Transcript Grade 6-8 Language Arts RollOut

The 2009-2010 Language
Arts Standards
Grades 6-8
The Number System
Standards may use the following
abbreviations for Latin terms:
□ e.g. means for example, possibly
those listed may be included on
assessment
□ i.e. means specifically and ONLY
those listed will be assessed
The Number System
Terminology
GLE - Grade Level Expectations
(Grades K-8)
CLE - Course Level Expectation
(Grades 9-12)
Checks for Understanding
SPI State Performance Indicators
The Number System
Grade
Level
Subject
Area
Standard
Objective
06
01.
.1
.1
The Number System
Subject
Area
01.
01. = Language Arts
06. = Math
05. = Science
The Number System
Standard
.1
Standards Language Arts 01.
.1 = Language
.2 = Communication
.3 = Writing
.4 = Research
.5 = Logic
.6 = Informational Text
.7 = Media
.8 = Literature
Standard 1 - Language
□ This strand covers grammar,
mechanics, vocabulary, and sentence
structure. In the primary grades the
Language Arts emphasis is on reading
including employing a variety of
strategies to decode words and
expand vocabulary. The emphasis is
one expanding language through
vocabulary growth.
Standard 2- Communication
□ This strand builds speaking and listening skills in
both formal and informal situations. Beginning at
middle grades, skills of group and team
participation are included. It is important that
students are more active learners with all of the
noise and movement of talking and
collaborating. There should be cooperative,
collaborate activities developing the classroom
as an interdependent community. All students
should communicate and problem solve on a
daily basis.
Standard 3- Writing
□ This strand includes instruction in generating,
drafting, organizing, and proofreading writing in
a variety of modes and for a variety of
audiences. Students should have more
responsibility for their work: goal setting, record
keeping, monitoring, sharing, exhibiting, and
evaluating. They also need more choices of
writing topics. The rigor in this strand will require
the students to have legible handwriting with
correct letter formation.
Standard 4- Research
□ This strand instructs in conducting research,
attributing sources appropriately, and
evaluating the reliability of resources. Students
must have more inductive hands-on learning
experiences and more in-depth studies of a
smaller number of topics to provide them
internalization of the inquiry method. Students
should be provided opportunities to pick
partners and research projects and have a
variety of places to gain knowledge using
community resources as well as the library.
Standard 5- Logic
□ This strand trains students to think
reasonably, follow logical trains of thoughts,
avoid faulty reasoning, and weigh evidence.
Students need to spend less time in rote
memorization of facts and details, and more
time using higher-order thinking skills. The
goal is to develop their ability to think
logically and to use those skills daily. They
must apply comprehension using strategies
that activate prior knowledge and provide
after-reading applications.
Standard 6- Informational Text
□ One of the GLEs for this standard in primary
grades is that students will recognize that a
variety of graphics support informational
texts. Kindergarten’s GLE just states that they
should recognize that illustrations support
informational texts. This strand emphasizes the
methods necessary to comprehend the
organizational structures and graphics
employed in informational text. Students should
be engaged in reading real text: whole books,
primary sources, and nonfiction materials.
Standard 7- Media
□ One of the GLEs for the primary grades is
that the students will recognize the ability of
media to inform, persuade, and entertain.
They should experience and respond to a
variety of media focusing on the ways in
which the functions and techniques of a
variety of media contribute to the message
they attempt to convey. Teachers will
experience more diverse roles such as
coaching, demonstrating, and modeling.
Standard 8- Literature
□ This strand acquaints students with a wide
range of literary types and diverse content,
including both the conventions of the literary
genres and the themes / concepts reflecting
the human condition. Teacher should be
read aloud good literature to students and
give them more choice in their own reading
materials. Leveled texts are also critically
important. We should measure success of
reading by the student’s reading habits,
attitudes and comprehension.
The Number System
Objective
.1
The specific objective listed
in the curriculum
Bloom’s Taxonomy
There is a new format of Bloom's Taxonomy:
Old Bloom’s
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
New Bloom’s
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
2008 Bloom’s Taxonomy
□ Remembering: Can the
student recall or
remember the
information?
□ Assessment: define,
duplicate, list,
memorize, recall,
repeat, reproduce state
2008 Bloom’s Taxonomy
□ Understanding: Can the
student explain ideas or
concepts?
□ Assessment: classify,
describe, discuss,
explain, identify, locate,
recognize, report,
select, translate,
paraphrase
2008 Bloom’s Taxonomy
□ Applying: Can the
student use the
information in a new
way?
