Kcs English Curriculum Outline: Iii. IV. V

KCS ENGLISH CURRICULUM OUTLINE
I. THEME AND OBJECTIVES
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II. CURRICULUM OUTLINES:

LOWER ELEMENTARY (1 & 2) MIDDLE ELEMENTARY (3 & 4) UPPER ELEMENTARY (5 & 6) ESSENTIAL SKILLS OUTLINE
(Middle through High School)
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JUNIOR HIGH SCHOOL (7 & 8) HIGH SCHOOL (9-12)
III. ASSESSMENT/GRADING POLICIES PER GRADE IV. RECOMMENDED TEXT BOOKS PER GRADE V. KCS CURRICULUM IMPLEMENTATION BY YEAR
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KCS ENGLISH CURRICULUM OUTLINE

THEME: In Genesis 1:3, God used the spoken word to create light where there was none before. Since we are made in Gods image, we seek to strive toward His creativity and excellence by using the language faculties He has given us, for His glory. GENERAL OBJECTIVES: Students studying English Language Arts at Kansai Christian School will grow intellectually by developing proficiency and artistry in the English language through reading, writing, speaking, listening, and studying literature and the principles of grammar. They will also increase their English vocabulary by learning to correctly use and spell new words. Moreover, they will develop essential research skills; they will gain the ability to gather information from various sources, organize and understand it, and present it in their own words. They will grow spiritually by learning to analyze, critique and appreciate literature from a Christian worldview. They will grow socially by honing their ability to listen carefully and communicate effectively and naturally through a variety of verbal and non-verbal means. SPECIFIC OBJECTIVES PER PHASE: ELEMENTARY PHASE: 1-2: o Reading Students should move past decoding of words to comprehension of text. They should acquire and use reading strategies, such as choosing books on an appropriate level, and thinking about what they are reading. o Language Students should understand divisions between words, sentences, and paragraphs, and begin learning about parts of speech (nouns, verbs). o Writing Students should be able to print neatly, write a summary, write 5-7 sentences on a topic in paragraph form, write drafts, and use a journal. o Speaking/Listening Students should master concepts of interpersonal and classroom communication, such as facing the speaker, following directions the first time, and raising a hand and speaking in turn. 3-4: o Reading Students should deepen their comprehension by digging into a text, and should be able to present the info they read. They should be able to choose books on their level. o Language Students should increase their mastery of parts of speech, gain practice in writing grammatical sentences, and understand subject-verb agreement. o Writing Students should learn cursive writing, gain practice in writing narrative stories, and write a five-paragraph essay by fourth grade. o Speaking/Listening Students should learn to speak up in class (rather than responding with nothing), practice memorizing and performing skits, and give 5-7 minute presentations to the class (often tied in to other subjects). 5-6: o Reading Students should be able to assimilate new information that they read, and present it in oral and written forms. o Language Students should be able to analyze a sentence for parts of speech, continue mastery of subject-verb agreement, and understand and use different kinds of phrases 2
Revised and Updated: May, 2009
3 correctly. o Writing Students should learn to paraphrase information, write and proofread a draft, write five-paragraph essays with bibliographies and write quickly (250 words/10 minutes). o Speaking/Listening Students should work on expressing their feelings, opinions and ideas without getting irate, reaching compromise in a group setting, and following multiple complex directions. JUNIOR HIGH SCHOOL PHASE: 7-8: o Reading Students should develop higher level thinking skills, such as comparing and contrasting two texts, and drawing a conclusion from a text with evidence to support it. o Language Students should continue working with parts of speech, and should deepen their understanding of grammatical sentence structure to include clauses and correct punctuation (end marks, commas). o Writing Students should learn pre-writing skills, write two-page essays, response papers, and creative narratives, and should increase their writing speed (400 words/10 minutes). o Speaking/Listening Students should be able to respond to a presentation with thoughtful questions at the end, use an appropriate tone of voice for the setting, express both sides of an issue, and deliver a researched informative speech. : HIGH SCHOOL PHASE: 9-10: o Reading Students should be able to identify and analyze the use of literary techniques in prose and poetry, and should begin reading texts on a deeper level, looking beyond plot for symbol, etc. o Language Students should deepen their understanding of various types of phrases and clauses, and practice identifying them and using them in their own writing. o Writing Students should learn how to use footnotes to cite their sources in-text, and should be able to write a well-structured essay, four pages in length. o Speaking/Listening Students should be able to deliver a persuasive speech, and critique the presentations of others in a fair, constructive way. 11-12: o Reading Students should continue digging deeper into texts, and in the final grades should be able to place texts in their historical and geographical context, connecting their themes to the time and place they were written. o Language Students should broaden their understanding of grammar to include basic cross-linguistic understanding of sounds (phonetics and phonology) and sentence structure (syntax). o Writing Students should continue writing medium-length papers with in-text citations, and should work on the concept of developing a novel, arguable thesis for their papers, and defending that thesis with strong evidence from the text. o Speaking/Listening Students should have opportunities to try out more types of formal communication, such as debate, oral interpretation of a text, impromptu speaking, etc. They should continue to critique these performances.
4 ASSESSMENT: (See specific grading policies at end of document.) Reading: Comprehension tests, book reports, worksheets, response papers, summaries, summer reading program, Reading Buddies (the reading buddies program should be more goal-oriented, with a joint final presentation, to increase student priority) Writing: Worksheets, writing projects (journals, creative work, book reports, research papers, etc.) Speaking: Debate, speeches, oral reports, shared reading, discussion participation, group work Listening: Following oral instructions, debate, listening exercises (summarizing, etc.) Studying literature: Formal papers, discussion, essay tests, graphic organizers, answering questions, oral comprehension quizzes Vocabulary: Spelling tests, vocabulary quizzes, sentence writing Research skills: Research reports DIFFERENTIATION: Second-language learners, incoming first graders and others recommended by a teacher will be urged to attend summer school and participate in the summer reading program. IDEAS FOR CO-CURRICULAR EVENTS: Poetry Day an event when students of all ages can make their poetry available for their peers and families to browse Reading Camp an evening or overnight event geared towards group enjoyment of books Reading Buddies older students read to younger students
KCS Language Arts/English Department Standards for GRADE 1 & 2

By the end of First Grade the student should: 1. Print conventions*understand that text moves from line to line, or return sweep *understand meaning of boldface, italic and all-caps style *identify and understand punctuation- exclamation point, comma, quotation marks, periods, and question marks *read with voice-print match *identify all upper and lower-case letters. 2. Word Recognition*develop sound/symbol cuing strategies, meaning, structure, and visual cues *begin to apply strategies to three cueing systems and learn sight vocabulary *attend more to text than to pictures *apply knowledge of initial, final, along with short, long, and r-controlled vowels *segment words into sounds and distinguish sounds into words *self-correct errors as they read; begin to read the text with fluency, including expression. 3. Comprehension*rely on meaning of topic as they read to keep reading meaningful *able to retell and summarize reading *complete cloze activities *develop an understanding of text structure, such as sequence and description *begin to identify story elements, like problem and resolution *understand difference between fiction and non-fiction *understand difference between genres, such as biographies, folk tales, fairy tales, informational articles, and poetry; utilize silent reading *see following pages. 4. Writing*write simple sentences using appropriate capitalization and punctuation *write all upper and lower-case letters *write simple stories, letters, and other works of several sentences (at least five) *respond to a writing prompt, but not always include complete details *use knowledge of phonics to spell words, but also know conventional spelling words By the end of Second Grade the student should: 1. Print convention*understand different text formats and graphics *use and interpret graphs, graphic organizers, picture captions, indexes, the table of contents, and glossaries 2. Word Recognition*Achieve oral fluency *read much of their text silently *integrate and apply meaning, structure, and visual cueing strategies *learn vocabulary from their reading *understand the meaning of affixes and how they can change root words
6 3. Comprehension*Develop an understanding of elements: title, author, genre, plot, climax, characters, and problem/solution *understand some elements of nonfiction: format, content, graphics *develop an understanding of fact versus opinion *develop an understanding of text structures, time order, description, compare/contrast, cause/effect, and problem/solution *understand how to use text and own experiences to make connections *begin to interpret or make connections with the text read and infer *identify authors purpose for writing *identify main ideas *recall details of the text 4. Writing*Attempt to organize writing and develop it more fully *use more complex and varied sentence structures *add details or words (adjectives, adverbs) to write more vividly *use conventional spelling, with invented spelling for difficult words *proofread for simple sentences, such as capitals at the beginning, proper nouns, and ending punctuation
In addition, the KCS first or second grade student should be able to *Use information to form questions and verify predictions *Identify important themes and topics *Make comparisons across reading selections *Summarize content of reading material using text organization (story, sequence) *Identify how authors and illustrators express their ideas in text and graphics (dialogue, conflict, shape, color, characters) *Use information presented in simple tables, maps, and charts to form an interpretation *Respond to literary materials by connecting them to their own experience and communicate those responses to others (i.e., schema, making connections, drawing mental images, etc..) *Identify questions and gather information *Locate information using a variety of resources *Select and organize information from various sources for a specific purpose *Cite sources used *Write letters, reports and stories based on acquired information
Grade 3 & 4 English-language arts Grade 3 Outline:

Spelling Short Vowel Sounds Spelling *to spell words that demonstrate these sound letter relationships: /a/a,/e/e,/i/i,/o/o,/u/u. *to form the plurals of nouns. *to build words using phonograms and initial consonant substitutions. Reading *to follow written directions *to use context clues to complete sentences given spelling words. Writing *to write a post card *to proofread for spelling, capitalization, and punctuation Listening *to listen for consonant and short vowel sounds in words. *to follow oral directions Speaking *to present rhymes to the class *to respond to questions Vowel Sounds Spelling *Recognize homophones *spell words given dictionary pronunciations *recognize the relationship between the present and past form of irregular verbs Reading *use the dictionary as a key to pronunciation Writing *write rhyming sentences Listening *appreciate sound devices of rhythm and rhyming *Listen to identify words with the long vowel sound
Speaking *contribute ideas and information in group discussions Double Letters Spelling * spell words that demonstrate soundletter relationships * form new words by changing letters in given words * use the dictionary to check alphabetical order Reading * follow written directions * read a class mates story * write legible manuscript and cursive letters Listening * listen for letter-sound clues when writing words * listen for rhyming words * follow oral directions Speaking * respond questions * present a story to a class * express feelings and ideas about a piece of writing Verbs Spelling *to spell words in which the final consonant letter is doubled before ed or ing is added. * spell base forms and inflected forms of verbs Reading *follow written directions *use context clues to complete sentences given spelling words *read a paragraph written by a classmate *recognize that some words can function as nouns or verbs
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*use a dictionary for word meaning Writing *write a paragraph using many verbs Listening *Listen to identify words in which the final consonant letter is doubled before ed or ing is added *to follow oral directions Speaking *respond to a question *speak clearly to a group *express feelings and ideas about a piece of writing *present a how-to paragraph Consonant Clusters Spelling *Spell words that have consonant clusters in *Combine initial consonant clusters and phonograms to spell words *add ed to verbs to tell what already happened *spell new words by changing one letter in a given word Reading *follow written directions *use context clues to complete sentences given spelling words *use a dictionary to locate information *use a dictionary for word meaning Writing *write a mystery story *proofread for spelling, capitalization, and punctuation Listening *follow oral directions *listen for letter-sound clues when writing *listen to words for consonant sounds Speaking *present a story to a class *Express feelings and ideas about a piece of writing Plurals
Spelling *spell plural nouns formed by adding s and es *spell plurals formed by adding s or by changing y to i and adding es Reading *read a friendly letter *use context clues to complete sentences, given spelling words Writing *write a friendly letter *write legible manuscript and cursive letters Listening *listen for vowel sounds in words *follow oral directions *listen to identify the difference between singular and plural nouns in sentence context Speaking *contribute ideas and information in group discussions *present a report to the class The Sound /j/ /k/ /s/ Spelling *make a word chain using spelling words Reading *Arrange given words in sentence order *Use context clues to complete sentences given spelling words *read a how-to paragraph Writing *write a how-to paragraph *write legible manuscript and cursive letters Verbs That End with e Spelling *spell base forms and inflected forms of verbs that end with e Reading *follow written directions *use the dictionary to locate information
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*use the dictionary for word meaning Writing *Write an invitation Listening *follow oral directions *listen to identify nouns and their meaning in a sentence *listen to identify verbs with inflected forms Speaking *speak clearly to a group *use visual aids in making oral presentations *read aloud a written invitation Compound Words Spelling *spell compound words *alphabetize Reading *follow written directions *recognize consonant clusters *use a dictionary for word meaning Writing *write a news story *proofread for spelling, capitalization, and punctuation Listening *listen to identify rhyming words *listen to identify words as compounds or as two words in sentence context Speaking *present a news story Contractions Spelling *spell contractions *recognize the function of the apostrophe in contractions *spell words that are parts of known contractions Reading *use context clues for word identification Writing *write a letter *write legible manuscript and cursive
letters Listening *listen to determine if a contraction fits in a given sentence * to follow oral directions Silent Letters Spelling *spell words with silent letters Reading *recognize that given words function as verbs or nouns *recognize the function of guide words in a dictionary *recognize verb tenses *use a dictionary for word meanings Writing *write a short story Listening *listen to identify a word as noun or verb in sentence context *identify silent letters in words read aloud Speaking *speak clearly to a group *contribute ideas and information in group discussions Homophones Spelling *spell homophones *spell pairs of homophones given pronunciations Reading *understand the meaning of homophones in sentence context *use a dictionary as a key to pronunciation Writing *write signs *proofread for spelling, capitalization, and punctuation The Sounds /ou/ and /oi/ Spelling * review plural nouns formed by adding s.
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*spell words that demonstrate these sound-letter relationships: /ou/ ou, /oi/, oi, oy. Reading *identify the appropriate meaning of a word with multiple meanings using sentence context. *follow written directions Writing * write how-to paragraph Listening *Listen to identify the vowel sounds /ou/ and /oi/ in words *follow oral directions Speaking *express feelings and ideas about a piece of writing Words with ou and ough Spelling *spell words with similar patterns but different vowel sounds Reading *identify rhyming words *use context clues for word identification *use a dictionary to locate information Writing *write a short paragraph Listening *listen to identify the relationship between sounds and letters *follow oral directions Speaking *speak clearly to a group *present a story *respond to a question Syllable Patterns Spelling *spell words that have the VC/CV syllable pattern Reading *recognize accented syllables given dictionary pronunciations *use a dictionary as a key to pronunciation
Writing *write legible manuscript and cursive letters Listening *listen to recognize how words can be divided into syllables Penmanship Write legibly in cursive, allowing margins and correct spacing between letters in a word and words in a sentence Grammar * sentences * subject/nouns * predicate/verbs *simple and compound sentences *singular and plural nouns * possessive nouns * action verbs and the verb be * main verb and helping verb * present-tense verbs *past-tense and future tense verbs * irregular verbs * pronouns * subject and object pronouns * adjectives *adverbs* negatives * quotation marks *titles *commas Reading *read and understand grad-levelappropriate material *read and understand ESL-level appropriate material *read many short stories to be able to - use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text - use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words -use sentence and word context to find the meaning of unknown words -use knowledge of prefixes and suffixes to determine the meaning of
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words -recall major points in the text and make and modify predictions about forthcoming information -distinguish the main idea and supporting details -follow simple multiple-step written instructions -distinguish common forms of
literature -comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables -determine what characters are like by what they say or do and by how the author or illustrator portrays them -identify the speaker or narrator in a selection
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Grade 4 English-language arts

