Alexandria Community Schools

Reading/Writing

Curriculum

Revised January 2010

Authored by the Alexandria Writing Team:Jane Adams, Betsy Duckworth, Amanda Hosier, Alena McCullough, Melissa Messersmith, Julie

Metzger, Kim Osterhoff, Heather Poston, Jenny Smithson, Jamie Stapleton

Our Mission as Literacy Leaders

Alexandria Community School Corporation is committed to the highest quality literacy instruction supported by research, deemed best practices, and balanced to include reading, writing, listening,

speaking, and viewing across the curriculum.

Quality English/Language Arts Instructors

At all levels of instruction, it is expected that teachers of the English/Language Arts will participate in professional development in all areas of literacy instruction including, but not limited to, the Indiana Writing Project at Ball State University. Faculty, across the curriculum, is encouraged to participate in the Invitational Summer Institute, Open Institute, and/or Saturday Seminars offered. Those who complete the Summer Institute are certified to be Writing Teacher Consultants. Writing Teacher Consultants are encouraged to continue professional development through any Advanced Institutes offered. Through a common vision and set of beliefs about literacy instruction we can collaborate to increase the literacy achievement of our students exponentially in the years to come.

Common Vision and Beliefs

Reading and writing are interconnected and inseparable. Reading comprehension strategies and the craft of writing should be explicitly modeled and taught in

short, focused mini-lessons. You are never too old for a story or text to be read aloud. Students should write every day and capable, fluent readers read continually. The best way to improve reading is to read daily (with support if needed). Brief, individual writing conferences are essential to provide immediate feedback while students are

writing. Accessible texts are imperative for students to gain new information. Writing is a process, but each person’s process may be different. Students should be able to name authors of children’s and young adult literature. Students should be able to comment constructively on the writing of peers. Giving students the opportunity to share is just as important as the mini-lesson. Writing is an increasingly important skill in the 21st century that is tied to new media; effective

instructors integrate technology into their teaching. Students need to write in many different forms for authentic purposes both formal and informal in

nature. Assessment drives instruction in the English/Language Arts classroom; students are taught to use the

rubrics used for grading to monitor personal growth and progress. Writing is thinking on paper, so writing to learn should be important in all subject areas across grade

levels. Students must have exposure to a wide selection of literature and informational text in order to

develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

Students need time, choice, and the opportunity for response to become literate members of society.

Support for Literacy Instruction

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Excellent teachers and student achievement thrive with the support of administrators and community members. The following supports are necessary for optimal instruction in the English/Language Arts classroom.

Class Size—under ideal conditions, the class size for English/Language Arts instructors should be no more than 20-25 students.

Technology—Because writing in the 21st century is linked directly to digital forms (NCTE Policy Brief, Nov. 2009), adequately furnished computer labs or one-to-one computers in the English/Language Arts classroom are necessary for writing instruction. Support personnel available to address technology problems are also essential.

Access to Literacy Tools—Students and faculty will have access to an ever-growing library of resources, software, and literature reflecting materials available in the greater world.

Professional Development—literacy leaders and teachers across all subject areas need regular opportunities to continue their own growth. The administration should expect teachers to have a personal growth plan for how they will foster literacy in their classroom and be supportive of any book groups, workshops, seminars, or conferences they wish to attend.

Effective Evaluation—Multiple samples of student reading and writing across time should be monitored for progress for a more accurate measure of the quality of student literacy achievement in the district. Statewide testing scores alone are a limited means for program evaluation due to the constraints of the testing situation (timed and without resources).

Diverse Learners—English language learners, students with disabilities, and high ability students require differentiated instruction and/or extra assistance in the area of literacy to be fully engaged with the material and to provide the level of rigor expected. Class sizes should be adjusted for high numbers of students with additional needs. Training and consultation should be available as additional support to those instructors.

Community Support—caregivers and community members should promote literacy as a positive attribute. If children in Alexandria see the adults in their life reading and writing for pleasure or information, they will understand the importance of being a literate member of society.

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Information on Reading Instruction

ReadingReading is the process of decoding print and constructing meaning and is based on the reader’s prior knowledge. It consists of three interconnected processes–graphophonic, syntactic, and semantic processing–which do not function separately. With proficient readers, processing occurs automatically, redundantly, and more or less simultaneously. Reading development is interrelated with listening, speaking, and writing.

What Is A Balanced Reading Program?A balanced reading program includes:• Knowing students individually.• Balancing both direct and indirect instruction.• Balancing instructional activities including skills emphasis and meaning emphasis (Strickland, 1996).

Balanced reading is deep-rooted in the belief that teachers should be constantly aware of students’ individual needs and progress. Toward this end, teachers should make full use of a variety of assessment tools such as teacher observations, oral reading samples, writing samples, spelling samples, and portfolios, as well as standardized and other tests. Teachers who know students individually provide many kinds of support, enabling students to move to higher levels of reading and literacy development.

Teachers of balanced reading provide direct instruction to scaffold learning and make learning to read and write easier. They also provide ample opportunity and support for students to use and extend their instruction in functional reading and writing.

In the classroom, a balance of instructional activities for reading should exist. Modeled reading, shared reading, guided reading, and independent reading, as well as direct instructional activities, are all included in the balance.

Children must spend time–both inside and outside the classroom–reading and writing under conditions for learning that are favorable for individual achievement. Likewise, some time should be spent in individual, small-group, and whole-group direct instruction to support children’s literacy needs.

The reading program should balance an emphasis on helping children acquire relevant skills and knowledge and an emphasis on helping them learn to use those skills and knowledge in service of independent, productive, and thoughtful reading and writing. A comprehensive plan will be effective when teachers provide direct instructional support and the kinds of daily reading and writing that are needed for the complex process of learning to read.

A Balanced Perspective on Systematic PhonicsPhonics is the relationship between sounds in speech and spelling patterns. The power of phonics for word identification is largely dependent upon knowledge about the sounds of spelling patterns and surpasses simple letter sound correspondence and blending. For example, the sound of the vowel e in be versus bet depends upon the position of e in the long versus short vowel spelling pattern. “Phonics instruction,” according to Marilyn Adams, “is not so much about correspondences between single letters and phonemes as it is about correspondences between spelling patterns and speech segments” (1997, p. 3).

Learning phonics is essential. Research shows that early phonics instruction produces students with superior word-identification skills which is a desirable outcome of the balanced reading program.

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Additionally, phonics knowledge supports spelling development. Phonics is not, however, sufficient for children’s literacy learning. In a balanced reading program word-identification skills do not take dominance over reading comprehension (Routman, 1996). Time must be spent developing all aspects of reading including comprehension and fluency. To this end, time spent on early phonics instruction must be balanced to allow appropriate time spent on reading comprehension, fluency, and writing.

John Shefelbine reports, “Phonics instruction should be systematic and thorough enough to enable most students to become independent, and fluent readers, yet still efficient and streamlined” (1995, p. 2). While characteristics of systematic phonics instruction can vary, phonics should no longer be associated with stacks of worksheets and endless drills. Shefelbine provides the following general characteristics of systematic phonics:

– short but frequent teacher-led lessons– the introduction, review, and application of an initially limited but growing set of spelling-sounds

relationships (rather than working on the entire alphabet at once)– instruction in blending– correlated work in spelling (students read what they can spell and spell what they can read)(Shefelbine, 1995, p. 5).

Phonics is directly related to the graphophonic cueing system, one of three generally acknowledged cueing systems that readers use. Balanced reading instruction pays credence to the importance of having children use all three cueing systems when reading. Knowledge about the sounds of spelling patterns–or phonics–is a powerful cue for the reader. In addition, meaning gleaned from semantic cues and grammatical structure gleaned from syntactic cues help the reader determine what a word might mean (Weaver, 1994; Clay, 1991).

Children should be helped to understand phonics skills and the use of graphophonic cueing strategies through direct instruction. To help them internalize phonics skills and strategies as an integral part of reading and writing, phonics skills should be practiced in meaningful context (Routman, 1996; Strickland, 1996) including leveled text (Clay, 1991) and decodable text (Adams, 1997). However, studying spelling patterns and words in and of themselves can also be valuable activity (Templeton, 1992).

A general developmental continuum for phonics and spelling instruction begins with rhyming and the development of phonemic awareness in kindergarten; and it continues with focus on short vowels, common consonants and consonant blends, and a few high-frequency long vowel patterns–all for single-syllable words in first grade. The general continuum provides for continued focus on vowel patterns and generalizations for single-syllable words in second grade and focuses on syllabication and structural analyses in third grade (Gentry, 1997; Shefelbine, 1995).

Not all children need the same amount or same kind of instruction. In the balanced reading program, phonics instruction should fit individual needs. Local flexibility should be exercised in the decision making process for determining how best to incorporate systematic direct phonics instruction in the balanced reading program.

Bibliography

Adams, M. (1997). Memorandum to Dr. Henry L. Johnson. Notes on reading narrative. February 5, 1997.

Clay, M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann.

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Gentry, R. (1997). My kid can’t spell. Portsmouth, NH: Heinemann.

Routman, R. (1996). Literacy at the crossroads: Crucial talk about reading, writing, and other teaching dilemmas. Portsmouth, NH: Heinemann.

Shefelbine, J. (1995). Learning and using phonics in beginning reading. Scholastic Literacy Research Paper, 10, Scholastic Inc.

Strickland, D. (1996). In search of balance: Restructuring our literacy programs. Reading Today, 14, (2), 320.

Templeton, S. (1992). New trends in an historical perspective: Old story, new resolution – Sound and meaning in spelling. Language Arts, 69, 454-463.

Weaver, C. (1994). Reading processes and practice: From socio-psycholinguistics to whole language. Portsmouth, NH: Heinemann.

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Attitudes and Motivation to Read

It is extremely important that young readers have extended practice in reading. They need interesting and well-written books to read, time in which to read, and reasons for wanting to read. In addition, children are more likely to be motivated to read when they feel successful rather than frustrated and when they can sense their own growth and progress. In view of this, Alexandria Community Schools must seek to develop in every student the knowledge and understanding, as well as the perspective and attitudes, that necessarily underlie true literacy.