□ Assessment: choose,
demonstrate, dramatize,
employ, illustrate,
interpret, operate,
schedule, sketch, solve,
use, write
2008 Bloom’s Taxonomy
□ Analyzing: Can the
student distinguish
between the different
parts?
□ Assessment: appraise,
compare, contrast,
criticize, differentiate,
discriminate, distinguish,
examine, experiment,
question, test
2008 Bloom’s Taxonomy
□ Evaluating: can the
student justify a stand or
decision?
□ Assessment: appraise,
argue, defend, judge,
select, support, value,
evaluate
2008 Bloom’s Taxonomy
□ Creating: Can the
student create new
product or point of
view?
□ Assessment: assemble,
construct, create,
design, develop,
formulate, write
2008 Bloom’s Taxonomy
□ Note the verbs used in the GLE/CLE and their
checks for understanding with the new
Bloom’s terminology. These are correlated
with levels III-VI of Bloom’s.
□ The SPI's use verbs at levels I and II. That is
because is difficult to use the upper levels in
a multiple-choice format on a standardized
test.
□ Do not limit your instruction to SPI's, because
that would focus only on the lower levels of
thinking skills. You must always have in mind
the GLE/CLE and Checks for Understanding
as you construct lessons to ensure high-level
thinking.
What’s New?
□Coding the Changes
□Grade 6-8 Activities
□Dynamic Curriculum
□What’s On the CD?
Coding the Changes
Grade 6-8 Activities
□ Sentence Puzzle
□ Say What?
□ Sentence Dictation
□ Reader’s Theater (I Have A Dream)
□ Civil War Reliability Sort
□ Propaganda Techniques
□ ABC’s of Immigrants’ Reflections
□ The Immigrants’ Experience
Sentence Puzzle
Grade Level Expectations
GLE 0801.1.1 Demonstrate control of Standard English through the use of
grammar, usage, and mechanics.
GLE 0801.1.3 Understand and use correctly a variety of sentence
structures.
State Performance Indicators
SPI 0801.1.1 Identify the correct use of nouns (i.e., common/proper,
singular/plural, possessives, direct/indirect objects, predicate nouns).
SPI 0801.1.2 Identify the correct use of verbs (i.e., action/linking,
regular/irregular, agreement, perfect tenses, verb phrases) within
context.
SPI 0801.1.3 Identify the correct use of adjectives (i.e., common/proper,
comparative/superlative, adjective clauses) and adverbs (i.e.,
comparative/superlative) within context.
SPI 0701.1.5 Identify the correct use of prepositional phrases (place
correctly according to the words they modify within the sentence)
within context.
Sentence Puzzle
Complete the following tasks:
□ List the words which must be capitalized.
□ What punctuation does this sentence need?
□ Identify/List the prepositional phrases in the
sentence.
□ Which part of this sentence contains a dependent
clause?
□ What kind of dependent clause is it?
□ What is the subject in the independent clause?
□ What is the verb in the independent clause?
□ What kind of verb is it?
□ What is the word story functioning as in the
sentence?
Additional Reading
The Watson’s Go to Birmingham 1963,
Christopher Paul Curtis
Say What?
GLE 0601.1.1 Demonstrate control of Standard English through the use of
grammar, usage, and mechanics (punctuation, capitalization, and spelling).
GLE 0601.1.3 Understand and use correctly a variety of sentence structures.
 0601.1.3 Use capitalization correctly (e.g., proper adjectives, within
quotations).
 0601.1.4 Demonstrate the correct use of commas (e.g., after introductory
words, to set off appositives and interrupters, before a coordinating
conjunction joining independent clauses to form compound sentences),
colons (e.g., in business letters, preceding a list of items), semicolons (e.g.,
to combine sentences), quotation marks (e.g., with explanatory material
within the quote, proper use with end marks), and apostrophes (to form
singular and plural possessives).
State Performance Indicators
SPI 0601.1.6 Choose the correct use of quotation marks, commas (i.e., in direct
quotations, with explanatory material within the quote, proper use with end
marks) and colons (i.e., in business letters, preceding a list of items).
SPI 0701.1.6 Identify the correct use of commas (i.e., compound sentences,
coordinating conjunctions, introductory words, appositives, interrupters) within
context.
Write dialogue to accompany your picture
on the Post-It Note/chart paper with
markers.
Your team must:
□ Write one sentence using quotations marks with the
speaker at the beginning of the sentence.
□ Write one sentence using quotations marks with the
speaker at the end of the sentence.