Spelling Vowel Sounds Spelling *to recognize that consonant and vowel letters between the slanted lines / / represent sounds. *to alphabetize words *to use dictionary guide words Reading *to follow written directions *to use context clues to complete sentences with given spelling words. *to use a thesaurus to locate information Writing *to write a journal entry *to proofread for spelling, capitalization, and punctuation *to write legible cursive letters Listening *to listen to identify words with initial consonant clusters *to listen to identify rhyming words. *to follow oral directions *to listen to identify words with short vowel sounds Speaking *to respond to a question *to contribute ideas and information in group discussions Long Vowel Sounds Spelling *to recognize homophones *to spell words that can function as nouns and verbs *to review alphabetical order and consonant clusters * to spell inflected forms of verbs *to use the parts of a dictionary entry. Reading *to follow written directions *to use context clues to complete
sentences with given spelling words *to use the dictionary to identify multiple meanings *to use dictionary to locate information Writing *to write a first paragraph for a news story *to proofread for spelling, capitalization, and punctuation *to write legible cursive letters *to write a journal entry Listening *to follow a series of oral directions Speaking *to respond to a question *to contribute ideas and information in group discussions Words with ed and ing Spelling *to spell inflected forms of verbs *to identify words with initial and final consonant clusters Reading *to follow written directions *to use a dictionary to locate inflected forms of verbs Writing *to write a silly tale *to use the writing process Listening *to follow a series of oral directions Speaking *to respond to a question *to contribute ideas and information in group discussions The Sounds /k/,/f/,/z/,/s/,/j/ Spelling *to spell inflected forms of verbs *to recognize accented syllables in pronunciations *to review alphabetical order *to identify synonyms *to identify homophones
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Reading *to follow written directions *to use context clues to complete sentences with spelling words *to use dictionary to locate information Writing *to write a thank-you note *to write a mystery story *to use context clues to complete sentences with spelling words *to write legible cursive letters Listening *to follow a series of oral directions Speaking *to respond to a question *to contribute ideas and information in group discussions Double Letters Spelling *to spell words with double consonant letters *to form noun plurals by adding s, es and changing y to i before adding es *to recognize that double consonant letters stand for single consonant sounds Reading *to follow written directions *to use context clues to complete sentences with spelling words *to use a dictionary to locate information Writing *to write a descriptive paragraph *to use the writing process *to proofread for spelling, capitalization, and punctuation *to write legible cursive letters Listening *to follow a series of oral directions Speaking *to respond to a question *to contribute ideas and information in group discussions
Abbreviations Spelling *to spell abbreviations in addresses *to use capital letters and periods in abbreviations Reading *to follow written directions Writing *to address an envelope using abbreviations *to proofread for spelling, capitalization, and punctuation Listening *to follow a series of oral directions Speaking *to respond to a question *to contribute ideas and information in group discussions Consonant Digraphs Spelling *to review rhyming words *to recognize homophones Reading *to follow written directions *to use context clues to complete a paragraph with spelling words *to use a dictionary to locate information Writing *to write a poem *to write legible cursive letters Listening *to follow a series of oral directions Speaking *to respond to a question *to contribute ideas and information in group discussions Adding ed , ing, er, est Spelling *to spell inflected forms of verbs and adjectives *to add inflected endings to adjectives Reading *to follow written directions *to use context clues to complete
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sentences with spelling words *to use a dictionary to locate information Writing *to write a descriptive paragraph *to write legible cursive letters Listening *to follow a series of oral directions Speaking *to respond to a question *to contribute ideas and information in group discussions Special Days and Holidays Spelling *to spell the names of holidays *to spell holiday-related words Reading *to use a dictionary to locate information Writing *to write a letter *to write legible cursive letters Listening *to follow a series of oral directions Speaking *to respond to a question *to contribute ideas and information in group discussions The sounds /oi/ and /ou/ Spelling *to identify synonyms Reading *to follow written directions Writing *to write a how-to paragraph *to use the writing process *to write legible cursive letters Listening *to follow a series of oral directions Speaking *to respond to a question *to contribute ideas and information in group discussions Contractions/Possessives Spelling
*to spell contractions and possessives *to identify the functions of its and its Reading *to follow written directions *to use context clues to complete sentences with spelling words *to use dictionary entries for contractions Writing *to write a book report *to write legible cursive letters Listening *to follow a series of oral directions Speaking *to respond to a question Science Words Spelling *to spell science words *to identify the number of syllables in words Reading *to follow written directions Writing *to write an explanatory paragraph *to proofread for spelling, capitalization, and punctuation Listening *to follow a series of oral directions Speaking *to respond to a question *to contribute ideas and information in group discussions Compound Words Spelling *to spell compound words *to spell everyday and every day in sentences *to identify abbreviations in dictionary entries Reading *to follow written directions *to use context clues to complete sentences with spelling words
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*to use a dictionary to locate information Writing *to write directions *to write legible cursive letters Listening *to follow a series of oral directions Speaking *to respond to a question Syllable Patterns Spelling * to spell and syllabicate compound words and words with the vc/cv pattern *to identify antonym pairs *to review alphabetical order * to write singular and plural nouns Reading *to follow written directions *to use context clues to complete sentences with spelling words Writing *to write a short research report * to write a thank-you note *to use the writing process Listening *to follow a series of oral directions Speaking *to respond to a question Prefixes Spelling *to spell words with these prefixes: un-, re-, mis* to add prefixes to base words Reading *to follow written directions Writing *to write a journal entry *to proofread for spelling, capitalization, and punctuation *to write a legible cursive letters Listening *to follow a series of oral directions Speaking *to respond to a question
*to contribute ideas and information in group discussions Suffixes Spelling *to spell words with these suffixes:-y,ly,-ful,-er, -ist, -ing, -ment *to spell comparative and superlative forms of adjectives *to identify adverbs * to spell words that can function as nouns and verbs Reading *to follow written directions *to use context clues to complete sentences with spelling words *to use the dictionary to locate inflected forms of adjectives Writing *to write a descriptive paragraph *to write a news story *to write legible cursive letters Listening *to follow series of oral directions Speaking *to respond to a question Three-Syllable Words Spelling *to spell three-syllable words *to add noun-forming suffixes to verbs Reading *to follow written directions *to use a dictionary pronunciation key Writing *to write an advertisement *to proofread for spelling, capitalization, and punctuation Listening *to follow a series of oral directions Penmanship Write fluidly and legibly in cursive Grammar *sentence *subject/nouns *predicate/verbs *simple and
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compound sentences *singular and plural nouns *possessive nouns *action verbs and the verb be * main verb and helping verb *present-tense verbs *past-tense verbs and future-tense verbs *irregular verbs *pronouns *subject and object pronouns *adjectives * adverbs * negatives *quotation marks *titles *commas Reading *Read and understand grade-levelappropriate material *Read and understand ESL-levelappropriate material *Read many short stories to be able to -know derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases -use knowledge of root words to determine the meaning of unknown
words within a passage -to distinguish and interpret words with multiple meanings -to make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues. -to distinguish between cause and effect and between fact and opinion in expository text. -to follow multiple-step instructions in a basic technical manual -to identify the main events of the plot, their causes, and the influence of each event on future actions -to use knowledge of the situation and setting and of a characters traits and motivations to determine the causes for that characters actions
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Grade Five
English-language Arts Content Standards.
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Word Recognition Vocabulary and Concept Development 1.1 Read aloud narrative and expository text fluently and accurately and 1.2 Use word origins to determine the meaning of with appropriate pacing, intonation, and expression. unknown words. 1.3 Understand and explain frequently used synonyms, antonyms, and homographs. 1.4 Know abstract, derived roots and affixes from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., controversial). 1.5 Understand and explain the figurative and metaphorical use of words in context.
Grade Five:
2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-levelappropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade five, students make progress toward this goal. Expository Critique Structural Features of Informational Materials Comprehension and Analysis of 2.5 Distinguish facts, supported 2.1 Understand how text features (e.g., format, Grade-Level-Appropriate Text inferences, and opinions in text. graphics, sequence, diagrams, illustrations, 2.3 Discern main ideas and concepts charts, maps) make information accessible and presented in texts, identifying and usable. assessing evidence that supports 2.2 Analyze text that is organized in sequential those ideas. or chronological order. 2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge. 3.0 Literary Response and Analysis Students read and respond to historically or culturally significant works of literature. They begin to find ways to clarify the ideas and make connections between literary works. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students.
Structural Features of Literature 3.1 Identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose.
Narrative Analysis of Grade-Level-Appropriate Text 3.2 Identify the main problem or conflict of the plot and explain how it is resolved. 3.3 Contrast the actions, motives (e.g., loyalty, selfishness, conscientiousness), and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme. 3.4 Understand that theme refers to the meaning or moral of a selection and recognize themes (whether implied or stated directly) in sample works. 3.5 Describe the function and effect of common literary devices (e.g., imagery, metaphor, symbolism).
Literary Criticism 3.6 Evaluate the meaning of archetypal patterns and symbols that are found in myth and tradition by using literature from different eras and cultures. 3.7 Evaluate the author's use of various techniques (e.g., appeal of characters in a picture book, logic and credibility of plots and settings, use of figurative language) to influence readers' perspectives.
Grade Five: Writing