Within the English/Language Arts classroom and across the curriculum, thoughtful engagement and motivation are absolutely necessary at all ages and thus provide a foundation for successful reading. Children will learn these attitudes from the context of literacy activities in which they are engaged and from discussions with significant adults.

Some ways to foster engagement and motivation include:• Routinely incorporate activities that foster a desire to read, such as reading aloud books with predictable patterns, repetition, and rhyme; books that are related to students’ life experiences; and books that stretch students’ imaginations and sense of wonder.• Provide time and opportunities for students to read a variety of materials representing appropriate reading levels and a variety of topics and genres.• Engage in sharing and discussing texts read independently, in pairs, in small groups, and in large groups.• Provide live and recorded models of adults and students reading.• Share favorite books with other students and adults.• Share nonfiction texts with students in a way that makes the information and puzzles they present come alive.• Engage students in shared reading experiences from the beginning to foster feelings of success and membership in a community of readers.• Help students learn to analyze the author’s language and craft, to reflect on their understanding and reactions to what is read, and to wonder about the new thoughts and questions that the text invites.• Demonstrate connections between reading and writing by asking students to create, discuss, and publish their own stories.

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Stages of Literacy Development

Literacy is a process that continues through life. Teachers need to be aware of the stages of literacy so that they can help move each child to the next stage.

Early Emergent Literacy usually occurs in preschool. In this stage, children come to view reading and writing as activities in which people engage. They know that books contain stories, but they do not yet understand fully the alphabetic principle or the conventions of print. They show interest in print and begin to develop preferences for particular stories and skills in handling books. Writing is generally scribbling, making letter-like shapes, or imitating cursive writing.

In Emergent Literacy, during the earliest primary years, children begin to use concepts about print and understand principles of text. For example, they know that the text, as well as the picture, conveys meaning; they may be able to read some words like their name or familiar environmental print. In writing, children use letters of the alphabet, usually consonants, to represent syllables.

As children move into the primary years, they progress to the Developing Literacy stage. They demonstrate phonemic awareness; apply phonics knowledge to decoding unknown words; and comprehend narrative picture books, poems, short chapter books, and informational and practical materials. They have an increasing understanding of print conventions and of the alphabetic principle. They are developing a sight vocabulary of functional words. In writing, they are composing sentences to make sense and learning to develop ideas in a logical progression. They write about topics of personal interest in various modes, letters, stories, notes, poems, etc. Children are also learning conventional spacing, capitalization, and spelling.

Early Independent Literacy should occur in the early elementary years. Children should set their own purpose for reading—for interest or for information. They discuss and express their ideas orally or in writing on literary, informational, and practical materials. They begin to read independently for extended periods of time. In writing, they record observations and ask and answer open-ended questions about information or ideas; they use detail and organization in their writing; and they produce writing and artwork to reflect personal response and understanding of text.

Independent Literacy occurs by the mid-elementary years. Children should efficiently use strategies for comprehension and they should self-correct quickly. They read confidently and independently in multiple modes of text. In writing, their text is easily understood with good ideas, organization, coherence, and increasing sophistication in the conventions of print.

Expanding Literacy is the goal of later elementary and secondary years. Expanding readers read widely, critically, and frequently for a variety of purposes in a variety of modes. These readers understand literary elements as well as the conventions of expository text; they can read analytically and thoughtfully. In writing, they have voice and control, and they write for a variety of reasons and in diverse modes.

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Literacy Learning Narratives for Alexandria Community Schools

KindergartenStudents begin to connect letters with sounds, distinguish phonemes, and manipulate and blend sounds to make words. They match oral words to printed words, and identify letters, words and sentences. They identify parts of a book, track words left to right, and begin to use basic reading strategies which include picture clues, isolating word parts, and context clues. Teachers utilize a variety of leveled texts and authentic literature. There is a balance between whole-group literacy instruction (teacher-generated interactive teaching charts; reading for a purpose; before, during, and after activities; ESR-every student response) and small group, center-based activities (guided reading, OTO-on their own work).

Writing Workshop is introduced second semester. Students begin to write using pictures, letters, and words. They write for a specific purpose and begin to apply spacing and basic punctuation. Rich literature is used to model good writing along with teacher-generated examples. The students are given time to write while the teacher conducts meaningful one-on-one conferences that focus on one clear teaching point. Writing is celebrated through sharing and positive feedback. This approach fosters a love of writing through authentic writing examples, choice, ownership, and celebration.

First GradeStudents distinguish beginning, middle, and ending sounds, blend two to four phonemes in words, identify long and short vowels, vowel pairs, digraphs, consonant clusters, syllables, prefixes, suffixes, and root words. They learn basic conventions of grammar including punctuation, parts of speech, and tense. Reading strategies continue to be emphasized and students begin to use them without prompting. Comprehension skills include sequencing events, cause and effect, identifying main idea, identifying character and setting, compare and contrast, making inferences, and predicting. Teachers utilize a variety of leveled texts and authentic literature. There is a balance between whole-group literacy instruction (teacher-generated interactive teaching charts; reading for a purpose; before, during, and after activities; ESR-every student response) and small group, center-based activities (guided reading, OTO-on their own work).

During Writing Workshop, the students discuss writing ideas, write brief narratives and descriptions, use varied word choice, write using multiple genres, and write for different purposes and audiences. They apply conventions such as complete sentences, spacing, plurals, contractions, end punctuation, and capitalization where appropriate. Students revise writing for others to read. Rich literature is used to model good writing along with teacher-generated examples. The students are given ample time to write while the teacher conducts meaningful one-on-one conferences that focus on one clear teaching point. Writing is celebrated through sharing and positive feedback. This approach fosters a love of writing through authentic writing examples, choice, ownership, and celebration.

Second gradeStudents use common word parts, sound/symbol relationships, and spelling patterns when reading. They identify common synonyms, antonyms, and compound words. Students use various reading strategies without prompting. Students read grade-level literary and informational texts with voice and expression. They can state a purpose for reading, identify the author’s purpose, identify main idea, make cause/effect connections, restate facts, and summarize. Students are able to make connections between what they have read to events in their own lives or to other similar texts and compare and contrast versions of the same story. They engage in critical thinking and reflection as they read, discuss, and respond to books. There is a balance between whole-group literacy instruction (teacher-generated interactive teaching charts; reading for a purpose; before, during, and after activities; ESR-every student response) and small group, center-based activities (guided reading, OTO-on their own work, literature circles).

During Writing Workshop, the students use various reference materials and use pictures or books to find writing ideas. They write brief narratives, poems, research reports, and descriptions that follow a recognizable sequence and contain descriptive details. The students write responses to literature that demonstrate understanding. They apply conventions such as complete sentences, commas, quotation marks, capitalization of proper nouns, end punctuation, and correct spelling of high frequency words. Students review, evaluate, and revise writing for meaning and clarity. Rich literature is used to model good writing along with teacher-generated examples. The

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students are given ample time to write while the teacher conducts meaningful one-on-one conferences that focus on one clear teaching point. Writing is celebrated through sharing and positive feedback. This approach fosters a love of writing through authentic writing examples, choice, ownership, and celebration.

Grades 3-5Literacy learning for grades 3-5 requires modeling of good reading and writing, continued practice, and the components of good writing methodology facilitated by the teacher. A shift in focus from “learning to read” to “reading to learn” gradually takes place during these grade levels. Chapter books are the expected reading choice as well as noting real author’s leads, style, methods, and content. Building background by reading varied texts both narrative and expository (non-fiction) helps develop good writers. Self-selected reading choices in both fiction and non-fiction categories builds a desire to read often and continuously throughout their lifetime. Exposure to narrative, persuasive, and expository text is essential for the students at this level to continue to develop into successful readers and writers.

Pieces of writing consisting of 2-3 paragraphs are introduced at this level as well as revision/editing skills. Writing in response to literature and using Writing Across the Curriculum (WAC) allows students to develop writing in other subject areas.

Grades 6-8Literacy learning in grades 6-8 is recursive and requires continuing development and practice. The students are exposed to more complex literature (novels) and expository (nonfiction) text. They are asked to think critically about what they read and share in class discussions that push their thinking out of their comfort zone to help them develop their own opinions and ideas about life. Independent reading of self-selected, age-appropriate literature and nonfiction is expected so that students further develop their reading fluency skills, and so that they can build a habit of reading for a lifetime.

Students at this age are beginning to display strengths in social communication which is utilized to help them master standards in listening and speaking as well as academic vocabulary. They are expected to write longer and more formal pieces of writing where they apply, evaluate, and synthesize text for various audiences and purposes appropriate to their age level. Formal research is introduced in preparation for the rigor of high school. Modeling and practice paired with reflection (whole class, small peer groups, and individual) are imperative methods of instruction at this level.

Grades 9-12Literacy at the high school level blends complex experiences with reading, writing, speaking, and listening to encourage critical thinking. In high school, students work with texts through whole-class study and analysis of grade-appropriate literature in addition to self-selected readings. Through thematic units, literature circles, and author studies, students analyze various perspectives and identify connections to the greater world. Reflective writing, thought-provoking discussion, and critical listening are utilized to further promote the importance of literacy in students’ lives in and out of school.

Students are taught that writing is a continuous process, which can be employed for many purposes. While practicing Writing Workshop, students are given the opportunity to create writing in various genres for authentic purposes and audiences; choice, consistent writing time, and conferencing are integral to Writing Workshop. Technical, research-based, persuasive, and narrative writing are genres taught throughout students’ high school career in preparation for college and/or post-secondary employment.

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Scope and Sequence of English/Language Arts

Content Standards

Grades K-12

The following pages provide a graphic and narrative representation of how the Indiana Academic Standards are addressed in Alexandria Community Schools.

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Grades K-2

Standard 1 – Reading: Word Recognition, Fluency, and Vocabulary DevelopmentStudents understand the basic features of words. They see letter patterns and know how to translate them into spoken language by using phonics (an understanding of the different letters that make different sounds), syllables, and word parts (-s, -ed, -ing). They apply this knowledge to achieve fluent (smooth and clear) oral and silent reading.

Word Recognition and FluencyAll students (grades K-2) will read aloud grade-level-appropriate poems, narrative text (stories) and expository text (information) fluently and accurately and with appropriate timing, changes in voice, and expression.