□ Write one sentence using quotations marks with the
speaker at the middle of the sentence.
□ One quotation must end with a question mark. No
Cards?
□ One sentence must include a hyphen, title,
appositive, colon or semicolon.
Sentence Dictation
GLE 0801.1.1 Demonstrate control of Standard English through
the use of grammar, usage, and mechanics (punctuation,
capitalization, and spelling).
State Performance Indicators
SPI 0801.1.6 Identify the correct use of commas within context
SPI 0801.1.10 Identify the correct use of appositives/appositives
phrases and infinitive/infinitive phrases within context.
SPI 0801.1.13 Form singular and plural possessives using
apostrophes correctly.
Sentence Dictation
My father, the
athletic director,
coaches girls’
basketball every day
during the winter.
Reader’s Theater (I Have A
Dream)
GLE 0801.2.1 Demonstrate critical listening skills essential for
comprehension, evaluation, problem solving, and task
completion.
GLE 0801.2.5 Understand strategies for expressing ideas clearly
and effectively in a variety of oral contexts.
GLE 0801.2.4 Deliver effective oral presentations
GLE 0801.2.7 Participate in work teams and group discussions.
State Performance Indicators
SPI 0801.2.1 Identify the purpose of a speech.
SPI 0801.2.2 Identify the targeted audience of a speech.
SPI 0801.2.4 Determine the most effective methods of engaging
an audience during an oral presentation.
I Have A Dream
Discussion:
•Methods of engaging
audience.
•Most persuasive part
•Emphasized phrases
Civil War Reliability Sort
GLE 0801.4.1 Define and narrow a problem or research topic.
GLE 0801.4.3 Make distinctions about the credibility, reliability,
consistency, strengths, and limitations of resources, including
information gathered from Web sites.
SPI 0801.4.2 Identify levels of reliability among resources (e.g.,
eyewitness account, newspaper account, supermarket tabloid
account, Internet source).
SPI 0801.4.3 Determine the most appropriate research source for
a given research topic.
SPI 0801.4.4 Distinguish between primary (i.e., interviews, letters,
diaries, newspapers, autobiographies, personal narratives)
and secondary (i.e., reference books, periodicals, Internet,
biographies, informational texts) sources.
Civil War Reliability Sort
Propaganda Techniques
GLE 0801.5.4 Analyze written and oral communication
for persuasive devices.
GLE 0801.5.5 identify and analyze premises, including
false premises.
SPI 0801.5.4 Identify examples of persuasive devices
(i.e., bandwagon, loaded words, testimonial, namecalling, plain folks, snob appeal).
SPI 0801.5.8 Identify instances of bias and stereotyping
in print and non-print.
definitions
Examples
ABC’s of Immigrants’
Reflections
GLE 0601.8.1 Read and comprehend a variety of works from
various forms of literature.
GLE 0701.8.5 Identify and analyze common literary terms (e.g.
personification, conflict, theme)
SPI 0601.8.1 Distinguish among various literary genres (e.g., fiction,
literary drama, nonfiction, poetry)
SPI 0601.8.8 Identify examples of sound devices (i.e. accent,
alliteration, onomatopoeia, rhyme, and repetition)
SPI 0801.8.12 Recognize and identify words within a context that
reveal particular time periods and cultures.
ABC’s of Immigrants’
Reflections
MORE
ABC’s of Immigrants’
Reflections
The Immigrants’ Experience
GLE 0601.8.1 Read and comprehend a variety of works from
various forms of literature.
GLE 0801.8.2 Understand the characteristics of various literary
genres (e.g. poetry, novel, biography, short story, essay,
drama)
SPI 0601.8.1 Distinguish among various literary genres (e.g. fiction,
drama, nonfiction, poetry)
SPI 0601.8.2 Identify the setting and conflict of a passage.
SPI 0801.8.10 Identify the kind (s) of conflict present in a literary
plot (i.e. person vs. person, person vs. self, person vs.
environment. person vs. technology)
Reader’s Theater
□ Dreaming of America: An Ellis Island
Story
The Story
The Dynamic Curriculum
The Dynamic Curriculum
Ctrl
+
F
This symbol identifies a Tennessee
Diploma Project 2008 Standards
Awareness Resource
Standards SPI Correlation
Teams
□Grade 6
□Grade 7
+F
□Grade 8
Team records date & time for
self-selected in-service.
Prentice
Hall
Textbook
CD?
Ctrl
What’s Next?
□Pacing Guide Development
□Review SPIs to determine
which you would include in
each 9 week grading period.