1.0 Writing Strategies Students write clear, coherent, and focused essays. The writing exhibits the students' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus Research and Technology Evaluation and Revision 1.1 Create multiple-paragraph narrative compositions: 1.3 Use organizational features of printed text (e.g., 1.6 Edit and revise citations, end notes, bibliographic references) to locate manuscripts to improve the relevant information. meaning and focus of a. Establish and develop a situation or plot. 1.4 Create simple documents by using electronic media writing by adding, deleting, b. Describe the setting. and employing organizational features (e.g., passwords, consolidating, clarifying, c. Present an ending. entry and pull-down menus, word searches, a thesaurus, and rearranging words and spell checks). sentences. 1.2 Create multiple-paragraph expository compositions: 1.5 Use a thesaurus to identify alternative word choices and meanings. a. Establish a topic, important ideas, or events in sequence or chronological order. b. Provide details and transitional expressions that link one paragraph to another in a clear line of
thought. c. Offer a concluding paragraph that summarizes important ideas and details. 2.0 Writing Applications (Genres and Their Characteristics) Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. Using the writing strategies of grade five outlined in Writing Standard 1.0, students: 2.1 Write narratives: 2.2 Write responses to literature: 2.3 Write research reports about 2.4 Write persuasive letters or compositions: important ideas, issues, or events by using the following a. Establish a plot, a. Demonstrate an a. State a clear position in support of a guidelines: point of view, understanding of a proposal. setting, and literary work. b. Support a position with relevant conflict. a. Frame questions that b. Support judgments evidence. direct the investigation. through references to the c. Follow a simple organizational b. Show, rather than text and to prior b. Establish a controlling pattern. tell, the events of knowledge. idea or topic. the story. c. Develop interpretations d. Address reader concerns. c. Develop the topic with that exhibit careful simple facts, details, reading and examples, and understanding. explanations.
Grade Five Written and Oral English Language Conventions

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills. 1.0 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure Grammar Punctuation Capitalizatio 1.1 Identify and 1.2 Identify and correctly use verbs 1.3 Use a colon to n correctly use that are often misused (e.g., lie/ lay, separate hours and 1.4 Use prepositional phrases, sit/ set, rise/ raise), modifiers, and minutes and to introduce correct appositives, and pronouns. a list; use quotation capitalizat independent and marks around the exact ion. dependent clauses; use words of a speaker and transitions and titles of poems, songs, conjunctions to connect short stories, and so ideas. forth.
Spelling 1.5 Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.
Listening and Speaking

1.0 Listening and Speaking Strategies Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Comprehension Organization and Delivery of Oral Analysis and Evaluation of Oral and Media 1.1 Ask questions that seek information not already Communication Communications discussed. 1.4 Select a focus, organizational 1.7 Identify, analyze, and critique persuasive 1.2 Interpret a speaker's verbal and nonverbal messages, structure, and point of view for an techniques (e.g., promises, dares, flattery, purposes, and perspectives. oral presentation. glittering generalities); identify logical fallacies 1.3 Make inferences or draw conclusions based on an 1.5 Clarify and support spoken ideas used in oral presentations and media messages.
oral report.
with evidence and examples. 1.6 Engage the audience with appropriate verbal cues, facial expressions, and gestures.
1.8 Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.
2.0 Speaking Applications (Genres and Their Characteristics) Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. Using the speaking strategies of grade five outlined in Listening and Speaking Standard 1.0, students: 2.1 Deliver narrative presentations: 2.2 Deliver informative presentations about an 2.3 Deliver oral responses to literature: important idea, issue, or event by the following means: a. Establish a situation, plot, point of view, a. Summarize significant events and and setting with descriptive words and details. phrases. a. Frame questions to direct the b. Articulate an understanding of several investigation. b. Show, rather than tell, the listener what ideas or images communicated by the happens. b. Establish a controlling idea or topic. literary work. c. Develop the topic with simple facts, details, examples, and explanations. c. Use examples or textual evidence from the work to support conclusions.
Grade Six
English-language Arts Content Standards.
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Word Recognition Vocabulary and Concept Development 1.1 Read aloud narrative and expository text fluently and accurately and 1.2 Identify and interpret figurative language and words with multiple with appropriate pacing, intonation, and expression. meanings. 1.3 Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing. 1.4 Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning. 1.5 Understand and explain "shades of meaning" in related words (e.g., softly and quietly). 2.0 Reading Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-levelappropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade six, students continue to make progress toward this goal. Structural Features of Informational Comprehension and Analysis of Grade-LevelExpository Critique Materials Appropriate Text 2.6 Determine the adequacy and appropriateness 2.1 Identify the structural features of 2.3 Connect and clarify main ideas by identifying of the evidence for an author's conclusions.
popular media (e.g., newspapers, magazines, online information) and use the features to obtain information. 2.2 Analyze text that uses the compareand-contrast organizational pattern.
their relationships to other sources and related topics. 2.7 Make reasonable assertions about a text through accurate, supporting citations. 2.4 Clarify an understanding of texts by creating 2.8 Note instances of unsupported inferences, outlines, logical notes, summaries, or reports. fallacious reasoning, persuasion, and propaganda 2.5 Follow multiple-step instructions for preparing in text. applications (e.g., for a public library card, bank savings account, sports club, league membership).
3.0 Literary Response and Analysis Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. Structural Features of Literature Narrative Analysis of Grade-Level-Appropriate Text Literary Criticism 3.1 Identify the forms of fiction and 3.2 Analyze the effect of the qualities of the 3.8 Critique the credibility of characterization describe the major characteristics of character (e.g., courage or cowardice, ambition or and the degree to which a plot is contrived or each form. laziness) on the plot and the resolution of the realistic (e.g., compare use of fact and fantasy in conflict. historical fiction). 3.3 Analyze the influence of setting on the problem and its resolution. 3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme. 3.5 Identify the speaker and recognize the difference between first-and third-person narration (e.g., autobiography compared with biography). 3.6 Identify and analyze features of themes conveyed through characters, actions, and images. 3.7 Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in a variety of fictional and nonfictional texts.
Grade Six :Writing

1.0 Writing Strategies Students write clear, coherent, and focused essays. The writing exhibits students' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus Research and Technology Evaluation and Revision 1.1 Choose the form of writing (e.g., personal letter, letter 1.4 Use organizational features of electronic text 1.6 Revise writing to improve to the editor, review, poem, report, narrative) that best (e.g., bulletin boards, databases, keyword searches, the organization and suits the intended purpose. e-mail addresses) to locate information. consistency of ideas within and 1.5 Compose documents with appropriate between paragraphs. 1.2 Create multiple-paragraph expository compositions: formatting by using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation). a. Engage the interest of the reader and state a clear purpose. b. Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader. c. Conclude with a detailed summary linked to the purpose of the composition. 1.3 Use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climactic order. 2.0 Writing Applications (Genres and Their Characteristics) Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
Using the writing strategies of grade six outlined in Writing Standard 1.0, students: 2.1 Write narratives: 2.2 Write expository 2.3 Write research 2.4 Write responses to compositions (e.g., reports: literature: description, a. Establish and explanation, develop a plot a. Pose relevant a. Develop an comparison and and setting and questions with a interpretation contrast, problem and present a point scope narrow exhibiting careful solution): of view that is enough to be reading, appropriate to thoroughly understanding, the stories. a. State the thesis covered. and insight. or purpose. b. Include sensory b. Support the main b. Organize the details and b. Explain the idea or ideas with interpretation concrete situation. facts, details, around several language to examples, and clear ideas, c. Follow an develop plot and explanations from premises, or organizational character. multiple images. pattern authoritative appropriate to sources (e.g., c. Use a range of c. Develop and the type of speakers, narrative devices justify the composition. periodicals, (e.g., dialogue, interpretation online suspense). through sustained d. Offer persuasive information use of examples evidence to searches). and textual validate evidence. arguments and c. Include a conclusions as bibliography. needed.
2.5 Write persuasive compositions: a. State a clear position on a proposition or proposal. b. Support the position with organized and relevant evidence. c. Anticipate and address reader concerns and counterarguments.
Grade Six : Written and Oral English Language Conventions

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills. 1.0 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure 1.1 Use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts. Grammar 1.2 Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects. Punctuation Capitalization 1.3 Use colons after 1.4 Use correct the salutation in capitalization. business letters, semicolons to connect independent clauses, and commas when linking two clauses with a conjunction in compound sentences. Spelling 1.5 Spell frequently misspelled words correctly (e.g., their, they're, there).
Grade Six: Listening and Speaking