Kindergarten 1st Grade 2nd Grade

Print concepts

identify front & back cover and title page. follow words from left to right, top to bottom understand printed materials provide information Recognize and name all capital and lowercase letters match oral words to printed words identify letters, words, and sentences recognize all sentences begin with capital letters and end with punctuation

Phonics

Distinguish sounds (phonemes) in orally stated words and manipulate andblend sounds to make new words (including rhyming words).

Blend two to four phonemes into recognizable words. Distinguish beginning, middle, and ending sounds in single syllable words. Create and state a series of rhyming words.

Use features of words (e.g., common word parts, sound/symbol relationships, spelling patterns) to decode unknown words. Identify commonsynonyms, antonyms and compound words. Read aloud grade-level-appropriate literary andinformational texts with appropriate changes in voice and expression.

Use phonemic awareness skills (e.g., blending, manipulating, and deleting sounds) and basic phonics knowledge (e.g., the spelling of common sound/symbol relationships, word patterns, inflectional endings, digraphs, blends) to aid in decoding and comprehension. Read common sight words. Read aloud smoothly and easily in familiar text.

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Standard 2 Reading – Comprehension and Analysis of Nonfiction and Information Text

Students identify the basic facts and ideas in what they have read, heard, or seen. Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.htm) illustrate the quality and complexity of the materials to be read by students.

Kindergarten 1st Grade 2nd Grade

Print Concepts locate title and name of the author of a book

locate title, author, illustrator, and table of contents of a reading selection

Comprehension/Analysis

use pictures and context to aid comprehension, draw conclusions, and make predictions. generate and respond to questions (who, what, where)

identify the main idea generate and/or respond to who, what, when, where, why and how questions.

state purpose for reading & use knowledge of author’s purpose to aid in comprehension generate and/or respond to when, who, where, why, what if and how questions restate facts and summarize the main idea Use titles, tables of contents, and chapter headings to identify central ideas or topics. Make cause/effect connections identify common words that indicate when events happened in a sequence (e.g., fi rst, next, last).

Instructions follow one-step written instructions

follow two-step written instructions

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Standard 3 Reading: Comprehension and Analysis of Literary Text

Students listen and respond to stories based on well-known characters, themes, plots (what happens in a story), and settings (where a story takes place). The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students.

Kindergarten 1st Grade 2nd Grade

Comprehension/Analysis

retell familiar stories using vocabulary words and story elements (setting, characters, main events) identify characters, settings, and main events

Identify the plot, setting and characters in a story

Compare and contrast versions of the same story

Distinguish fantasy from reality Confirm predictions about what will happen next in a story

Standard 4 Writing: Processes and Features

Students discuss ideas for group stories and other writing. Kindergarteners use pictures, letters, and words to write as emerging writing. Primary students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts.

Kindergarten 1st Grade 2nd GradeWriting Concepts write using

pictures, letters, and words write by moving from left to right and from top to bottom

write brief narratives anddescriptions, using varied words to convey a central idea.

understand the purposes of various reference materials

Writing Process ask how and why questions about a topic of interest gather information from different sources

discuss ideas for writing revise writing for others to read

use pictures or books to find ideas for writing review, evaluate, and revise writing for meaning and clarity

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Standard 5 Writing: Applications (Different Types of Writing and Their Characteristics)

Students write and draw for a specific purpose and a specific audience. As students’ writing develops they begin to write compositions that describe and explain familiar objects, events, and experiences, Students use their understanding of the sounds of words to write simple rhymes. Student writing demonstrates a command of Standard English and the drafting, research, and organizational strategies outlined in Standard 4 – Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.

Kindergarten 1st Grade 2nd Grade

Writing Applications

write for a specific purpose write for a specific audience

write using multiple genres (narratives, expository writing and poems) write for different purposes and audiences use descriptive words

Write brief narratives, poems and descriptions that follow a recognizable sequence and contain descriptive details. write responses to literature that demonstrate understanding and use support statements from the text write or deliver a research report that was developed using a systematic research process

Standard 6 Writing: English Language Conventions

Students write using Standard English conventions appropriate to their grade level.

Kindergarten 1st Grade 2nd Grade

Conventions

write capital and lower case letters, correctly shaping and spacing the letters spell independently using an understanding of the sounds of the alphabet

Write complete simple sentences, using knowledgeof spacing, plurals, contractions and endpunctuation (i.e., periods, exclamation points, question marks). Capitalize the first words of sentences, names and the pronoun I.

Write and identify nouns and verbs in complete sentences correctly use commas andquotation marks capitalize proper nouns correctly spell frequently used words that do not follow common spelling patters (e.g., why, says, who)

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Standard 7 Listening and Speaking: Skills, Strategies, and Applications

Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentations about familiar experiences or interests that become more complex with their maturity. As they progress their presentations are organized around a coherent thesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they use in their writing.

Kindergarten 1st Grade 2nd Grade

Communication

follow one-and-two-step spoken directions speak in complete, coherent sentences recite short pieces

listen attentively to form relevant questions, follow directions, or retell what is spoken. stay on the topic when relating information or story events. give, restate and follow simple two-step directions

give and follow three- and four-step directions paraphrase information that has been shared orally by others

recite poems, rhymes, songs, and stories ask questions for clarification and understanding

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Grades 3-5

In grades 3-5, students are moving from learning to decode words to reading more fluently with expression. They are expanding their vocabulary and eventually using word origins to figure out the meanings of new words. They are able to analyze text structure and are able to recognize key features of textbooks. They read a variety of grade-level appropriate classic and contemporary literature and add non-fiction, poetry, and plays to their repertoire. Students are growing from writing sentences and paragraphs to writing compositions for different purposes and audiences while they are mastering the conventions of Standard English. They expand their oral deliveries to include presentations, summaries of books, and responses to literature.

Standard 1—Reading: Word Recognition, Fluency, and Vocabulary Development

Students understand the basic features of words and use their knowledge of word parts and word relationships, as well as context, to determine the meanings of words and phrases.

3rd Grade 4th Grade 5th Grade

Decoding and Word Recognition

Use more difficult word families.

Read aloud grade-level-appropriate literary and informational texts fluently and accurately with appropriate timing, change in voice, and expression.

Read aloud grade-level-appropriate literary and informational texts fluently and accurately with appropriate timing, change in voice, and expression.

Vocabulary and Concept Development

Determine meanings of words using synonyms, antonyms, homophones, and homographs.

Use sentence and word context to find the meaning of unknown words.

Use a dictionary to find the meaning or pronunciation of a word.

Use knowledge of prefixes and suffixes to determine the meaning of words.

Apply knowledge of synonyms, antonyms, homographs, and idioms.

Use knowledge of root words and context clues to determine the meaning of unknown words.

Use a thesaurus to find related words and ideas.

Understand and explain synonyms, antonyms, and homographs.

Use word origins and context clues to determine the meanings of unknown words.

Understand and explain the use of similes and metaphors.

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Standard 2—Reading: Comprehension and Analysis of Nonfiction and Informational

Students read and understand grade-level-appropriate material. They use a variety of reading comprehension strategies. The selections in the Indiana Reading List (available online at http://www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. Students read a variety of fiction and nonfiction across genres and disciplines.

3rd Grade 4th Grade 5th GradeStructural Features on Informational and Technical Materials

Use: Title, table of contents, glossary, chapter headings, index

Use: Title, table of contents, glossary, chapter headings, index, graphic organizers

Use: Title, table of contents, glossary, chapter headings, index, graphic organizers, features of textbooks

Analysis of Grade-Level-Appropriate Nonfiction and Informational Text

Show understanding by identifying answers in a text.

Recall major points and revise predictions about what is read.

Distinguish main ideas and supporting details.

Identify informational text written in narrative form.

Draw conclusions or make and confirm predictions about text using illustrations, titles, topic sentences, important words, foreshadowing, and direct quotes.

Recognize main ideas presented in texts, identifying and assessing evident that supports those ideas.

Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.

Expository Critique Distinguish among facts, supported inferences, evidence, and opinions in text.

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Standard 3—Reading: Comprehension and Analysis of Literary Text

Students read and respond to grade-level-appropriate significant works of children’s literature. The selections in the Indiana Reading List (available online at www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. Students will begin with the theme, plot, and setting and move to reading and responding to historically or culturally significant works of literature, and finding ways to clarify ideas and make connections.

3rd Grade 4th Grade 5th GradeStructural Features of Literature

Recognize different common genres, poetry, drama, fiction, and nonfiction.

Describe the differences of various imaginative forms, including fantasies, fables, myths, legends, and fairy tales.

Identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the choices made by the author for a specific purpose.

Analysis of Grade-Level-Appropriate Literary Text

Comprehend basic plots, characters, & theme, problem and solution of classic fairy tales, myths, folktales, legends, and fables from around the world.

Identify the speaker or narrator in a selection.

Recognize onomatopoeia.

Identifying main events, cause and effect, and major theme in the story action.

Determine the character’s motivation through his actions.

Compare and contrast different cultures using literature.

Identify theme and narrator in literature.

Identify and explain problems and conflict resolution in the plot.

Contrast the motives of characters in fiction and how that is important to the plot or theme.

Recognize themes whether they are implied or stated directly.

Literary Criticism Explain how the author’s craft influences the readers’ perspective.

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Standard 4—Writing: Writing Processes and Features

Students discuss, list, and graphically organize writing ideas. Students write clear sentences and paragraphs and grow to write clear, coherent, and focused essays. Students progress through the stages of their writing process and proofread, edit, and revise writing.

Organization and Focus

3rd grade 4th Grade 5th GradeOrganization and Focus

Find ideas for writing from multiple sources.

Keep a list or notebook of ideas.

Create and organize related ideas to maintain a consistent focus

Discuss ideas from multiple sources and keep a notebook of ideas.

Based on purpose and audience, select a focus, organizational structure and point of view.

Write informational pieces with multiple paragraphs, using proper components and organizational structures of a paragraph.

Discuss ideas and use graphic organizers to plan writing.

Using multiple paragraphs, develop a plot, setting, and ending.

Write informational pieces with multiple paragraphs, using proper components and organizational structures of a paragraph.

State and support a hypothesis with data.

