Language Arts Literacy

Transcription

1 STANDARD 3.1 READING: All students will understand and apply the knowledge of sounds, letters and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. A primary reading goal is for students of all grades to read independently with fluency and comprehension so that they become lifelong readers and learners. In order to achieve this goal, students benefit from daily opportunities to read books they choose for themselves, for their own purposes, and their own pleasures (Calkins, 2001). Students should read grade-level appropriate or more challenging classic and contemporary literature and informational readings, both self-selected and assigned. Within the APA, grade-level appropriate texts may be adapted or modified to meet the needs of students who are taking the APA. For instance, text may be paired with objects, textures, pictures, or oral presentation. A grade-level text may also be adapted to prioritize the most important parts of the material (including bolding or highlighting key words, shortening or summarizing text, or chunking materials). STRAND G: Comprehension Skills and Response to Text CPI 3.1.5G5 Recognize persuasive and propaganda techniques used to influence readers Essence of the CPI: Understand techniques used in propaganda and to persuade readers After reading a selection, highlight the key phrases/words that indicate propaganda and identify what type of propaganda it is must include at least three propaganda types* After reading a persuasive piece, map out the main goal and supporting reasons identified by the author Match two propaganda techniques to an example After reading a selection, identify the author s main argument Recognize common words used in persuasive/propaganda techniques Identify author s purpose must include to inform, to persuade, to entertain Match one propaganda technique to an example 1

2 CPI 3.1.5G8 Distinguish between major and minor details Essence of the CPI: Understand the difference between major and minor details identify major and minor details Outline the topic, central idea, and major details of a text identify the topic and central idea* Identify major details Identify minor details identify the topic* identify signal words CPI 3.1.5G13 Recognize figurative language in text (e.g., simile, metaphor, personification, alliteration) Essence of the CPI: Identify figurative language Find examples of three different types of figurative language in a text* Match at least two different types of figurative language to its type* similes personification alliteration metaphors 2

3 STRAND H: Inquiry and Research Fifth (5 th ) Grade APA Prioritized CPI Links CPI 3.1.5H3 Use multiple sources to locate information relevant to research questions Essence of the CPI: Research information using multiple sources Answer questions on a specific research question/topic that requires the student to go to multiple websites identify the sites Use at least two different non-web based resources to outline the central idea and details for a report based on a specific research question/topic identify the resources* Answer questions on a specific topic using one source identify the source Identify the appropriate resource and use it to answer questions based on a specific research question/topic* Match a resource to its information Identify appropriate resources for a given research topic CPI 3.1.5H7 Summarize and organize information by taking notes, outlining ideas, and/or making charts Essence of the CPI: Conduct research by summarizing and taking notes on information complete an outline on the topic must include title, central idea(s), two supporting ideas, two minor ideas make a chart about the central idea(s) and important details of a topic* Summarize a text by taking notes, include the central idea(s) and important details* identify the best summary Highlight central ideas and supporting details found within a text Given a completed outline, identify the parts of an outline must include title, central idea, two supporting details, and two minor details identify the central idea* distinguish between central idea and supporting detail 3

4 STANDARD 3.2 WRITING: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. Writing is a complex process that begins with the recording of one s thoughts. It is used for composition, communication, expression, learning, and engaging the reader. Proficient writers use a repertoire of strategies that enables them to vary form, style, and conventions in order to write for different purposes, audiences and contexts. Students should have multiple opportunities to craft and practice writing, to generate ideas, and to refine, evaluate and publish their writing. In a successful writing program, students develop and demonstrate fluency in all phases of the writing process, including prewriting, drafting, revising, editing of multiple drafts, and postwriting processes that include publishing, presenting, evaluating, and/or performing. It is important for students to understand that writers plan (first), write, reread what is written, rewrite for clarification, and correct for noted errors. STRAND A: Writing as a Process (Prewriting, Drafting, Revising, Editing, Post-writing) CPI 3.2.5A1 Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an ending Essence of the CPI: Write multiple-paragraph stories with a plot, setting, and ending Write a story with a beginning, middle, and ending Write a story with a plot; include a descriptive setting and an ending Write a description of a setting Outline a plot or problem/solution Write a description of a plot (problem/solution) Given a part of a story, write own ending Given a picture, write words and phrases that describe the setting* Identify characteristics of a paragraph* 4

5 CPI 3.2.5A2 Write informational compositions with multiple paragraphs that present important ideas, provide details, and offer a concluding paragraph Essence of the CPI: Write informational text that has multiple ideas, details, and a concluding paragraph Write an informational composition that includes a central idea, details, and a concluding statement Use a graphic organizer to write an informational composition Given the central idea and details, write a concluding paragraph Gather information and create an outline for an informational composition* Write an informational paragraph with a central idea and details Given details on a specific topic/central idea, write a topic sentence Given a topic/central idea, add details CPI 3.2.5A10 Review and edit work for spelling, usage, clarity, organization, and fluency Essence of the CPI: Edit work for spelling, usage, clarity, organization and fluency Revise a given piece of writing to correct run-on sentences and to vary sentence length* Revise a given piece of writing to put information into a logical order and use proper and consistent verb tense Revise a given piece of writing so that each sentence begins with a different word, is a complete sentence, and uses homophones in correct context Correctly revise usage errors in given sentences/texts Identify run-on sentences Write complete sentences Identify sentence fragments and complete sentences 5

6 STRAND B: Writing as a Product (resulting in a formal product or publication) CPI 3.2.5B2 Write a range of grade-appropriate essays across curricula (e.g., persuasive, personal, descriptive, issue-based) Essence of the CPI: Write across the curriculum Write an essay that includes a persuasive objective and supporting details across different content areas Write an essay that includes a beginning, middle, and ending Write an issue-based essay that has two sides Complete graphic organizers contrasting two sides of an issue* Use a graphic organizer to plan an essay Identify different types of persuasive writings Identify an essay as personal, descriptive, persuasive, or issuebased CPI 3.2.5B4 Write various types of prose, such as short stories, biography, autobiography, or memoir that contain narrative elements Essence of the CPI: Write a variety of types of prose Write a short story that includes a setting, plot, and at least two characters Write a particular type of prose, such as a short story, memoir, autobiography, etc. to illustrate a universal theme Write a personal narrative recalling a particular event Write an autobiography Write a descriptive paragraph of a person, place, or object* Compare and contrast the features of a biography and an autobiography Compare a biography to a short story* 6

7 CPI 3.2.5B7 Write sentences of varying length and complexity, using specific nouns, verbs and descriptive words Essence of the CPI: Write a variety of sentences Write sentences that contain a subordinate clause Write a paragraph with sentences of different types and lengths Revise own writing to add detail and stay on topic - must include the student s original draft of writing and his/her revised writing Write simple and compound sentences Expand a sentence fragment into a sentence by adding who, what, when, or where information Revise simple sentences by adding descriptive vocabulary* Complete sentences using appropriate subject Revise sentences for variety by changing common first words used* 7