1.0 Listening and Speaking Strategies Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Comprehension Organization and Delivery of Oral Communication Analysis and Evaluation of Oral and 1.1 Relate the speaker's verbal communication 1.4 Select a focus, an organizational structure, and a Media Communications (e.g., word choice, pitch, feeling, tone) to the point of view, matching the purpose, message, 1.8 Analyze the use of rhetorical nonverbal message (e.g., posture, gesture). occasion, and vocal modulation to the audience. devices (e.g., cadence, repetitive 1.2 Identify the tone, mood, and emotion conveyed 1.5 Emphasize salient points to assist the listener in patterns, use of onomatopoeia) for in the oral communication. following the main ideas and concepts. intent and effect. 1.3 Restate and execute multiple-step oral 1.6 Support opinions with detailed evidence and with 1.9 Identify persuasive and
instructions and directions.
visual or media displays that use appropriate technology. 1.7 Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention.
propaganda techniques used in television and identify false and misleading information.
2.0 Speaking Applications (Genres and Their Characteristics) Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. Using the speaking strategies of grade six outlined in Listening and Speaking Standard 1.0, students: 2.1 Deliver narrative 2.2 Deliver informative 2.3 Deliver oral responses 2.4 Deliver persuasive 2.5 Deliver presentations presentations: presentations: to literature: presentations: on problems and solutions: a. Establish a context, plot, and point of view. b. Include sensory details and concrete language to develop the plot and character. c. Use a range of narrative devices (e.g., dialogue, tension, or suspense). a. Pose relevant questions sufficiently limited in scope to be completely and thoroughly answered. b. Develop the topic with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information). a. Develop an interpretation exhibiting careful reading, understanding, and insight. b. Organize the selected interpretation around several clear ideas, premises, or images. c. Develop and justify the selected interpretation through sustained use of examples and textual evidence. a. Provide a clear statement of the position. b. Include relevant evidence. c. Offer a logical sequence of information. d. Engage the listener and foster acceptance of the proposition or proposal. a. Theorize on the causes and effects of each problem and establish connections between the defined problem and at least one solution. b. Offer persuasive evidence to validate the definition of the problem and the proposed solutions.
ESSENTIAL SKILLS: WRITING

As a result of their schooling, students should be able to:
MIDDLE SCHOOL Write compositions that contain complete sentences and effective paragraphs. Be familiar with grammar rules and usage. LOWER HIGH SCHOOL Use standard English to edit documents for clarity. (e.g. subject/verb agreement, adverb/adjective agreement, verb tense) Proofread for spelling, capitalization, and punctuation. Review basic concepts of grammar. Produce documents that exhibit a range of writing techniques. (e.g. narrative, essay, fiction, non-fiction, poetry, research paper, descriptive, evaluative, outlining, creative writing, compare/contrast) Write a research paper (10 pages) using a standard manual of style. Evaluate written work for its effectiveness and make recommendations for its improvement. Design and produce reports, utilizing multimedia to evaluate books read, incorporating literary elements. UPPER HIGH SCHOOL Produce grammatically correct documents for a variety of purposes.
Produce documents that exhibit focus, organization, and coherence. (e.g. creative writing, research paper, essays, poetry) Edit and revise for clarity. Write a research paper. (5 pages) Regularly report on books read, incorporating knowledge of literary elements. Design and produce reports, utilizing multi-media to evaluate books read.
Continue from Lower High School list Using contemporary technology, produce documents of publication quality for specific purposes and audiences.
READING: ESSENTIAL SKILLS

MIDDLE SCHOOL
Fiction Non-fiction Various genres Poetry
LOWER HIGH SCHOOL

Non-fiction Fiction British Literature/American Literature World Literature Short stories Plays Essays Poetry Novel (at least one novel study per year)
UPPER HIGH SCHOOL Continue from Lower High School list (at least one novel study per year)
(at least one novel study per year)
Be familiar with various literary elements found in reading.
Analyze and evaluate effective use of literary techniques. Describe relationships between authors style, literary form, and intended effect on reader.
Identify text structure and create a visual representation. (e.g. graphic organizers, outline, drawing) Make predictions, check for understanding, and relate reading to information from other sources. Read age-appropriate material with fluency and accuracy.
Preview reading materials Clarify meaning Analyze themes and coherence Relate reading to prior knowledge and experience. Read age-appropriate material with accuracy and fluency.
Compare and evaluate various genres according to literary devices. (e.g. alliteration, allusion, climax, theme, point of view, flashbacks, stream of consciousness) Compare and evaluate relationships between literary devices. Relate reading to prior knowledge and experience. Read age-appropriate material with fluency and accuracy.
SPEAKING AND LISTENING: ESSENTIAL SKILLS

MIDDLE SCHOOL Demonstrate ways that listening attentively can improve comprehension. (e.g. Ask probing questions, provide feedback to a speaker, summarize and paraphrase spoken messages.) Compare a speakers verbal and nonverbal messages. Restate and carry out multi-step oral instructions. Identify barriers to effective listening. (e.g. noise, speaker credibility, environmental distractions) LOWER HIGH SCHOOL Apply listening skills as individuals and members of a group in a variety of settings. (e.g. lectures, discussions, conversations, team projects, presentations, and interviews) Apply listening skills in practical settings. (e.g. note taking, inter-personal conflict situations, giving and receiving directions, and evaluating persuasive messages) Follow complex oral instructions. Demonstrate understanding of the relationship of verbal and non-verbal messages. Deliver planned informative and persuasive oral presentations using visual aids and contemporary technology, as individuals or members of a group. Demonstrate organization, clarity,and credibility in oral presentations. Participate in at least one debate using formal debate style. Implement learned strategies to selfmonitor communication anxiety and apprehension. Use verbal and non-verbal strategies to maintain communication. UPPER HIGH SCHOOL Use criteria to evaluate verbal and non-verbal communication. Analyze and evaluate oral messages. Consider the effect of non-verbal communication while listening. (e.g. body language, eye contact, controlling emotions) Use note taking to enhance listening.
Deliver planned oral presentations, using appropriate language to the purpose, message and audience. Clarify main ideas with details and supporting information. Use visual aids and contemporary technology as support. Develop strategies to manage or overcome communication anxiety and apprehension. Use verbal and non-verbal communication strategies to maintain communication.
Deliver planned and impromptu oral presentations as individuals and members of a group. Use appropriate visual aids and available technology. Use speaking skills to participate and lead group discussions. Implement learned strategies to selfmonitor communication anxiety and apprehension. Use verbal and non-verbal strategies to maintain communication and to resolve individual, group, and workplace conflict.
7th-8th Grade English

Year A
Q1 Literature: Short Stories from Of Places Grammar: Chapter 17 (Agreement) in English Workshop, Second Course Spelling: 7th Grade Lessons 1-11 in Vocabulary Workshop, Introductory Course 8th Grade Lessons 16-26 in Vocabulary Workshop, First Course Project: Picture Book Project Book Report: 1-2 informal reports Q2 Literature: Poems from Of Places, Poetry for Young People, and other sources Grammar: Chapter 20 (Using Modifiers Correctly) in English Workshop, Second Course Spelling: 7th Grade Lessons 12-22 in Vocabulary Workshop, Introductory Course 8th Grade Lessons 27-30 in Vocabulary Workshop, First Course and Lessons 1-7 in Vocabulary Workshop, Second Course Project: Epic Poem Book Report: 1-2 informal reports Q3 Literature: 1-2 of the following novels: Dont You Know Theres A War On AVI The Giver Lowry Farewell to Manzanar Houston Island of the Blue Dolphins ODell The Outsiders Hinton Holes Sachar Grammar: Chapters 21-22 (A Glossary of Usage and Capital Letters in English Workshop, Second Course Spelling: 7th Grade Lessons 23-30 in Vocabulary Workshop, Introductory Course and Lessons 1-4 in Vocabulary Workshop, First Course 8th Grade Lessons 8-19 in Vocabulary Workshop, Second Course Project: Literature Response Journals Book Report: One formal report Q4 Literature: Short Stories from Of Places Grammar: Chapters 23-24 (Punctuation) in English Workshop, Second Course Spelling: 7th Grade Lessons 5-15 in Vocabulary Workshop, First Course 8th Grade Lessons 20-30 in Vocabulary Workshop, Second Course Project: In-class Debates Book Report: 1-2 informal reports

Year B
Q1 Literature: Short Stories from Of People Grammar: Chapters 10-11 (Sentence Sense and Parts of Speech) in English Workshop, First Course Spelling: 7th Grade Lessons 1-11 in Vocabulary Workshop, Introductory Course 8th Grade Lessons 16-26 in Vocabulary Workshop, First Course Project: I-Search Report Book Report: 1-2 informal reports Q2 Literature: Poems from Of People, Poetry for Young People and other sources Grammar: Chapters 12-13 (Parts of Speech and Complements) in English Workshop, First Course Spelling: 7th Grade Lessons 12-22 in Vocabulary Workshop, Introductory Course 8th Grade Lessons 27-30 in Vocabulary Workshop, First Course and Lessons 1-7 in Vocabulary Workshop, Second Course Project: Poetry Collection Book Report: 1-2 informal reports Q3 Literature: 1-2 of the following novels: The Wanderer Creech Mrs. Frisby and the Rats of NIMH OBrien A Special Fate Gold Maniac Magee Spinelli The Westing Game Raskin Granny Torelli Makes Soup Creech Grammar: Chapter 14 (The Phrase) in English Workshop, First Course Spelling: 7th Grade Lessons 23-30 in Vocabulary Workshop, Introductory Course and Lessons 1-4 in Vocabulary Workshop, First Course th 8 Grade Lessons 8-19 in Vocabulary Workshop, Second Course Project: Literature Response Journals Book Report: One formal report Q4 Literature: Legendary Heroes in Of People Grammar: Chapters 15 and 16 (The Clause and Sentence Structure) in English Workshop, First Course Spelling: 7th Grade Lessons 5-15 in Vocabulary Workshop, First Course 8th Grade Lessons 20-30 in Vocabulary Workshop, Second Course Project: Informative Speeches Book Report: 1-2 informal reports