Research Process and Technology

Use reference materials.

Use a computer for the writing processes.

Quote or paraphrase information and cite appropriately.

Use prefaces and appendixes to locate information.

Use multiple reference materials, online information.

Understand how to get information from other print materials.

Use organizational features of printed text to locate information.

Use note-taking skills, a thesaurus, and computer for research.

Evaluation and Revision

Review, evaluate, and revise writing for meaning and clarity. Proofread one’s own writing, as well as others, using an editing checklist or list of rules.

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Standard 5—Writing: Writing Applications

Students write narrative (story), expository (informational), persuasive, and descriptive texts. Students also write summaries of grade-level-appropriate reading materials. Student writing develops so that they will demonstrate a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4-Writing: Writing Processes and Features. It also demonstrates an awareness of the audience (intended reader) and purpose for writing.

At Alexandria Community Schools all students read examples of a form of writing (genre) and analyze its craft before ever being asked to write in that genre. Reading and writing are interconnected and inseparable. Synergy occurs during the writing workshop to maximize English/Language Arts achievement.

Written Forms, Word Choice, Purpose, and Audience Considerations

3rd Grade 4th Grade 5th GradeNarrative Show action in

context. Include details to

develop the plot.

Include ideas, observations, or memories of an event.

Provide a context, using concrete sensory details for the reader to use his imagination.

Establish a plot, point of view, setting and conflict in writing, and show, rather than tell, the events of the story.

Descriptive Write descriptive pieces that develop. unified main ideas,

Use details to support the main idea.

Write responses to literature that support statements with evidence from the text and demonstrate an understanding of literary work.

Write summaries that contain significant details.

Write responses to literature that support statements with evidence from the text and demonstrate an understanding of literary work.

Develop interpretations that exhibit careful reading and understanding.

Persuasion Write persuasive pieces that ask for action or response.

Write for different purposes, and for specific audiences.

Write to state a clear position, support a position with evidence and emotional appeals.

List appealing statements first, the least powerful ones last.

Address reader concerns.

Letters Write to include date, proper salutation, body, closing, and signature.

Write letters of a persuasive nature.

Responses to Literature

Write book reviews or other responses to literature that demonstrate an understanding of the literary work and support it with evidence from the text.

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Word Choice Use varied word choices to make writing interesting.Purpose and Audience Write for a specific purpose and audience.Research Application Write or deliver a research report

that defines the topic, gathers information from a variety of sources, determines credibility, and reports findings in two categories.

Write or deliver a research report that defines the topic, gathers information from a variety of sources and summarizes it, determines credibility, and reports findings in three or more categories.

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Standard 6—Writing: Written English Language Conventions

Students write using Standard English conventions appropriate to their grade level.

3rd Grade 4th Grade 5th GradeHandwriting Write legibly in cursive. Write smoothly and legibly in cursive.

Sentence Structure Write complete sentences of statement, command, question, or exclamation with final punctuation.

Use simple and compound sentences in writing.

Use verbs, adjectives, adverbs, appositives, participial phrases, prepositional phrases, and conjunctions in writing.

Identify and use correctly prepositional phrases, appositives, main clauses, and subordinate clauses.

Use transitions in simple and compound sentences to connect ideas.

Grammar Identify subjects and verbs in agreement, verb tenses, and use pronouns, adjectives, and compound nouns in writing.

Identify and use regular and irregular verbs, prepositions, and adverbs in writing.

Identify and correctly use appropriate tense verbs, modifiers, and pronouns.

Punctuation Use commas in dates, addresses, and items in a series.

Use parentheses, commas in direct quotations.

Use apostrophes to show possession, and in contractions.

Use underlining, quotation marks, or italics to identify titles of documents.

Use a colon to separate hours and minutes and to introduce a list.

Use quotation marks around the exact words of a speaker, titles of articles, poems, songs, short stories, and chapters in books.

Use semi-colons and commas for transitions.

Capitalization Capitalize geographical names, holidays, historical periods and special events correctly.

Capitalize names of magazines, newspapers, works of art, musical compositions, organizations and the first words in quotations when appropriate.

Use correct capitalization.

Spelling Spell correctly words with blends, contractions, compounds, common spelling patterns, and common homophones.

Arrange words in alphabetical order.

Spell correctly roots (bases) of words, inflections, words with more than one spelling, suffixes and prefixes, and syllables.

Spell base or root words, prefixes, suffixes, contractions, and syllable constructions correctly.

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Standard 7—Listening and Speaking: Skills, Strategies, and Applications

Students listen critically and respond appropriately to oral communication. Eventually students deliver focused, coherent, presentations that convey ideas clearly and relate to the background and interest of the audience. They evaluate the content of oral communication. Students deliver brief oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. In 5th grade they use more traditional speech strategies including narration, exposition, persuasion, and description. Students use the same Standard English conventions for oral speech that they use in their writing.

3rd Grade 4th Grade 5th GradeComprehension Retell, paraphrase,

and explain what a speaker has said by relating or making a connection to that speaker.

Follow three or four step directions.

Ask thoughtful questions and respond orally to relevant questions.

Summarize major ideas from a spoken presentation.

Ask questions to seek information not already discussed.

Interpret a speaker’s verbal and non-verbal messages, purposes, and perspectives.

Make inferences or draw conclusions based on an oral report.

Organization and Delivery of Oral Communication

Organize ideas chronologically or around major points of information.

Provide a beginning, middle, and an end to oral presentations using clear and specific vocabulary to communicate ideas.

Introduce and conclude effectively to inform the listener’s understanding.

Use cause and effect, similarities and difference, and posing and answering questions to convey information.

Emphasize points to help listener follow ideas and concepts.

Select a focus, organizational structure and a point of view for an oral presentation.

Use evidence and examples to clarify ideas.

Enhance meaning by using volume, phrasing, timing, and gestures.

Analysis and Evaluation of Oral and Media Communications

Using print media or the Internet compare ideas and points of view expressed.

Distinguish between the speaker’s opinion and verifiable facts.

Identify, analyze, and critique promises, dares, flattery, and generalities used in oral presentations and media messages.

Identify claims in different kinds of text and evaluate evidence used to support these claims.

Evaluate different evidence to support claims.

Evaluate the role of the media in focusing people’s attention on issues and forming their opinions.

Analyze media as a source of information, entertainment, persuasion, interpretation of events, and transmission of culture.

Speaking Applications Make a brief narrative presentation. Include a Deliver an organized and

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context for the event, provide insight into why the presentation is of interest to the audience.

engaging narrative presentation.

Use well-chosen details to develop characters, setting, and plot with a beginning, middle, and end.

Plan and present dramatic interpretations.

Relate ideas, observations, or memories about an event or experience.

Make informational presentations that focus on one main topic, include facts and details, and have more than one source of information.

Deliver oral summaries of articles and books.

Deliver informative presentations that frame questions, establish a controlling idea, and develop the topic.

Deliver oral responses to literature that summarize important events and details, demonstrate understanding ideas, and uses examples from the work to support conclusions.

Use concrete sensory details to present descriptive presentations of people, places, things, or experiences.

Establish a situation, plot, point of view, and setting, using descriptive phrases.

Show, rather than tell, the listener what happens.

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Grades 6-8

Standard 1—Reading: Word Recognition, Fluency, and Vocabulary Development

Students use their knowledge of word parts and word relationships, as well as context clues (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Word Recognition and Fluency

All students (grades 6-8) will read aloud grade-level-appropriate poems, narrative text (stories), and expository text (information) fluently and accurately and with appropriate timing, changes in voice, and expression.

Vocabulary and Concept Development

6th Grade 7th Grade 8th GradeFigurative language

Simile, metaphor, personification

Simile, metaphor, personification, idiom, cliché, analogy, euphemism, allusion, symbolism

Simile, metaphor, personification, idiom, analogy, connotation, denotation, oxymoron, irony

Word Meanings

•Use context clues to determine the meaning of a word.•Understand and explaindifferences in meaning of related words.•List synonyms and/or antonyms for a given word.

•Clarify word meanings through the use of definition, example restatement, or through the use of contrast stated in the text.•Explain the differences between and give examples of homonyms, homophones, and homographs.

•Verify the meaning of a word in its context, even when its meaning is not directly stated, through the use of definition, restatement, example, comparison, or contrast.

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Literary Genres and Forms (Standards 2 & 3)Students know the characteristics of and read in a wide variety of genres. Reading in a form is essential preparation for writing in that form.

Genre/Form 6th Grade 7th Grade 8th GradeFiction Realistic fiction Historical fiction Fantasy Science fiction Mysteries Adventure Folktale Fairy tale Myth/legends Tall tales

Literary Elements Characterization Setting Plot (beginning, middle, end; and/or problem, rising action, solution to problem) Theme Point of View

Literary Elements Plot (exposition, rising action, climax, falling action, resolution) Theme Point of view Foreshadowing

Literary Elements Plot (exposition, rising action, climax, falling action, resolution) Subplot Parallel episodes Flashback Recurring themes

Nonfiction Textbooks Biographies Autobiographies Diaries/letters Articles/editorials Reports/essays Reference Books Technical manuals Newspapers Magazines

Features of Texts Chapter and section headings Diagrams, charts, and graphs Pictures, graphics, and maps Footnotes and references Analyze text that uses a compare/contrast organizational pattern.

Features of Texts Chapter and section headings Diagrams, charts, and graphs Pictures, graphics, and maps Footnotes and references Analyze text that uses the cause-and-effect organizational pattern.

Features of Texts Chapter and section headings Diagrams, charts, and graphs Pictures, graphics, and maps Footnotes and references Analyze text that uses proposition and support patterns.

Poetry Traditional forms Free Verse

Crafting Techniques end rhyme alliteration repetition sensory detail

Crafting Techniques near rhyme repetend imagery

Crafting Techniques internal rhyme onomatopoeia assonance

Drama Play Reader’s Theater Film

Features of Genre Dialogue Casting Props/Costumes

Features of Genre Monologue (dramatic) Acts/Scenes Stage directions Entrance/Exits Blocking/Movement

Features of Genre Monologue (dramatic and interior) Acts/Scenes Stage directions Entrance/Exits Blocking/Movement

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Continue Standard 2—Reading: Comprehension and Analysis of Nonfiction and Informational Text

Students demonstrate (both in classroom discussions and in writing) their understanding of grade-level-appropriate reading materials.

