diagramming, free writing, graphic organizing)
12.2.1.b Generate a draft by utilizing the six-trait writing components
12.2.1.c Revise writing (e.g., ideas, organization, sentence fluency, word choice, voice)
12.2.1.d Provide oral, written or electronic feedback to other writers and utilize others’ feedback to
improve own writing
12.2.1.e Edit writing for format and conventions (e.g., spelling, capitalization, punctuation,
grammar)
12.2.1.f Publish (e.g., print or electronic publication) with a focus on readability
L.A.12.2.2: Students will write for a variety of purposes and audiences in multiple genres.
12.2.2.a Write in a variety of genres, considering purpose, audience, medium and available
technology
12.2.2.b Write to a specified audience considering interest, background knowledge and expectation
(e.g., a known or unknown individual, a business or organization)
12.2.2.c Select and use an organizational structure that will help readers understand information
presented and keep readers’ interest
12.2.2.d Analyze examples of various genres to create a similar piece
*** Examples of Genre: Essay, story, list, poem, instructions, letter, memo, note-taking, summary, response to
literature, research paper, interview, web page, play, book/film review, song, journal, job application, resume, news
article, email, poster, post-it-note, brochure, report consistent with professional standards
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***Examples of Organizational Structure: Description, sequence, cause and effect, problem/solution, compare and
contrast, persuasion
LA 12.3 Students will learn and apply speaking and listening skills and strategies
to communicate.
LA 12.3.1: Students will develop and apply speaking skills to communicate key ideas in a
variety of situations.
12.3.1.a Communicate ideas and information in a clear and concise manner
12.3.1.b Demonstrate speaking techniques for a variety of purposes and situations
12.3.1.c Utilize available media to enhance communication
LA 12.3.2: Students will develop and demonstrate active listening skills across a variety of
situations.
12.3.2.a Develop listening skills needed for multiple situations and modalities (e.g., listening via
video, audio, distance, one-to-one, group, live group)
12.3.2.b Respond to messages by expressing a point of view on the topic using questions, challenges
or affirmations
12.3.2.c Evaluate the clarity, quality, effectiveness of important points, arguments, evidence being
communicated
LA 12.3.3: Students will develop and apply reciprocal communication skills.
12.3.3.a Participate actively with others in learning situations by contributing questions,
information, opinions, and ideas (e.g., book share, literature circle, field trip share, cooperative
problem solving)
12.3.3.b Develop awareness of and sensitivity to the use of words in general as well as to a
particular audience (e.g., stereotypes, connotations, subtleties of language)
12.3.3.c Apply conversational strategies (e.g., face the speaker, listen while others are talking, gain
the floor, take turns talking, use eye contact, adjust tone, stay on topic, and recognize nonverbal
cues)
LA 12.4 Students will identify, locate, and evaluate information.
LA 12.4.1: Students will research, synthesize, evaluate and communicate information in a
variety of media and formats (textual, visual, and digital)
12.4.1.a Select, apply and evaluate multiple resources to answer guided questions (e.g., print,
subscription databases, and web resources)
12.4.1.b Demonstrate the ethical and legal use of information by citing sources using a prescribed
format (e.g., creating a simplified citation of information used)
12.4.1.c Practice safe and ethical behaviors when communicating and interacting with others (e.g.,
safe information to share online, appropriate sites and materials, respect for diverse perspectives)
12.4.1.d Engage in activities with learners from a variety of cultures through electronic means (e.g.,
email, podcasts, video chats, and audio capture of voice recording)
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12.4.1.e Evaluate the message for bias and commercialism (e.g., product placement, advertising,
body image)
12.4.1.f Gather and share information and opinions as a result of communication with others (e.g.,
video chat, audio chat, email, interview, podcast, multi-media presentation)
12.4.1.g Gather and share information by using social networks and information tools
(e.g., social bookmarking, online collaborative tools)