Year A
Q1 Literature: Short Stories from Adventures in Literature Grammar: Chapter 14 (Agreement) in English Workshop, Fourth Course Vocabulary: Lessons 1-8 in Vocabulary Workshop, Third Course Project: Novella Q2 Literature: Poetry and Short Plays from Adventures in Literature Grammar: Chapters 17-18 (Using Modifiers Correctly and A Glossary of Usage) in English Workshop Fourth Course Vocabulary: Lessons 9-15 in Vocabulary Workshop, Third Course Project: One-Act Play Q3 Literature: Hamlet by William Shakespeare Grammar: Chapters 20-21 (Punctuation) in English Workshop, Fourth Course Vocabulary: Lessons 16-23 in Vocabulary Workshop, Third Course Project: Literature/Film Analysis Paper: Hamlet and The Lion King Q4 Literature: Nonfiction from Adventures in Literature Grammar: Chapters 8-9 (Sentence Workshops and Language Workshops in English Workshop, Fourth Course Vocabulary: Lessons 24-30 in Vocabulary Workshop, Third Course Project: In-Class Debates
Year B
Q1 Literature: Short Stories from Adventures in Appreciation Grammar: Chapter 10 (The Parts of Speech) in English Workshop, Third Course Vocabulary: Lessons 1-8 in Vocabulary Workshop, Fourth Course Project: Term Paper Q2 Literature: Poetry from Adventures in Appreciation Grammar: Chapter 12 (The Phrase) in English Workshop, Third Course Vocabulary: Lessons 9-15 in Vocabulary Workshop, Fourth Course Project: Poetry Collection Q3 Literature: Romeo and Juliet by William Shakespeare Grammar: Chapters 13 and 15 (The Clause and using Verbs Correctly) in English Workshop, Third Course Vocabulary: Lessons 16-23 in Vocabulary Workshop, Fourth Course Project: Literature/Film Analysis Paper: Hamlet and West Side Story Q4 Literature: Nonfiction and Short plays from Adventures in Appreciation Grammar: Chapter 16 (Using Pronouns Correctly in English Workshop, Fourth Course Vocabulary: Lessons 24-30 in Vocabulary Workshop, Third Course
Project: Persuasive Speeches

Year A
Q1 Literature: Short Stories from Introduction to English Literature and Literature of England Grammar: Chapter 14 (Agreement) in English Workshop, Sixth Course Vocabulary: Lessons 1-8 in Vocabulary Workshop, Sixth Course Project: Historical Fiction Writing Q2 Literature: Poetry from Introduction to English Literature and Literature of England Grammar: Chapters 18-19 (Correct Use of Modifiers and Placement of Modifiers) in English Workshop Sixth Course Vocabulary: Lessons 9-15 in Vocabulary Workshop, Sixth Course Project: Sonnet Writing Q3 Literature: Pride and Prejudice by Jane Austen Grammar: Chapters 16 and 20 (Clear Reference and A Glossary of Usage) in English Workshop, Sixth Course Vocabulary: Lessons 16-23 in Vocabulary Workshop, Sixth Course Project: Oral Interpretation of a Selection of Literature Q4 Literature: The Importance of Being Earnest by Oscar Wilde Linguistics: Introduction to Syntax Vocabulary: Lessons 24-30 in Vocabulary Workshop, Sixth Course Project: Term Paper on Pride and Prejudice or The Importance of Being Earnest
Year B
Q1 Literature: Short Stories from Beginnings of American Literature and Literature of the American People Grammar: Chapters 12-13 (The Phrase and The Clause) in English Workshop, Fifth Course Vocabulary: Lessons 1-8 in Vocabulary Workshop, Fifth Course Project: Historical Fiction Writing Q2 Literature: Poetry from Beginnings of American Literature and Literature of the American People Grammar: Chapter 15 (Correct Use of Pronouns) in English Workshop Fifth Course Vocabulary: Lessons 9-15 in Vocabulary Workshop, Fifth Course Project: Poetry Collection Q3 Literature: The Adventures of Huckleberry Finn by Mark Twain Grammar: Chapter 17 (Correct Use of Verbs) in English Workshop, Fifth Course Vocabulary: Lessons 16-23 in Vocabulary Workshop, Fifth Course Project: Research Paper on the Banning of Huckleberry Finn Q4 Literature: The Crucible by Arthur Miller
Linguistics: Introduction to Phonetics and Phonology Vocabulary: Lessons 24-30 in Vocabulary Workshop, Fifth Course Project: Literature/Film Analysis Paper: The Crucible and On the Waterfront Informative/Persuasive Speeches
Grading System
Grades 1-2
Spelling 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter 25% 25% 25% 25% Penmanship 25% 25% 25% 25%
Grading System SPELLING
Workbook
25% 25% 25% 25%
Mystery Word 10% 10% 10% 10%
Grammar Workbook 15% 15% 15% 15%
Grades 3-4
Spelling Quiz 1 Quarter 2nd Quarter 3rd Quarter 4th Quarter
st
Worksheets 25% 25% 25% 25%
Workbook
25% 25% 25% 25%
25% 25% 25% 25%
Spelling Sentences 25% 25% 25% 25%
Grading System GRAMMAR
Grades 3-4
Projects 1 Quarter 2nd Quarter 3rd Quarter 4th Quarter
st
Quiz 25% 25% 25% 25%
Workbook
25% 25% 25% 25%
25% 25% 25% 25%
Magnet Sentences 25% 25% 25% 25%
Grading System READING
Grades 3-4
Quiz 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter 25% 25% 25% 25% Book Report 25% 25% 25% 25%
Workbook
25% 25% 25% 25%
Reading Assignment 25% 25% 25% 25%
Grading System GRAMMAR Grades 5 6 Configurations for the Grammar grade in Grades 5 6 are as follows: 1 Quarter 2nd Quarter 3rd Quarter 4th Quarter
st
Writing Project 33.3% 25% 33.3% 25%
Workbook 33.3% 25% 33.3% 25%
Tests 33.3% 25% 33.3% 25%
Exam -------------------25% -------------------25%
Beginning of each Unit: Every day: At the end of each Unit:
Writing Project HOMEWORK Workbook & Worksheets UNIT TEST Units 1 4 Units 1 7 Grading System READING Grades 5 6
FIRST SEMESTER EXAM: SECOND SEMESTER EXAM:
Configurations for the Reading grade in Grades 5 6 are as follows: 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter Every day: Once a Week: project. Each Month: Workbook 33.3% 25% 33.3% 25% Projects 33.3% 25% 33.3% 25% Book Report 33.3% 25% 33.3% 25% Exam -------------------25% -------------------25%
HOMEWORK Workbook Work on Project (Group Work) Give a Presentation at the end of each Book Report Comprehension Test Comprehension Test Grading System SPELLING Grades 5 6
FIRST SEMESTER EXAM: SECOND SEMESTER EXAM:
Configurations for the Spelling grade in Grades 5 6 are as follows: 1 Quarter 2nd Quarter 3rd Quarter
st
Workbooks 33.3% 25% 33.3%
Worksheets 33.3% 25% 33.3%
Tests 33.3% 25% 33.3%
Exam -------------------25% --------------------
4th Quarter
25%
25%
25%
25%
Every day: HOMEWORK Workbook & Worksheets Once a week: TEST Vocabulary (definitions) & Spelling for each Unit. The average of these two tests written consequitively make up the Test grade. FIRST SEMESTER EXAM: SECOND SEMESTER EXAM: Units 1 18 Spelling Words only (no definitions) Units 19 32 Spelling Words only (no definitions)
Grading System Literature
Grades 7-12
Tests 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter 60% 25% 60% 25% Homewor k 40% 25% 40% 25% Projects 40% 25% 40% 25% Exams -----25% ------25%
Grading System Vocabulary
Grades 7-12
Tests Homewor k Class Exams
wo rk
1st Quarter 2nd Quarter 3rd Quarter 4th Quarter 40% 25% 40% 25% 30% 25% 30% 25% 30% 25% 30% 25% -----25% ------25%
Grading System Grammar
Grades 7-12
Tests Homework
Class w or k
25% 15% 25% 15%
Projects
Exams
1st Quarter 2nd Quarter 3rd Quarter 4th Quarter
25% 25% 25% 25%
25% 15% 25% 15%
25% 20% 25% 20%
-----25% -----25%
Helpful Rubric Examples