6th Grade 7th Grade 8th GradeComprehension/Analysis Connect and clarify

main ideas of multiple sources.

Create outlines, notes, diagrams, summaries, or reports to clarify texts.

Understand and analyze the differences in structure and purpose between various informational texts.

Identify and trace the development of an author’s argument, point of view, or perspective in text.

Find similarities and differences between texts.

Compare the original text to a summary to determine whether the summary is accurate.

Analyze the format and purpose of informational materials.

Evaluation/Critique Make reasonable statements and conclusions about a text with evidence.

Identify how an author makes word choices to persuade.

Identify problems with an author’s use of figures of speech, logic, or reasoning

Assess the accuracy and appropriateness of evidence, noting bias and stereotyping.

Make reasonable statements and conclusions about a text with evidence.

Identify how an author makes word choices to persuade.

Identify and explain instances of persuasion, propaganda, and faulty reasoning.

Evaluate the logic, internal consistency, and structural patterns of text.

Make reasonable statements and draw conclusions about a text, supporting them with evidence.

Follow directions/ Consumer materials

Follow multiple step instructions for preparing applications.

Locate information by using a variety of consumer and public documents.

Compare and contrast the features of consumer materials to gain meaning.

Use information from a variety of consumer and public documents for different purposes.

Standard 3—Reading: Comprehension and Analysis of Literary Text

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Students read and respond to grade-level-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science. They clarify the ideas and connect them to other literary works. The selections in the Indiana Reading List (available online at www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students.

Structural Features of Literature

Identify different genres of literature and describe the major characteristics and purposes of each form.

Genres 6th Grade 7th Grade 8th Grade Fiction

Short story, folklore, mystery, science fiction, adventure, fantasy, realistic fiction, historical fiction

Non-fiction

Articles, textbooks, book review, essay, reference materials, online information, newspapers, magazines

Poetry Free verse, haiku, limerick, acrostic, cinquain, diamante

Free verse, tritina, sestina, raccontino, rhyming couplets, blank verse, rhyming iambic pentameter

Tercelle, ballad, lyric, couplet, epic, elegy, ode, sonnet

Literary Criticism

Students evaluate and reflect upon a work of literature.

6th Grade 7th Grade 8th GradeLiterature Reviews

Critique the believability of characters and plot.

Compare reviews of literary works.

Analyze the influence of historical context and author’s beliefs in a work of literature.

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Continue Standard 3—Reading: Comprehension and Analysis of Literary Text

Narrative Analysis of Grade-Level-Appropriate Text

Students analyze a piece of literature and reflect on its craft.

6th Grade 7th Grade 8th GradeCharacterization Effects of the

qualities of the character on the plot and the resolution of the conflict.

Character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters

Compare and contrast motivations and reactions of literary characters from different historical eras confronting either similar conflicts or similar situations.

Setting Influence of the setting on the problem and its resolution

Importance of setting to the mood, tone, and meaning of a text

Tone/Meaning in poetry

Define how tone and meaning are conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, alliteration, and rhyme.

Point of View Identify the speaker and recognize the difference between first-person and third-person narration

Contrast points of view (first person, third person (limited and omniscient), and subjective and objective in narrative text

Theme Themes conveyed through characters, actions, and images.

Recurring themes that appear in many different works

Literary Devices Effects of common literary devices in a variety of texts

Identify literary devices which define a writer’s style and use those elements to interpret the work

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Standard 4—Writing: Writing Processes and Features

Students discuss, list, and graphically organize writing ideas. They write clear, coherent, and focused essays. Students progress through the stages of the writing process and proofread, edit, and revise writing.

Organization and Focus

All students (grades 6-8) will discuss ideas for writing, keep a list or notebook of ideas and use graphic organizers to plan writing.

6th Grade 7th Grade 8th GradeOrganization and Focus

Choose the form of writing that best suits the intended purpose.

Write informational pieces of multiple paragraphs.

Use a variety of effective organizational patterns, including compare and contrast; organization by categories; and arrangement by order of importance.

Use effective transitions between sentences to unify important ideas.

Support all statements and claims with anecdotes (first-person accounts), descriptions, facts, and statistics, and specific examples.

Use strategies of note taking, outlining, and summarizing to impose structure on composition drafts.

Create compositions that have a clear message, a coherent thesis, and end with a clear and well-supported conclusion.

Support theses or conclusions with analogies, paraphrases, quotations, opinions from experts, and similar devices.

Use effective transitions to unify important ideas.

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Continue Standard 4—Writing: Writing Processes and Features

Research and Technology

Use of technology to facilitate efficient and effective compositions is imperative to the English/Language Arts curriculum. Students have daily access to laptop computers for the writing process.

6th Grade 7th Grade 8th GradeResearch Process and Technology

Use note-taking skills. Use organizational features

of electronic text, such as bulletin boards, databases, keyword searches, and e-mail addresses, to locate information.

Use a computer to compose documents with appropriate formatting by using word-processing skills and principles of design, including margins, tabs, spacing, columns, and page orientation.

Identify topics; ask/evaluate questions; develop ideas leading to inquiry, investigation, and research

Give credit for both quoted and paraphrased information in a bibliography by using a consistent format for citations.

Use a computer to create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.

Plan and conduct multiple-step information searches by using computer networks.

Identify topics; ask and evaluate questions; develop ideas leading to inquiry, investigation, and research.

Achieve an effective balance between researched information and original ideas.

Use a computer to create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.

Evaluation and Revision

All students (grades 6-8) will evaluate and revise writing for meaning and clarity. They will be expected to edit and proofread their own writing, as well as that of their peers, using an editing checklist or set of rules.

6th Grade 7th Grade 8th GradeRevision Revise writing to

improve the organization and consistency of ideas.

Revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary.

Revise writing for word choice; appropriate organization; consistent point of view and transitions

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Standard 5—Writing: Writing Applications

Students write narrative (story), expository (informational), persuasive, and descriptive texts. Students also write summaries of grade-level-appropriate reading materials. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4-Writing: Writing Processes and Features. It also demonstrates an awareness of the audience (intended reader) and purpose for writing.

All students read examples of a form of writing (genre) and analyze its craft before ever being asked to write in that genre. Reading and writing are interconnected and inseparable. Synergy occurs during the writing workshop to maximize English/Language Arts achievement.

Written Forms, Word Choice, Purpose, and Audience Considerations

6th Grade 7th Grade 8th Grade Forms of Writing

NarrativesDescriptionsExplanationsCompare/contrastProblem/solutionResearch reportsResponses to literaturePersuasive compositions

BiographiesAutobiographiesResponses to literatureResearch reportsPersuasive compositionsSummaries

BiographiesAutobiographiesShort storiesResponses to literatureResearch reportsPersuasive compositionsTechnical documents

Word Choice Use varied word choice to make writing interesting.

Use varied word choice to make writing interesting and more precise.

Use word choice to make writing interesting and precise.

Purpose/audience Write for different purposes and audiences, adjusting tone and style as necessary.

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Standard 6—Writing: Written English Language Conventions

Students write using Standard English conventions appropriate to their grade level.

Language Conventions

6th Grade 7th Grade 8th GradeSentence Structure

Simple, compound, and complex sentences

Uses complete thoughts to make sentences that include main ideas and supporting details.

Correctly use prepositional phrases, appositives, main clauses, and subordinate clauses.

Simple, compound, and complex sentences

Uses complete thoughts to make sentences that include main ideas and supporting details.

Properly place modifiers in sentences.

Use active voice when appropriate.

Simple, compound, complex, and compound-complex sentences

Vary sentence beginnings. Use parallel structure

when compiling a list. Use appositive phrases,

parenthesis, and/or dashes to indicate additional information or clarify the relationship between ideas.

Grammar Use indefinite pronouns; present perfect, past perfect, and future perfect verb tenses; subject/verb agreement correctly.

Use infinitives; participles; clear references between pronouns and antecedents; all parts of speech; types of sentences correctly.

Edit written manuscripts for correct grammar; Use infinitives and participles correctly.

Punctuation Colon, semicolon, and comma usage; ellipses

Hyphens, brackets, dashes, parenthesis, quotation marks

Use correct punctuation.

Capitalization Use correct capitalization.

Spelling Use correct spelling and conventions.

Use correct spelling and conventions.

Use correct spelling and conventions.

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Standard 7—Listening and Speaking: Skills, Strategies, and Applications

Students deliver focused, coherent, presentations that convey ideas clearly and relate to the background and interest of the audience. They evaluate the content of oral communication. Students deliver well-organized formal presentations using traditional speech strategies, including narration, exposition, persuasion, and description. Students use the same Standard English conventions for oral speech that they use in their writing.

Listening ComprehensionStudents will demonstrate listening comprehension during presentations and speeches.

6th Grade 7th Grade 8th GradeComprehension Relates the speaker’s

verbal communication to the nonverbal message.

Identify the tone, mood, and emotion conveyed.

Restate and carry out multiple-step oral instructions.

Ask questions that seek information not already discussed.

Ask questions to elicit information.

Determine the speaker’s attitude toward the subject.

Paraphrase a speaker’s purpose and point of view and ask questions concerning the speaker’s content, delivery, and attitude toward the subject.

Speaking ApplicationsStudents will give presentations, oral responses to literature, and recitations.

6th Grade 7th Grade 8th GradeSpeaking Applications

Present narrative, descriptive, informative, persuasive, problem/solution presentations

Respond orally to literature. Recite short pieces of poetry.

Present narrative, descriptive, research, and persuasive presentations

Oral summaries of articles and books.

Recite poems and dramatic monologues.

Present narrative, descriptive, research, and persuasive presentations

Oral responses to literature

Recite poems, sections of speeches, or dramatic soliloquies in an expressive manner.

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Continue Standard 7—Listening and Speaking: Skills, Strategies, and Applications

Organization and DeliveryStudents will select a focus, point of view, and organizational structure for their presentation or speech.

6th Grade 7th Grade 8th GradeAudience Consideration

Match the voice, word choice, and tone to the audience and purpose.

Planning Organize important points on note cards or paper.

Arrange supporting details, reasons, descriptions, and examples in an outline.

Organize a speech outline, including an introduction, body, conclusion, and transitions.

Support opinions

Support opinions with researched, documented evidence and with visual aid.

Delivery Use effective pace, enunciation, volume, eye contact, and hand/body gestures to sustain audience interest and attention.

Analysis and Evaluation of Oral and Media CommunicationsStudents will demonstrate analysis and evaluation of oral and media communications through discussion and writing.

6th Grade 7th Grade 8th GradeAnalysis Analyze the use of

rhetorical devices in oral communication.

Identify persuasive and propaganda techniques used in electronic media.

Identify & evaluate techniques to influence audience.

Provide helpful feedback to speakers concerning the effectiveness of a speech.

Use audience feedback, both verbal and nonverbal, to revise presentations or speeches.

Evaluation Evaluate the credibility of a speaker for hidden agendas or bias material.

Evaluate various visual media and its effects on viewers’ opinions.

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Grades 9-12

Standard 1—Reading: Word Recognition, Fluency, and Vocabulary DevelopmentStudents use their knowledge of word parts and word relationships, as well as context clues (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Word Recognition and FluencyAll students (grades 9-12) will read aloud grade-level-appropriate poems, narrative text (stories), and expository text (information) fluently and accurately and with appropriate timing, changes in voice, and expression.

9th Grade 10th Grade 11th Grade 12th GradeVocabulary and Concept Development

- Understand literal and figurative meanings.- Understand word origins including connections to mythology.

- Understand literal and figurative language.- Understand word origins including connections to myths.- Use technical vocabulary (ie: folder, file, font).

- Understand words related to literary and historical characters and themes.- Understand word origins including connections to Greek and Latin roots.- Analyze meaning of analogies.

- Understand words related to literary and historical characters and themes.- Understand word origins including connections to Greek and Latin roots.- Analyze meaning of analogies.

Standard 2—Reading: Comprehension and Analysis of Nonfiction and Informational TextStudents demonstrate (both in discussions and in writing) their understanding of grade-level-appropriate reading materials.

9th Grade 10thGrade 11th Grade 12th Grade

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Structural Features of Informational and Technical Materials

.- Analyze structure, format, and purpose of workplace documents.- Prepare bibliography for a report.

- Analyze structure, format, and purpose of informational documents.

- Analyze features and rhetorical devices of public documents.

- Analyze features and rhetorical devices of public documents.

Analysis of Grade-Level-Appropriate Nonfiction and Informational Texts

- Generate relevant research questions.- Synthesize sources on a topic; connect that information to other sources and related topics.- Use technical manuals.- Support conclusions and statements with examples.

- Analyze, evaluate, and elaborate ideas in sources.- Follow technical directions to use technology.- Support conclusions and statements with examples.

- Analyze how organization, word choice, and repetition affect clarity.- Verify information using other expository sources.- Cite examples from the text to support arguments.- Analyze author’s beliefs about a subject.

- Analyze how organization, word choice, and repetition affect clarity.- Verify information using other expository sources.- Cite text examples and use hypothetical situations to support arguments.- Analyze author’s beliefs about a subject.

Expository (Informational) Critique

Examine the clarity of a document based on organization and anticipate any misinterpretations.- Evaluate author’s argument based on evidence, purpose, and tone.

- Evaluate author’s argument based on evidence, purpose, and tone.

- Critique the strength and validity of arguments.- Critique an argument’s appeal to its audience.- Critique how the author anticipates counterarguments.

- Critique the strength and validity of arguments.- Critique an argument’s appeal to its audience.- Critique how the author anticipates counterarguments.

Standard 3—Reading: Comprehension and Analysis of Literary TextStudents read and respond to grade-level-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science. They clarify the ideas and connect them to other literary works. The selections in the Indiana Reading List (available online at www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students.

9th Grade 10th Grade 11th Grade 12th GradeStructural Features of Literature

- Explain different characteristics and purposes of dramatic literature.- Compare presentation of a theme across genres.

- Explain different characteristics and purposes of dramatic literature.- Compare presentation of a theme across genres.

- Analyze characteristics of subgenres (satire, parody, allegory, and pastoral) that are used in literature.

- Analyze characteristics of subgenres (satire, parody, allegory, and pastoral) that are used in literature.

Analysis of Grade-Level-Appropriate Literary Texts

- Analyze character interactions and how the interactions affect the plot.- Analyze characterization based on what characters say about themselves.- Compare portrayal of universal themes in multiple texts.- Analyze author’s development of time, including flashbacks and foreshadowing.-Identify and comprehend the use of literary devices, including

- Analyze character interactions and how the interactions affect the plot.- Analyze characterization based on what characters say about themselves.- Compare portrayal of universal themes in multiple texts.- Analyze author’s development of time, including flashbacks and foreshadowing.-Identify and comprehend the use of literary devices, including

- Explain a theme using textual evidence. - Explain how rhetorical and aesthetic purposes use irony, tone, mood, author’s style, and sound of language.- Analyze how poetry and prose use imagery, personification, figures of speech, and sound.- Evaluate works of literary and cultural significance: 1) reflect varied genres representing various periods; 2) written by important authors in

- Explain a theme using textual evidence. - Explain how rhetorical and aesthetic purposes use irony, tone, mood, author’s style, and sound of language.- Analyze how poets use imagery, personification, figures of speech, and sound.- Evaluate works of literary and cultural significance: 1) reflect varied genres representing various periods; 2) written by important authors in

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figurative language, imagery, allegory, and symbolism.- Evaluate the effect of subtleties, contradictions, ironies, and ambiguities. - Analyze the choice of narrator and how it affects the tone, plot, and credibility. - Understand purpose and uses of dialogue, soliloquies, asides, character foils, and stage design in drama.

figurative language, imagery, allegory, and symbolism.- Evaluate the effect of subtleties, contradictions, ironies, and inconsistencies.- Analyze the choice of narrator and how it affects the tone, plot, credibility, and meaning of text. - Understand purpose and uses of dialogue, soliloquies, asides, character foils, and stage design in drama.

various periods; 3) reveal contrasts in themes, styles, and trends; and, 4) reflect key ideas of the time.- Analyze the way authors have used mythical and traditional archetypes.

various periods; 3) reveal contrasts in themes, styles, and trends; and, 4) reflect key ideas of the time.- Analyze the way authors have used mythical and traditional archetypes.- Analyze world literature that uses contrasting themes, forms, and evaluate influences on the work.- Demonstrate knowledge of important authors of the 18th and 19th centuries.

Literary Criticism

- Evaluate the impact of diction and figurative language on tone, mood, theme.- Connect a work of literature to the issues of the historical period.- Analyze the choice of narrator and how it affects the tone, mood, and meaning of text.

- Evaluate the impact of diction and figurative language on tone, mood, theme.- Connect a work of literature to the issues of the historical period.

- Analyze the clarity of beliefs in literary works.- Evaluate whether author’s philosophical opinions have contributed to the quality and credibility of the work.

- Analyze the clarity of beliefs in literary works.- Evaluate whether author’s philosophical opinions have contributed to the quality and credibility of the work.

Standard 4—Writing: Writing Processes and FeaturesStudents discuss, list, and graphically organize writing ideas. They write clear, coherent, and focused essays. Students progress through the stages of the writing process and proofread, edit, and revise writing.

9th Grade 10th Grade 11th Grade 12th Grade

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Organization and Focus

-Discuss writing ideas with others; draft alone and collaboratively.-Create a clear thesis and maintain a consistent focus throughout the writing.-Use precise language, verbs, sensory details, and modifiers.-Use transitions and parallel structure to create coherence among paragraphs.

-Discuss writing ideas with others; draft alone and collaboratively.-Create a clear thesis and maintain a consistent focus throughout the writing.-Use precise language, verbs, sensory details, modifiers and active voice.-Use transitions and parallel structure to create coherence among paragraphs.

-Discuss writing ideas with others.-Demonstrate understanding of purpose, speaker, audience, and form when completing various writing assignments.-Consider point of view, characterization, style when writing.-Structure arguments in a consistent format and use specific examples as support.-Use rhetorical devices (parallelism, repetition, analogy) to enhance meaning.-Use vivid language to establish a specific tone.

-Plan, evaluate, and explain writing to others.-Demonstrate understanding of purpose, speaker, audience, and form when completing various writing assignments.-Consider point of view, characterization, style when writing.-Structure arguments in a consistent format and use specific examples as support.-Use rhetorical devices (parallelism, repetition, analogy) to enhance meaning.-Use vivid language to establish a specific tone.

Research Process and Technology

-Formulate clear research questions and compile information from various sources.-Use supporting evidence (scenarios, commonly held beliefs, hypotheses, definitions) to develop main ideas.-Synthesize information from multiple sources.-Skillfully integrate citations and quotations into a written text.-Accurately abide by style manuals when documenting sources.-Use a computer to create documents.

-Formulate clear research questions and compile information from various sources.-Use supporting evidence (scenarios, commonly held beliefs, hypotheses, definitions) to develop main ideas.-Evaluate and synthesize information from multiple sources.-Skillfully integrate citations and quotations into a written text.-Accurately abide by style manuals when documenting sources.-Use a computer to create documents

-Conduct research using clear research questions and thorough research strategies.-Use systematic strategies to organize information.-Use a computer to enhance a document with pictures, graphics, and spreadsheets. -Skillfully integrate citations and quotations into a written text.

-Conduct research using clear research questions and thorough research strategies.-Use systematic strategies to organize information.-Use technology for all aspects of the writing process.-Skillfully integrate citations and quotations into a written text.

Evaluation and Revision

-Review and revise writing for clarity, content, and mechanics.-Proofread one’s own writing using an editing checklist.-Revise writing to improve logic, word choice, and organization.

-Review and revise using an editing checklist.-Use established criteria to evaluate writing.-Peer edit the work of others and use peer feedback in own writing.

-Review and revise writing for clarity, content, and mechanics.-Proofread one’s own writing and the writing of others using an editing checklist.-Revise to improve voice, style, meaning, and tone in a manner that is consistent with the writing.