Rubrics used for Unit Projects: 1. Self Confidence
Kansai Christian School

Unit 1 READING Self Confidence
Name: ________________________ Date Submitted: ____________
Teacher: Mrs. Greeff Title of Work: ___________________
Criteria
4 Body Language Eye Contact 3 2 1
Made movements Very little Movements seemed No movement or or gestures that movement or fluid and helped the descriptive enhanced descriptive audience visualize. gestures. articulation. gestures. Holds attention of Consistent use of Displayed minimal entire audience with No eye contact direct eye contact eye contact with the use of direct eye with audience. with audience. audience. contact. Student delivers open Student clearly and closing remarks Student does not Student displays uses either an that capture the display clear clear introductory introductory or attention of the introductory or or closing remarks. closing remark, audience and set the closing remarks. but not both. mood. Delivery is Delivery is in Delivery is either Good use of drama patterned, but does bursts and does too quick or too and student meets not meet not meet slow to meet apportioned time apportioned time apportioned time apportioned time interval. interval. interval. interval. Makes minor Tension and Student displays mistakes, but Displays mild nervousness is relaxed, self-confident quickly recovers tension; has obvious; has nature about self, with from them; trouble recovering trouble recovering no mistakes. displays little or no from mistakes. from mistakes. tension. Use of fluid speech Satisfactory use of Displays some Consistently uses and inflection inflection, but does level of inflection a monotone maintains the interest not consistently throughout voice. of the audience. use fluid speech. delivery.
Points
____
____
Introduction and Closure
____
Pacing
____
Poise
____
Voice
____ ____/24
Total----> Teacher Comments:
2. Historical Project

Unit 2 READING - Historical Information
Name: ________________________ Date of Presentation: ____________ 1 2
Teacher: Mrs. Greeff Title of Work: ___________________ Criteria 3 4 Points
Student presents Audience has Student presents Audience cannot information in difficulty following information in understand presentation logical, interesting Organization presentation because logical sequence because there is no sequence which student jumps which audience can sequence of information. audience can around. follow. follow. Student is Student Student does not have uncomfortable with demonstrates full Student is at ease Content grasp of information; information and is knowledge (more with content, but Knowledge student cannot answer able to answer only than required) with fails to elaborate. questions about subject. rudimentary explanations and questions. elaboration. Student occasional Student used Visuals related to used visuals that visuals to reinforce Visuals Student used no visuals. text and rarely support text screen text and presentation. and presentation. presentation. Student's presentation Presentation had Presentation has no Presentation has no had four or more three misspellings more than two Mechanics misspellings or spelling errors and/or and/or grammatical misspellings and/or grammatical errors. grammatical errors. errors. grammatical errors. Student mumbles, Student incorrectly Student used a clear Student's voice is incorrectly pronounces pronounces terms. voice and correct, clear. Student Delivery terms, and speaks too Audience members precise pronounces most quietly for students in have difficulty pronunciation of words correctly. the back of class to hear. hearing presentation. terms.
____
____
____
____
____
Total---->
____/20
Teacher Comments:
3. Careers Interview

Unit 3 READING - Careers Interview
Criteria
4 Body Language Eye Contact
Movements seemed fluid and helped the audience visualize.
Points
2
Very little movement or descriptive gestures.
3
Made movements or gestures that enhanced articulation.
1
No movement or descriptive gestures. ____
Introduction and Closure
Pacing
Poise
Holds attention of Consistent use of Displayed minimal entire audience with No eye contact direct eye contact eye contact with the use of direct eye with audience. with audience. audience. contact. Student delivers open Student clearly and closing remarks Student does not Student displays uses either an that capture the display clear clear introductory introductory or attention of the introductory or or closing remarks. closing remark, audience and set the closing remarks. but not both. mood. Delivery is Delivery is in Delivery is either Good use of drama patterned, but does bursts and does too quick or too and student meets not meet not meet slow to meet apportioned time apportioned time apportioned time apportioned time interval. interval. interval. interval. Makes minor Tension and Student displays mistakes, but Displays mild nervousness is relaxed, self-confident quickly recovers tension; has obvious; has nature about self, with from them; trouble recovering trouble recovering no mistakes. displays little or no from mistakes. from mistakes. tension. Use of fluid speech Satisfactory use of Displays some Consistently uses and inflection inflection, but does level of inflection a monotone maintains the interest not consistently throughout voice. of the audience. use fluid speech. delivery.
____
____
____
____
Voice
____ ____/24
Total----> Teacher Comments:
4. Communication

Unit 4 READING - Communications Project Name: _____________________ Teacher: Mrs. Greeff Date: _____________________ Skills Criteria Title of Work: ______________ Points
1
Helping The teacher observed the students offering assistance to each other. Listening The teacher observed students working from each other's ideas. Participating: The teacher observed each student contributing to the project by bringing items needed from home. Persuading: The teacher observed the students exchanging, defending, and rethinking ideas. Questioning: The teacher observed the students interacting, discussing, and posing questions to all members of the team. Respecting: The teacher observed the students encouraging and supporting the ideas and efforts of others. Sharing: The teacher observed the students offering ideas and reporting their findings to each other. Time
2
Time
3
Time
4
All of the
Time
None of the Some of the Most of the
____

Time Time Time
All of the
Time
____

Time Time Time
All of the
Time
____

Time Time Time
All of the
Time
____

Time Time Time
All of the
Time
____

Time Time Time
All of the
Time
____

Time Time Time
All of the
Time
____
Total Points Teacher Comments:
28
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Presentation Unit 4 Communications
Name: ________________________ Teacher: Mrs. Greeff Date of Presentation: _____________________ Title of Work: ___________________ Criteria 1 2 3 4
Student presents Audience has Student presents Audience cannot information in difficulty following information in understand presentation logical, interesting presentation because logical sequence because there is no sequence which student jumps which audience can sequence of information. audience can around. follow. follow. Student is Student Student does not have uncomfortable with demonstrates full Student is at ease grasp of information; information and is knowledge (more with content, but student cannot answer able to answer only than required) with fails to elaborate. questions about subject. rudimentary explanations and questions. elaboration. Student occasionally Visuals related to Student used visuals used visuals that Student used no visuals. text and to reinforce rarely support text presentation. presentation. and presentation. Student's presentation Presentation had Presentation has no Presentation has no had four or more three misspellings more than two misspellings or spelling errors and/or and/or grammatical misspellings and/or grammatical errors. grammatical errors. errors. grammatical errors. Student mumbles, Student incorrectly Student used a clear Student's voice is incorrectly pronounces pronounces terms. voice and correct, clear. Student terms, and speaks too Audience members precise pronounces most quietly for students in have difficulty pronunciation of words correctly. the back of class to hear. hearing presentation. terms.
Points
Organization
____
Content Knowledge
____
Visuals
____
Mechanics
____
Delivery
____
Total---->
20
Teacher Comments:
From: http://www.teach-nology.com/cgi-bin/presentation.cgi
5. Design and Build a Model Name: _____________________ Project Title: _____________________ Date: ___________________ Teacher(s): Mrs. Greeff
Our Model of ...........................
Process
1. Has clear vision of final product 2. Properly organized to complete project 3. Managed time wisely 4. Acquired needed knowledge base 5. Communicated efforts with teacher
Below Avg. 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 Below Avg. 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
Satisfactory 4, 5, 6 4, 5, 6 4, 5, 6 4, 5, 6 4, 5, 6 Satisfactory 4, 5, 6 4, 5, 6 4, 5, 6 4, 5, 6 4, 5, 6 4, 5, 6
Excellent 7, 8, 9 7, 8, 9 7, 8, 9 7, 8, 9 7, 8, 9 Excellent 7, 8, 9 7, 8, 9 7, 8, 9 7, 8, 9 7, 8, 9, 10 7, 8, 9
Product (Project)
1. Format 2. Mechanics of speaking/writing 3. Organization and structure 4. Creativity 5. Demonstrates knowledge 6. Other:
Total Score:____________________________
Teacher(s) Comments:

From: http://www.teach-nology.com/cgi-bin/project_rub.cgi
6. Writing a Book/Biography