-Gather and review writing to grow as a writer.-Proofread one’s own writing and the writing of others using an editing checklist.-Revise to improve voice, style, meaning, and tone in a manner that is consistent with the writing.

Standard 5—Writing: Writing ApplicationsStudents write narrative (story), expository (informational), persuasive, and descriptive texts. Students also write summaries of grade-level-appropriate reading materials. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4-Writing: Writing Processes and Features. It also demonstrates an awareness of the audience (intended reader) and purpose for writing.

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All students read examples of a form of writing (genre) and analyze its craft before ever being asked to write in that genre. Reading and writing are interconnected and inseparable. Synergy occurs during the writing workshop to maximize English/Language Arts achievement.

Written Forms, Word Choice, Purpose, and Audience Considerations9th Grade 10th Grade 11th Grade 12th Grade

Fictional, Autobiographical, or Biographical Narratives

-Describe a sequence of events while showing the importance of the events-Specify setting and location for plot events-Incorporate sensory language, actions and thoughts of characters.-Adjust pace to accommodate changes in time and mood.

-Describe a sequence of events while showing the importance of the events-Specify setting and location for plot events-Incorporate sensory language, actions and thoughts of characters.-Adjust pace to accommodate changes in time and mood.

-Describe a sequence of events while showing the importance of the events-Specify setting and location for plot events-Incorporate sensory language, actions and thoughts of characters.-Adjust pace to accommodate changes in time and mood.

-Describe a sequence of events while showing the importance of the events-Specify setting and location for plot events-Incorporate sensory language, actions and thoughts of characters.-Adjust pace to accommodate changes in time and mood.

Responses to Literature

-Illustrate an understanding of significant ideas-Support statements with evidence from text.-Demonstrate an understanding and appreciation of style.-Identify the impact of ambiguities, nuances, and complexities within the text.

-Illustrate an understanding of significant ideas-Support statements with evidence from text.-Demonstrate an understanding and appreciation of style.-Identify the impact of ambiguities, nuances, and complexities within the text.-Extend writing by altering mood, plot, characterization, or voice.

-Illustrate an understanding of significant ideas-Support statements with evidence from text.-Analyze the use of imagery, language, and universal themes.-Demonstrate an understanding and appreciation of style.-Identify the impact of ambiguities, nuances, and complexities within the text.

-Illustrate an understanding of significant ideas-Support statements with evidence from text.-Analyze the use of imagery, language, and universal themes.-Demonstrate an understanding and appreciation of style.-Identify the impact of ambiguities, nuances, and complexities within the text.

Expository Compositions/Academic Essays

- Support thesis with relevant information.- Utilize information from primary and secondary sources.- Distinguish between data and its value in supporting an argument.- Use a variety of reference sources.- Incorporate visual aids through technology.- Anticipate readers’ misunderstandings.- Use technical terms correctly.

- Support thesis with relevant information.- Utilize information from primary and secondary sources.- Distinguish between data and its value in supporting an argument.- Use a variety of reference sources.- Incorporate visual aids through technology.- Anticipate readers’ misunderstandings.- Use technical terms correctly.

- Develop a thesis.- Structure is appropriate for purpose, audience, and context.- Incorporates information from a variety of sources.- Makes valid inferences. - Supports opinions with evidence and details.- Uses technical terms correctly.- Provides a coherent conclusion.

- Develop a thesis.- Structure is appropriate for purpose, audience, and context.- Incorporates information from a variety of sources.- Makes valid inferences. - Supports opinions with evidence and details.- Uses technical terms correctly.- Provides a coherent conclusion.

Persuasive Compositions

- Organize ideas and appeals for greatest impact.- Uses rhetorical devices to support argument.- Clarify and defend position with evidence.- Address readers’ concerns.

- Organize ideas and appeals for greatest impact.- Uses rhetorical devices to support argument.- Clarify and defend position with evidence.- Address readers’ concerns.

N/A N/A

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Career Documents

- Present information concisely to meet the needs of the intended audience.- Utilize a conventional business letter format.

- Present information concisely to meet the needs of the intended audience.- Use vocabulary and tone to match audience and purpose.- Emphasize main ideas and images.- Utilize conventional business letter format.

- Present information concisely to meet the needs of the intended audience.- Use varied language to aid comprehension.- Modify tone to fit audience and purpose.- Follow conventions of style for documents.

- Present information concisely to meet the needs of the intended audience.- Use varied language to aid comprehension.- Modify tone to fit audience and purpose.- Follow conventions of style for documents.

Technical Documents

- Report information in a logical order.- Include details and specifics.- Include definitions and examples to aid comprehension.- Anticipate reader’s misunderstandings.

- Report information in a logical order.- Include details and specifics.- Include definitions and examples to aid comprehension.- Anticipate reader’s misunderstandings.

N/A N/A

Reflective Compositions

N/A N/A - Describe significant experiences through the use of rhetorical strategies.- Compare incidents and themes to illustrate author’s beliefs.- Give equal attention to describing key events and sharing why the event was significant.

- Describe significant experiences through the use of rhetorical strategies.- Compare incidents and themes to illustrate author’s beliefs.- Give equal attention to describing key events and sharing why the event was significant.

Historical Investigations

N/A N/A - Use rhetorical strategies to support argument.- Analyze and compare different records of a single event.- Analyze causes for differences between historical records.- Include all perspectives when considering the validity of sources.- Include a formal bibliography.

- Use rhetorical strategies to support argument.- Analyze and compare different records of a single event.- Analyze causes for differences between historical records.- Include all perspectives when considering the validity of sources.- Include a formal bibliography.

Vocabulary/Language

- Use varied vocabulary appropriate for specific topics. - Adjust tone, style, and voice for various purposes and audiences.

- Use varied vocabulary appropriate for specific topics.- Adjust tone, style, and voice for various purposes and audiences.

- Use varied vocabulary appropriate for specific topics, specifically technical language.

- Use varied vocabulary appropriate for specific topics, specifically technical language.

Research Applications

- Create a research report that uses information from various sources and fulfills the various aspects of the research process.

- Create a research report that uses information from various sources and fulfills the various aspects of the research process.

- Create a research report that uses information from various sources and fulfills the various aspects of the research process.- Deliver multimedia presentation on research incorporating text,

- Create a research report that uses information from various sources and fulfills the various aspects of the research process.- Deliver multimedia presentation on research incorporating text,

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images, and sound. images, and sound.

Standard 6—Writing: Written English Language ConventionsStudents write using Standard English conventions appropriate to their grade level.

Language Conventions9th Grade 10th Grade 11th Grade 12th Grade

- Correctly use clauses, phrases, punctuation.- Demonstrate understanding of sentence construction and proper English usage.- Produce legible work with correct conventions.- Use appropriate manuscript conventions.

- Correctly use clauses, phrases, punctuation.- Demonstrate understanding of sentence construction and proper English usage.- Produce legible work with correct conventions.- Use appropriate manuscript conventions.

- Correctly use grammar, diction, sentence structure, and clauses.- Produce work with correct conventions.- Use appropriate manuscript conventions.

- Correctly use grammar, diction, sentence structure, and clauses.- Produce work with correct conventions.- Use appropriate manuscript conventions.

Standard 7—Listening and Speaking: Skills, Strategies, and ApplicationsStudents deliver focused, coherent, presentations that convey ideas clearly and relate to the background and interest of the audience. They evaluate the content of oral communication. Students deliver well-organized formal presentations using traditional speech strategies, including narration, exposition, persuasion, and description. Students use the same Standard English conventions for oral speech that they use in their writing.

9th Grade 10th Grade 11th Grade 12th GradeComprehension - Summarize speaker’s

purpose; ask questions about content and delivery.

- Summarize speaker’s purpose; ask questions about content and delivery.

- Summarize speaker’s purpose; ask questions about content and delivery.

- Summarize speaker’s purpose; ask questions about content and delivery.

Organization and Delivery of Oral Communication

-Use appropriate techniques when creating introduction and conclusion.-Identify and use classical speech forms when perfecting arguments.-Utilize visual aids to enhance presentations.-Produce concise notes for extemporaneous speeches.-Analyze interests of audience and use effective techniques for presentations.

-Use appropriate techniques when creating introduction and conclusion.-Identify and use classical speech forms when perfecting arguments.-Utilize visual aids to enhance presentations.-Produce concise notes for extemporaneous speeches.-Analyze interests of audience and use effective techniques for presentations.

- Use rhetorical questions, parallel structure, images, figurative language, irony, characterization, and dialogue.- Distinguish between inductive and deductive arguments; and, syllogisms and analogies.- Use logical, ethical, and emotional appeals.- Use rehearsal to create skillful staging, gestures, and speech.-Evaluate when to use special effects.

- Use rhetorical questions, parallel structure, images, figurative language, irony, characterization, and dialogue.- Distinguish between inductive and deductive arguments; and, syllogisms and analogies.- Use logical, ethical, and emotional appeals.- Use rehearsal to create skillful staging, gestures, and speech.-Evaluate when to use special effects.

Analysis and Evaluation of Oral and Media Communications

- Analyze arguments and support opinions with evidence.- Compare and contrast media coverage of a topic.- Analyze rhetorical devices in historical speeches.- Assess effect of word

- Analyze arguments and support opinions with evidence.- Compare and contrast media coverage of a topic.- Analyze rhetorical devices in historical speeches.- Assess effect of word

- Analyze media strategies used to inform, persuade, entertain, and transmit information.- Analyze media’s impact on the local, state, and national democratic process.- Analyze the ways

- Analyze media strategies used to inform, persuade, entertain, and transmit information.- Analyze media’s impact on the local, state, and national democratic process.- Analyze the ways

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choice and tone on audience.- Thoroughly evaluate all aspects of speaker’s presentation.- Analyze types of arguments.

choice and tone on audience.- Thoroughly evaluate all aspects of speaker’s presentation.- Analyze types of arguments.

graphic artists, photographers, and film makers present information.- Identify the rhetorical and logical fallacies ad hominem, false causality, red herring, overgeneralization, and band wagon effect.- Compare and contrast the four persuasive speech-types’ forms, evidence, language, and reasoning.- Analyze media messages constructed for specific audiences.

graphic artists, photographers, and film makers present information.- Identify the rhetorical and logical fallacies ad hominem, false causality, red herring, overgeneralization, and band wagon effect.- Compare and contrast the four persuasive speech-types’ forms, evidence, language, and reasoning.- Analyze media messages constructed for specific audiences.

Speaking Applications

- Narrative, Expository, and Descriptive Presentations- Interview- Responses to Literature- Persuasive Arguments

- Narrative, Expository, and Descriptive Presentations- Interview- Responses to Literature- Persuasive Arguments

- Reflective and Multimedia Presentations- Oral Reports on Historical Investigation- Responses toLiterature- Recitations of poems, speeches, or dramatic soliloquies

- Reflective and Multimedia Presentations- Oral Reports on Historical Investigation- Responses toLiterature- Recitations of poems, speeches, or dramatic soliloquies

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Reading and Writing Resources and Tools Available to Teachers at Alexandria Community Schools

Scholastic Reading InventoryScholastic Reading Inventory (SRI) is a computerized assessment tool designed to evaluate and report a

student’s reading level. Students in grades 1-12 may take the test at the beginning of the year, at the end of the first semester, and at the end of the school year as one method of assessing growth.

As a student takes the test, questions continually adjust to the student’s responses. If the student’s response is correct, the difficulty level is increased. If the student misses a question, the difficulty level is reduced. When testing is complete, SRI provides detailed reports to help the teacher instantly place new students and identify those who need individual help and/or additional intervention. SRI makes it easy to match appropriate books and curricular materials to each student.

Reading Counts All students at Alexandria Community Schools are required to participate in Scholatic Reading Counts and

grade level teams decide how it is incorporated into the curriculum. Reading Counts offers more than 35,000 quizzes on library books and popular reading textbook series. They add up to 2800 additional quizzes per year. The quizzes provide assessment information to motivate reading, monitor progress, and target instruction to accelerate reading growth. Once students have completed a quiz, Reading Counts provides easy-to-read reports on the reading level and comprehension skills of each student to guide instruction and help the student select more reading materials.

Choice is a key component in our reading/writing curriculum. Because students are required to read for their reading/English class, it is important that they have a wide variety of titles and authors to choose from.

It is best practice that students are given independent reading time daily. All teachers of reading will establish time for reading during the school week, however it is expected that students will read at home for homework as well.

Students with identified reading disabilities are given accommodations for completing their Reading Counts points. A wide selection of audio books is available with a hard copy of the book in which to follow along. This multisensory approach to reading has been proven to increase reading decoding, fluency, and comprehension when taken seriously and practiced daily.

Novel StudiesIn addition to independent reading, intermediate and secondary students will be required to read two or

more novels per year within the English/Language Arts curriculum. With the class novels, students will be required to write literary responses in the form of journal entries and essays, evaluate the elements of fiction (plot, setting, theme, character, and point of view), practice reading comprehension strategies such as visualization and asking questions, evaluate the text for crafting techniques used by the author, and demonstrate literary analysis by completing writing projects and/or presentations. All class selections have Reading Counts quizzes available.

Writing WorkshopAlexandria Community Schools has a commitment to improving the writing of all students to meet grade level standards. The writing workshop philosophy will be used to teach writing (as recommended by the National Writing Project, National Council for Teachers of English, and current research in writing achievement). Writing workshop isn’t a program, but a methodology and philosophy. The teacher models the writing he/she wants to see during a short lesson, then students write independently while teachers conference with individual students to address questions or problems, and then the class shares successes and struggles during last few minutes of class. Writing workshop teachers set up an environment where choice and ownership exist and a community of writers develops. Students write for real reasons and the teacher facilitates each student’s writing process.

Writing Assessment

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In order for teachers to model and share writing with their students, it is imperative that the teacher and the students have a common language with which to talk about good writing. Alexandria Community Schools has developed three writing rubrics to use for progress monitoring in the area of writing. There is a rubric for assessing beginning writers, one for developing writers, and one for experienced writers. The components of the writing are the 6+1 Traits (Spandel, 2000) and the indicators used to measure each component were developed from the research done by Vicki Spandel, Ruth Culham, the National Writing Project, and other researchers at the Northwest Regional Educational Laboratory. The framework is a powerful way to learn and use a common language to refer to characteristics of writing as well as create a common vision of what 'good' writing looks like. Teachers and students can use the 6+1 Trait model to pinpoint areas of strength and weakness as they continue to focus on improved writing. Writing samples will be used to progress monitor writing improvement and students will be taught to use kid-friendly rubrics to monitor their own progress while writing. As a student increases his/her writing experience and skill level, a new rubric is available in order to differentiate instruction.

ReadOutloudThis software provides accessibility supports like text-to-speech and study tools that help students read with comprehension. It includes a web browser that can read websites to students with the click of the mouse. Alexandria Community Schools has full school and home rights to this program.

Co:WriterThis software works in conjunction with any application in which you write like Microsoft Word, Online, Blogs, Email, etc. As you type, Co:Writer interprets spelling and grammar mistakes and offers word suggestions in real time. Alexandria Community Schools has full school and home rights to this program.

Wireless Generation (Grades K-2)Staff uses the palm pilot to collect data by assessing the students using DIBELS (Dynamic Indicator of Basic Early Literacy Skills) and TRC (Text Reading Comprehension). DIBELS assesses children in the five “big ideas” of reading (phonemic awareness, alphabetic principle, accuracy and fluency, comprehension, and vocabulary). Once the children are assessed, they are scored and placed into an instructional recommendation group (intensive, strategic, and benchmark). This instructional recommendation determines how often the child will be progress monitored (2 weeks for intensive, 4 weeks for strategic, and 9 weeks for benchmark). After collecting at least 4 data points (usually averaging 8 weeks), the RtI (Response to Intervention) team can make decisions about the child making adequate process. The team also looks at the TRC level which is similar to a running record. The child’s level is then compared to benchmarks that were established by the Reading Specialist. TRCs are also progress monitored according to the benchmarks. A student who does not make adequate progress can be referred to special education for testing.

Web English Teacher http://www.webenglishteacher.com/#At Web English Teacher educators can take advantage of online technology to share ideas and to benefit from the work of others. Beginning teachers can find guidance; experienced teachers can find inspiration. Think of it as the faculty library and faculty workroom on a global scale.

PLATO LearningPLATO Learning products cover a broad range of teaching and learning needs—from intervention and credit recovery and innovative and teacher-facilitated solutions for traditional classroom instruction to trend-forward distance learning options. Alexandria Community Schools uses PLATO in various ways (credit recovery, high ability, home bound instruction, remediation, etc.) to provide alternative and differentiated instruction to meet the needs of our students.

Read Well (grades K-2)

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A reading intervention that: Ensures students learn and retain skills before moving on through the mastery-based instruction Achieves sustained reading results through research-validated approach Maximizes opportunities for skill mastery through ongoing assessment and progress monitoring, and

placement into the appropriate small groups Includes small group differentiated instruction to ensure students’ needs are met regardless of skill level Provides continuous instruction with the unique scope and sequence so there are no gaps in student learning

Voyager Passport (grades 3-5 reading intervention)Voyager Passport is an intervention program designed for struggling readers in Kindergarten through 5 th grade and is based on research that 95-98% of all children can learn to read. Teachers who use Voyager Passport reading intervention can be confident that critical skills are effectively sequenced, reviewed, reinforced, and practiced so each of their students will master the essential foundational skills. The program should be administered for 30-40 minutes each day for 26 weeks.

Passport Reading Journeys (grades 6-8 reading intervention)Adolescent struggling readers demand special attention. They want interesting, relevant topics. They need systematic, explicit instruction. Passport Reading Journeys combines high-interest reading expeditions with research-based instruction to capture interest and accelerate learning. This powerful package of award-winning videos, online technology, exciting reading passages, and intensive instruction makes Passport Reading Journeys the adolescent literacy solution.

AcuityAcuity™ is the one formative assessment system that has everything educators need to improve student achievement: classroom-friendly assessments, insightful reports, and engaging instruction. Acuity helps educators target instruction and improve student learning by:

delivering detailed insight on student strengths and weaknesses providing an easily integrated and useful formative assessment tool assigning personalized instructional activities based on assessment results

Features of Acuity: Indicates performance on state NCLB exams Diagnoses student strengths and weaknesses relative to state standards Delivers a selection of easy-to-use reports that recommend specific actions to improve student

achievement. Reports available at student, class, school, district, and multi-district levels Assigns engaging, personalized instructional activities based on individual and class results Provides flexible options for creating and delivering assessments Includes high-quality items, aligned to your state standards Supports flexible delivery options: online, paper-and-pencil, or a combination

Acuity delivers predictive and diagnostic assessments, reporting, and instruction—integrated into one system to improve student achievement.

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Bibliography of Further Resources

6+1 Traits of Writing Assessment. Education Northwest. 2009. http://www.thetraits.org/

21st Century Curriculum and Assessment Framework. Position Statement. National Council for Teachers of English. http://www.ncte.org/positions/statements/21stcentframework

Adolescent Literacy. Policy Research Brief. National Council for Teachers of English. 2007. http://www.ncte.org/library/NCTEFiles/Resources/Positions/Chron0907ResearchBrief.pdf

An Administrator’s Guide to Writing Instruction. Policy Research Brief. National Council for Teachers of English. November 2009.

Indiana Academic Standards Documents. Indiana Department of Education. 2006. http://dc.doe.in.gov/Standards/AcademicStandards/index.shtml

NCTE Beliefs About the Teaching of Writing. Position Statement. National Council for Teachers of English. http://www.ncte.org/positions/statements/writingbeliefs

On Reading, Learning to Read, and Effective Reading Instruction: What We Know and How We Know It. NCTE Guideline. National Council for Teachers of English. http://www.ncte.org/positions/statements/onreading

Read Together: Parents and Educators Working Together for Literacy. NCTE Guideline. National Council for Teachers of English. http://www.ncte.org/positions/statements/readtogether

Read, Write, Think. A Partnership of the International Reading Association and the National Council for Teachers of English. http://www.readwritethink.org/

Writing Project Professional Development for Teachers Yields Gains in Student Writing Achievement. Research Brief. National Writing Project. 2008.

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