A Biography
Criteria
4
Main/Topic idea sentence is clear, Main/Topic Idea correctly placed, Sentence and is restated in the closing sentence. Paragraph(s) have three or more supporting detail sentences that relate back to the main idea. Each supporting detail sentence has three or more elaborating detail sentences. Legible handwriting, typing, or printing, a lot of photos. Paragraph has no errors in punctuation, capitalization, and spelling.
Points
2 1
Main/Topic idea sentence is unclear and incorrectly placed, and is not restated in the closing sentence. Paragraph(s) have no supporting detail sentences that relate back to the main idea. Each supporting detail sentence has no elaborating detail sentence.
3
Main/Topic idea sentence is either unclear or incorrectly placed, and is restated in the closing sentence. Paragraph(s) have two supporting detail sentences that relate back to the main idea. Each supporting detail sentence has at least two elaborating detail sentences. Marginally legible handwriting, typing, or printing, some photos. Paragraph has one or two punctuation, capitalization, and spelling errors.
Main/Topic idea sentence is unclear and incorrectly placed, and is restated in the closing sentence. Paragraph(s) have one supporting detail sentence that relate back to the main idea. Each supporting detail sentence has one elaborating detail sentence.
____
Supporting Detail Sentence(s)
____
Elaborating Detail Sentence(s)
____
Legibility & Pictures Mechanics and Grammar
Writing is not Writing is not legible in places, legible, no few photos. photos. Paragraph has three to five punctuation, capitalization, and spelling Paragraph has six or more punctuation, capitalization, and spelling
____
____
errors. Work is extremely Work is somewhat Work isnt very neat, photos glued neat, photos are neat, pictures straight. almost straight. are smudged.
errors. Work is very untidy, information is messy.
Neatness
Total---->
____
Teacher Comments:
ENGLISH/LANGUAGE ARTS PRESCRIBED TEXTS Grades 1-4 Reading/Literature EVERY Title YEAR Grades 1 HBJ, Signatures Ed., 1997, Picture Perfect, Big Dreams, Warm Friends, All Smiles Grades 2 HBJ, Signatures Ed., 1997, Out of the Blue, Full Sails, Living Colors Grades 3 HBJ, Signatures Ed., 1997, Wings, Diamond Cove Grades 4 HBJ, Signatures Ed., 1997, Rare Finds Grades 1-4 Spelling EVERY YEAR Grades 1 Grades 2 Grades 3 Grades 4 Grades 1-4 Penmanship EVERY YEAR Grades 1 Grades 2 Grades 3 Grades 4
Title HBJ Spelling, 1999 (Level 1) HBJ Spelling, 1999 (Level 2) HBJ Spelling, 1999 (Level 3) HBJ Spelling, 1999, (Level 4)
Title A Beka, 1980 Writing with Phonics 1 (Manuscript) A Beka, 1980 Writing with Phonics 2 A Beka, 1989 Cursive Writing Skill Book A Beka, Book Penmanship Mastery 1
Grades 5 6 Reading/Literature YEA Title R A HBJ Signatures Ed. 1999, Hidden Treasures (Grade 6) B HBJ Signatures Ed. 1999, Coast to Coast (Grade 5) Teaching Literary Elements with Short Stories by Tara McCarthy (Gr 4 8, SCHOLASTIC) Teachers Own Copy Grades 5 6 Spelling YEA Title R A HBJ Spelling, 1999, Level 5 B HBJ Spelling, 1999, Level 6
Grades 5 6 Language YEA Title R A HRW, English Workshop (Introductory Course) B HBJ Language, 1993 (Medallion Edition 6) Grades 7-8 Reading/Literature YEA Title R A A Beka, Of Places (Grade 8) Novels: Don't You know Theres A War On- AVI The Giver- Lowry Farewell to Manzanar- Houston Island of the Blue Dolphins- O'Dell The Outsider- Hinton Holes- Sachar B A Beka, Of People (Grade 7) Novels: The Wanderer- Creech Mrs.Frisby and the Rats of NIMH- O'Brien A Special Fate- Gold Maniac Magee- Spinelli The Westing Game- Raskin Granny Torelli Makes Soup- Creech
Grades 7-8 Language YEA Title R A HRW, English Workshop, 1995, Second Course (Grade 8) Vocabulary Workshop, 1995, First Course (Grade 8) HRW, English Workshop, 1995, First Course (Grade 7) Vocabulary Workshop, 1995, First Course (Grade 8) Grades 9-10 Reading/Literature YEA Title R A A Beka, Themes in Literature (Grade 9) Play: Hamlet- Shakespeare
HBJ 1985, Adventures in Appreciation (Grade 10) Play: Romeo & Juliet Shakespeare
Grades 9-10 Language YEA Title R A HRW, English Workshop, 1995, Fourth Course (Grade 10) HRW, Vocabulary Workshop 2001, Third Course (Grade 9) B HRW, English Workshop, 1995, Third Course (Grade 9) HRW, Vocabulary Workshop, 2001, Fourth Course (Grade 10) Grades 11-12 Reading/Literature YEA Title R A A Beka, Introduction to English Literature and The Literature of England (Grade 12) Novels: Pride and Prejudice- Austen The Importance of Being Ernest- Wilde B A Beka, Beginnings of American Literature and Literature of the American People (Grade 11) Novels: The Adventures of Huckleberry Finn- Twain The Crucible- Miller Grades 11-12 Language YEA Title R A HRW, English Workshop, 1995, Sixth Course (Grade 12) HRW, Vocabulary Workshop 2001, Sixth Course (Grade 12) Linguistics: Language- its structure and use- Finegan B HRW, English Workshop, 1995, Fifth Course (Grade 11) HRW, Vocabulary Workshop, 2001, Fifth Course (Grade 11) Linguistics: Language- its structure and use- Finegan
KCS CURRICULUM IMPLEMENTATION BY YEAR:

1.
Year A = 2009/2010 Year B = 2010/2011 Year A = 2011/2012 Year B = 2012/2013 Year A = 2013/2014 Year B = 2014/2015
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Kcs English Curriculum Outline: Iii. IV. V

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Kcs English Curriculum Outline: Iii. IV. V

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KCS ENGLISH CURRICULUM OUTLINE

I. THEME AND OBJECTIVES

II. CURRICULUM OUTLINES:

JUNIOR HIGH SCHOOL (7 & 8) HIGH SCHOOL (9-12)

KCS ENGLISH CURRICULUM OUTLINE

Revised and Updated: May, 2009

Revised and Updated: May, 2009

Revised and Updated: May, 2009

KCS Language Arts/English Department Standards for GRADE 1 & 2

Revised and Updated: May, 2009

Grade 3 & 4 English-language arts Grade 3 Outline:

Revised and Updated: May, 2009

Grade 4 English-language arts

Revised and Updated: May, 2009

2.0 Reading Comprehension (Focus on Informational Materials)

Grade Five: Writing

Grade Five Written and Oral English Language Conventions

Listening and Speaking

Grade Six :Writing

Grade Six : Written and Oral English Language Conventions

Grade Six: Listening and Speaking

instructions and directions.

ESSENTIAL SKILLS: WRITING

READING: ESSENTIAL SKILLS

LOWER HIGH SCHOOL

(at least one novel study per year)

Be familiar with various literary elements found in reading.

SPEAKING AND LISTENING: ESSENTIAL SKILLS

7th-8th Grade English

7th-8th Grade English

9th-10th Grade English

Project: Persuasive Speeches

11th-12th Grade English

Mystery Word 10% 10% 10% 10%

Grammar Workbook 15% 15% 15% 15%

Worksheets 25% 25% 25% 25%

25% 25% 25% 25%

Spelling Sentences 25% 25% 25% 25%

Grading System GRAMMAR

Quiz 25% 25% 25% 25%

25% 25% 25% 25%

Magnet Sentences 25% 25% 25% 25%

Grading System READING

Reading Assignment 25% 25% 25% 25%

Writing Project 33.3% 25% 33.3% 25%

Workbook 33.3% 25% 33.3% 25%

Tests 33.3% 25% 33.3% 25%

Exam -------------------25% -------------------25%

Beginning of each Unit: Every day: At the end of each Unit:

FIRST SEMESTER EXAM: SECOND SEMESTER EXAM:

FIRST SEMESTER EXAM: SECOND SEMESTER EXAM:

Workbooks 33.3% 25% 33.3%

Worksheets 33.3% 25% 33.3%

Tests 33.3% 25% 33.3%

Exam -------------------25% --------------------

Grading System Vocabulary

Grading System Grammar

1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

25% 25% 25% 25%

25% 15% 25% 15%

25% 20% 25% 20%

Helpful Rubric Examples

Name: ____________ Date Submitted:

Name: ____________ Date of Presentation: 1 2

Name: ____________ Date Submitted:

Name: ____________ Date Submitted: