COMMUNICATION ARTS CURRICULUM - … · Web viewCOMMUNICATION ARTS CURRICULUM June 28, 2007 TABLE OF...

Missoula County Curriculum ConsortiumFrenchtown School District #40

Kindergarten-Grade 12

COMMUNICATION ARTS CURRICULUM

June 28, 2007

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TABLE OF CONTENTS

MCCC COMMUNICATION ARTS COMMITTEE MEMBERS, 2006-7...................................4BACKGROUND......................................................................................................................... 5

Mission............................................................................................................................. 5 Vision.............................................................................................................................. 5 Curriculum Philosophy.................................................................................................... 5COMMUNICATION ARTS PROGRAM....................................................................................5INDIAN EDUCATION FOR ALL..............................................................................................9STANDARDS............................................................................................................................. 9ASSESSMENT.......................................................................................................................... 11MEETING STUDENTS’ DIVERSE NEEDS............................................................................11TEACHING ABOUT CONTROVERSIAL ISSUES.................................................................11MCCC STANDARDS AND GRADE-LEVEL LEARNER COMPETENCIES

Pre Kindergarten Literacy Program................................................................................13Primary (K-2) Communication Arts Program.................................................................14Kindergarten .................................................................................................................. 29Grade 1........................................................................................................................... 33Grade 2........................................................................................................................... 37Intermediate (3-5) Communication Arts Program...........................................................42Grade 3........................................................................................................................... 49Grade 4 .......................................................................................................................... 54Grade 5........................................................................................................................... 59Middle School (6-8) Communication Arts Program.......................................................65Grade 6........................................................................................................................... 71Grade 7........................................................................................................................... 78Grade 8........................................................................................................................... 84High School (9-12) Communication Arts Program.........................................................90Grade 9........................................................................................................................... 96Grade 10....................................................................................................................... 104Grade 11....................................................................................................................... 112Grade 12....................................................................................................................... 120

APPENDIX I: READING AND WRITING FORMS AND FEATURESPrimary (K - 2)...................................................................................... 128Intermediate (3 - 5)...............................................................................129Middle School (6 - 8)............................................................................130

APPENDIX II: HIGH SCHOOL (9 - 12) SPECIFICSWriting Instruction 9-12........................................................................131Additional Book Titles..........................................................................132Minimum Guidelines.............................................................................141

APPENDIX III: SCOPE AND SEQUENCE OF SKILLS K - 12Reading................................................................................................. 143Speaking, Listening, Media Literacy.....................................................152Writing.................................................................................................. 156

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APPENDIX IV: READING COMPREHENSION STRATEGIESPrimary (K - 2)...................................................................................... 164Intermediate (3 - 5)...............................................................................166Middle School (6 - 8)............................................................................168High School (9 - 12)..............................................................................170

APPENDIX V: MEETING DIVERSE STUDENT NEEDS...........................................172

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MISSOULA COUNTY CURRICULUM CONSORTIUMCOMMUNICATION ARTS COMMITTEE

2006-2007

BonnerJulie FoleyVirginia HaleNate Thorsteinson

ClintonKathy KaiserPeggy LatrielleTammy Lysons

DeSmetChad Harberd

DrummondTena Popken

Florence-CarltonLeanne DeschampsSara KiffeCara LightfieldHeather MurphreeTaryn PettitKathryn Read

FrenchtownMary BranninJan GarrisonKathy GaulWendy IhdeCleAnn Undem

LoloDavid ChristensenSue Peterson

PotomacJohn ArvishTricia Jansen

Seeley LakeGail Gordon

Sunset

SuperiorBeth Keyser

Swan ValleyLeslie HodgkissSusan Patrick

Target RangeJennifer BarbianTamra Hatch

WoodmanLouise Rhode

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BACKGROUND

Mission

The mission of the Missoula County Curriculum Consortium (MCCC) is to provide a foundation for each student to become a lifelong learner, to promote development of the whole individual and to prepare each student to become a responsible, productive citizen of our community, state, nation, and world.

Vision

All students must become more proficient in communication arts in order to achieve their potential and fully participate in our society. Implementation of the Communication Arts Program will provide the necessary conditions for students to achieve this proficiency.

Curriculum Philosophy

Communication arts provide students with the skills necessary to learn about their world and the essential knowledge necessary to appreciate cultural aspects of their world. All students need to be skillful in communication arts to successfully learn in school, to become productive members of society, and to achieve their full potential through life-long learning.

The Communication Arts Curriculum is an essential part of the Communication Arts Program. The curriculum is an articulation of what students need to know and be able to do by the time they complete grade 12 (standards and competencies), the assessments that will be used to measure their progress, and the district adopted materials that will be used to deliver the standards and competencies. The Communication Arts Program includes all components-including the curriculum-- necessary for students to be able to achieve their full potential in communication arts.

Missoula County Curriculum Consortium Communication Arts Program

Communication arts skills are essential for life-long learning. All students need to be skillful in communication arts to successfully learn in school and to achieve their human potential in the years thereafter. The MCCC Communication Arts Program includes the following components.

1. Pre Kindergarten Literacy Program The foundation for success in communication arts skills, particularly reading, is formed long before children reach school. MCCC schools work with parents of young children

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and preschool organizations, encouraging them to provide the following essential elements for their children.a. A rich speaking and listening environmentb. A strong base of oral language concepts--including phonemic awareness,

articulation of sounds, vocabulary development, and the ability to engage in conversations

c. An enjoyment of books and readingd. Reading aloud experiencese. Print and letter awareness.

2. Reading - Literature Program Reading is the most fundamental academic skill. Students must read proficiently in order to learn in school and throughout their lives. Every effort must be made to insure that students acquire proficiency in reading. Reading instruction and practices must be differentiated so that the spectrum of needs, from those who require greater assistance to achieve proficiency to those who are advanced and need enrichment, is addressed. Reading literature that increases in complexity over time is essential for students to understand the connection between written thought and the culture from which it originated. To provide students with strong reading skills, the motivation to read, and cultural literacy, the MCCC reading-literature program includes the following elements:a. Phonemic awareness taught to students in kindergarten

b. Phonics, taught sequentially and in context, balanced with instruction in other decoding skills in kindergarten through grade 2c. Comprehension taught at all grade levels (Comprehension is taught in balance with decoding skills in grades K through 2.)

d. Vocabulary development at all grade levelse. Fluency taught to all students at all grade levels (Fluency includes accuracy, rate, timing, phrasing, and expression of the reader.)f. A variety of rich, authentic materials: literature and other resources, fiction and non-fiction, for all students at all grade levelsg. Cultural literacy and a progressive study of literature of varied genre, themes, and complexity, particularly at the secondary levelh. Guided, shared, and independent reading practice for all students at all grade levelsi. Frequent and varied opportunities for students to respond to and reflect on their reading at all grade levels.

3. Reading Intervention ProgramBecause reading is the fundamental academic skill upon which all others depend, reading interventions are provided to students who are not reading at grade level. Most K through 12 interventions are delivered through regular education. Preschool interventions focus on developing a strong base of oral language concepts and phonemic awareness. Kindergarten through grade 3 interventions focus on oral language concepts, phonemic awareness, phonics, and comprehension. Grades 3 through 12 interventions focus on

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comprehension strategies and fluency. In every case the reading intervention program includes the following common elements.a. Identification of individual student needsb. More time for students to learnc. More individualized/differentiated instruction focused on specific reading skills

and knowledge that individual students need to strengthend. More diverse strategies designed to help students understand texte. Significant effort to engage parents in assisting their child in the educational

process.

4. Writing ProgramSkillful writing is imperative for effective communication and academic success. Writing skills are highly correlated to social and professional advancement; they are important in the workplace and to our economy. To provide students with strong writing skills, the MCCC writing program includes the following elements.

a. Basic print concepts and letter recognition and formation taught in grades K-2; handwriting taught in grades 2 and 3, then reinforced in grades 4 and 5

b. Writing process (pre-writing, drafting, revising, editing, publishing)c. Writing for a variety of purposes and audiences

d. Elements of composition (organization, ideas and content, voice, word choice, sentence structure and fluency, and clarity)

e. Conventions (punctuation, spelling, and grammar/usage)f. Other common features including

1. Use of technology in research, writing, and publication2. Daily writing (shared, guided, and/or independent)3. Conferencing with students4. Rubrics for the evaluation of writing5. Analytical Writing model6. Analysis and criticism of writing.

5. Speaking/Listening and Media Literacy Program Speaking and listening skills include verbal and non-verbal communication. While these skills are naturally acquired, students need to develop and refine them to understand what has been communicated and to be effective communicators themselves. Skills and knowledge related to media literacy are critical if students are to understand what has been communicated through media and to use media appropriately. To develop and refine speaking, listening, and media skills, the MCCC speaking, listening, and media literacy program includes the following elements.a. A variety of structured and unstructured, developmentally appropriate activities,

including formal presentations for a variety of purposes and to a variety of audiences, at every grade level in order to practice and refine speaking and listening skills

b. A variety of structured and unstructured, developmentally appropriate activities at every grade level in order to acquire and develop media literacy skills (Media

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literacy skills include accessing, analyzing, evaluating, and communicating information using a variety of media--including video, television, Internet, newspapers-- for a variety of purposes with a variety of audiences.)

6. Ongoing, Individual, and Diagnostic Assessment ProgramOngoing, individual, and diagnostic assessment is essential for students, teachers, and parents to understand student progress and to identify areas where instruction and learning need to be focused. A variety of appropriate formal and informal assessments is used by MCCC teachers for the following purposes.a. To diagnose difficulties of students performing below grade-levelb. To differentiate instruction for studentsc. To assess individual student and group progress.

7. Parent Involvement and Assistance Program Research is clear that when parents/guardians become active partners with their children’s teachers, student achievement improves. Teachers and administrators at all levels share a responsibility to actively engage parents in a school-home partnership characterized by genuine, open communication. Teachers and administrators must help parents to understand the importance of the responsibility they have in working with their children and the school, especially in the following ways.a. To provide appropriate practice for their children at homeb. To monitor their children’s academic progressc. To assist in setting academic goals for their children.

8. Communication Arts Across the Curriculum Program Communication arts skills are essential for learning in all curricular areas. To achieve their potential students must have opportunities to practice and refine their communication arts skills in all classes and content areas. All teachers share a responsibility to teach subject specific communication arts skills as they pertain to their specific content areas, to reinforce communication arts skills in general, and to take advantage of natural connections between subject areas that allow for integration of instruction. The MCCC Communication Arts Across the Curriculum Program includes the following components.a. Reading in all content areasb. Writing in all content areasc. Speaking, listening, and media literacy in all content areasd. Researching in all content arease. Common rubrics for assessment of communication arts skills for all content areasf. Staff development in teaching subject specific communication arts skills for

content area teachers.

INDIAN EDUCATION FOR ALL

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Indian Education for All is incorporated into the learner competencies at each grade level.

MONTANA CODE ANNOTATED 20-1-501Indian Education for All

Recognition of American Indian cultural heritage—legislative intent.

(1) It is the constitutionality declared policy of this state to recognize the distinct and unique cultural heritage of American Indians and to be committed in its educational goals to the preservation of their cultural heritage.

(2) It is the intent of the legislature that in accordance with Article X, section 1(2), of the Montana constitution:

(a) Every Montana, whether Indian or non-Indian, be encouraged to learn about the distinct and unique heritage of American Indians in a culturally-responsive manner; and

(b) Every educational agency and all educational personnel will work cooperatively with Montana tribes or those tribes that are in close proximity, when providing instruction or when implementing an educational goal or adopting a rule related to the education of each Montana citizen, to include information specific to the cultural heritage and contemporary contributions of American Indians, with particular emphasis on Montana Indian tribal groups and governments.

(3) It is also the intent of this part, predicated on the belief that all school personnel should have an understanding and awareness of Indian tribes to help them relate effectively with Indian students and parents, that educational personnel provide means by which school personnel will gain an understanding of and appreciation for the American Indian people.

History: En. Sec. 1, Ch. 527, L. 1999.

STANDARDS

The MCCC communication arts standards are a distillation of what students should know and be able to do by the time they complete high school. Standards one through five in the MCCC K-12 Communication Arts Curriculum Document are the Montana Standards for Reading. The Montana Grade-Level Expectations for Reading are presented below each Reading Standard in boldface text. A combination of the state Benchmarks and locally-developed grade-level learner competencies for both Reading and for Literature are presented below each Montana Reading

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Standard in regular text. This format is designed to facilitate the Montana Comprehensive Assessment System (MontCAS) criterion-referenced test (CRT) data analysis process to guide instructional decisions.

Standards six through eleven in the MCCC K-12 Communication Arts Curriculum Document are the Montana Standards for Writing. A combination of the state Benchmarks and locally-developed learner competencies are presented below the Writing Standards. Standards twelve and thirteen in the MCCC K-12 Communication Arts document were developed locally and are based on the Montana Standards and Benchmarks for Speaking and Listening and Media Literacy.

Reading-Literature Standards 1. Students construct meaning as they comprehend, interpret, and respond to what they read.2. Students apply a range of skills and strategies to read.3. Students set goals, monitor, and evaluate their progress in reading.4. Students select, read, and respond to print and non-print material for a variety of purposes.5. Students gather, analyze, synthesize, and evaluate information from a variety of sources, and communicate their findings in ways appropriate for their purposes and audiences.

Writing Standards1. Students write clearly and effectively.2. Students apply a range of skills and strategies in the writing process.3. Students evaluate and reflect on their growth as writers.4. Students write for a variety of purposes and audiences.5. Students recognize the structures of various forms and apply these characteristics

to their own writing.6. Students use the inquiry process, problem-solving strategies, and resources to

synthesize and communicate information.

Speaking, Listening, and Media Literacy Standards1. Students evaluate and reflect on their growth as writers.2. Students apply a range of skills and strategies to speaking, listening, and creating

media messages for a variety of purposes.

ASSESSMENT

Student progress in reaching competencies and standards will be assessed in a variety of ways in each classroom. In addition to paper and pencil tests developed by teachers and found in materials used by teachers, students will be assessed on their performance on a variety of activities, demonstrations, and specific performance tasks. Teachers will also observe students

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over time in order to evaluate levels of proficiency in communication arts skills and concepts. The AP English Tests will be used to assess student achievement in AP English classes. The Norm-referenced tests are standardized achievement tests that will be used at grades 4, 8, and 11 to monitor overall student progress in communication arts. The Montana Comprehensive Assessment System (MontCAS) Criterion Referenced Test (CRT) (Measured Progress) will be used at grades 3-8 and 10 to monitor student progress in reading and language. The NWEA Measures of Academic Progress assessment instrument may be used in some districts at grades 3-10 to monitor student progress and provide teachers with diagnostic information for instruction. Running records may be used in some districts grades 1 and 2 to determine the level at which students are performing and to provide diagnostic data to be used in further teaching.

MEETING STUDENTS’ DIVERSE NEEDS

Students with diverse needs--those with unique abilities and/or disabilities--will have differentiated opportunities to achieve competencies and standards, and at rates and in manners consistent with their needs. Students who excel will have opportunities to achieve competencies and standards at a faster pace.

TEACHING ABOUT CONTROVERSIAL ISSUES

MCCC teachers have a responsibility to address appropriate controversial subjects as part of their instruction. Students must have that opportunity in order to assume their proper roles in our democratic society. Teaching controversial issues is addressed in District Board Policies. The Frenchtown School District Policy is shown.

The District shall offer courses of study which will afford learning experiences appropriate to the level of student understanding. The instructional program shall respect the right of students to face issues, to have free access to information, to study under teachers in situations free from prejudice, and to form, hold, and express their own opinions without personal prejudice or discrimination.

Teachers shall guide discussions and procedures with thoroughness and objectivity to acquaint students with the need to recognize opposing viewpoints, importance of fact, value of good judgment, and the virtue of respect for conflicting opinions.

The Board encourages and supports the concept of academic freedom, recognizing it as a necessary condition to aid in maintaining an environment conducive to learning and the free exchange of ideas and information.

In the study or discussion of controversial issues or materials, however, the Board directs the teaching staff to take into account the following criteria:

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1. relative maturity of students;2. District philosophy of education;3. community standards, morals and values;4. the necessity for a balanced presentation; and5. the necessity to seek prior administrative counsel and guidance in such matters.

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Pre Kindergarten Literacy Program

The foundations for success in communication arts skills, particularly reading, are formed long before children reach the first grade. A language and literature-rich environment helps children to value and take pleasure in books and reading. Children beginning to learn to read benefit from reading, hearing and discussing favorite stories and informational selections again and again. Telling and retelling stories; listening to, reciting, or singing nursery rhymes or songs; pretend reading; picture reading; shared reading; and group and individual story writing are all valuable experiences for pre kindergarten children. Missoula County Curriculum Consortium schools may work with parents of young children and preschool organizations, encouraging them to provide the following essential elements for their children.

Skill AreasYoung children must become proficient in1. Developing and refining oral language skills including phonemic awareness,

articulation of sounds, and the ability to engage in conversations2. Developing and refining listening skills3. Developing vocabulary4. Developing and refining comprehension5. Developing an awareness of print concepts, including letter awareness.

Practices and StrategiesParents/guardians and other care providers must

1. Read aloud to children2. Promote a love of books and reading3. Provide children with a variety of rich experiences that builds upon their background knowledge4. Develop language concepts by giving children opportunities to engage in conversations about the things they know and with which they are familiar5. Introduce children to a variety of high-interest literary and informational texts6. Introduce children to public libraries for story time and book borrowing.

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Primary (Grades K-2) Communication Arts Program

1. Reading-Literature

Reading is the most fundamental academic skill. Students must read proficiently in order to learn in school and throughout their lives. Every effort must be made to insure that students acquire proficiency in reading. Approaches to teaching beginning reading must be balanced, combining language and literature-rich activities and the explicit teaching of the skills needed to decode words. Reading instruction and practices must be differentiated so that the spectrum of needs, from those who require greater assistance to achieve proficiency to those who are advanced and need enrichment, is addressed. Using a wide variety of authentic materials is essential for students to understand the purposes for reading and to develop the motivation to read. Reading literature that increases in complexity over time is essential for students to understand the connection between written thought and the culture from which it originated.

Students need to read frequently, broadly, and thoughtfully. To provide students with strong reading skills, the motivation to read, and cultural literacy, the MCCC primary reading-literature program includes the following skill areas and practices and strategies.

Skill AreasStudents must develop proficiency in

A. Phonemic awareness (understanding that spoken words are made up of a series of discrete sounds)

1. Hearing rhymes and alliteration2. Practicing auditory discrimination3. Orally segmenting words4. Clapping syllables in words5. Distinguishing between a word and a sound6. Isolating beginning, middle, and ending sounds in words.

B. Phonics and other decoding strategies (use of meanings, structure, word parts, and sight words).

C. Comprehension strategies 1. Activating background knowledge (schema) to make connections 2. Asking questions of themselves, authors and the texts 3. Drawing inferences from text4. Determining the important ideas and themes5. Creating visual and other sensory images to deepen understanding6. Synthesizing information to create new thinking7. Monitoring their comprehension and using fix up strategies when

meaning breaks down.

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D. Vocabulary development

E. Reading fluency (accuracy, rate, timing, phrasing, and expression)

Practices and StrategiesTeachers willA. Use a balanced approach to reading instruction

1. Phonemic awareness instruction2. Phonics and other decoding strategies instruction

a. taught in the context of other literacy activities (i.e. phonetic spelling, big book choral reading, etc.)

b. taught directly to all students as they are developmentally ready in a systematic progression and taught in conjunction with ongoing assessment of phonetic needs

3. Comprehension strategies instruction

B. Provide vocabulary instruction

C. Expose students to a variety of authors, rich literature, and genre (i.e., library, video, readers’ theater)

D. Use a variety of instructional reading approaches1. Reading aloud to students2. Shared reading

a. With whole class or small groupb. Wherein all eyes follow along with textc. Many reading levels can participate

3. Guided readinga. With small group at same reading levelb. Wherein teaching objective meets needs of groupc. Text is at instructional level

4. Independent readinga. Characterized by student choice of reading materialb. Text read without teacher supportc. Opportunity to practice skills covered in reading lessons

5. Differentiated instruction based upon student need and ongoing assessment

E. Engage in ongoing individual and diagnostic assessment to guide instruction1. Formal means (i.e., Running Records, DRA, etc.)2. Informal means (i.e., teacher observation)

F. Work to develop continual parent involvement to provide student practice at home.

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2. Reading Intervention Research indicates that the most effective time to intervene with struggling readers is in the early grades before difficulties young students encounter compound. Because effective reading intervention requires more time and individualization, primary class sizes of no greater than 20-to-1 are strongly recommended. The primary teacher’s ability to provide effective reading intervention diminishes significantly if individual class size exceeds 22-to-1.

Teachers must be able to deliver highly-skilled reading intervention instruction. A variety of reading interventions for those needing assistance is provided to students reading below grade level. Most interventions delivered to students in grades K-2 are provided within the regular education classroom. For students needing additional support, interventions may be delivered through a variety of means determined by student needs. In each delivery model the reading intervention program includes the following components.A. Identification of student needs based upon frequent assessments used to monitor

student progress

B Additional instructional and student-learning time

C. More individualized/differentiated instruction focused on specific skills the individual student needs to develop

D. Materials carefully selected for student interest and reading level

E. Diverse strategies designed to help the student understand text

F. Development of a student reading plan designed to coordinate a cooperative effort by the teacher, parent, and student to improve the student’s reading competency.

3. Writing Skillful writing is imperative for good communications and academic success. Writing skills are highly correlated to social and professional advancement; they are important in the workplace and to our economy. Reading and writing are complementary skills. Students must engage in writing to learn to read; students must engage in reading to learn to write. Skill areas and practices and strategies for writing at grades K-2 follow.

Skill AreasStudents must develop proficiency inA. Recognizing and forming letters

B. Understanding basic print concepts (directionality, spacing)

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C. Following the writing process (prewriting, drafting, revising, editing, publication)

D. Using appropriate conventions (complete sentences, capitalization, punctuation, grammar/usage)

E. Spelling (phonetic and formal)

F. Recognizing the basic structures of various forms and apply these characteristics to their writing (poetry, fiction, non-fiction).

G. Using the initial concepts of the inquiry process and problem-solving strategies.

H. Using resources and current technology to synthesize and communicate information.

Practices and Strategies Teachers will

A. Model (demonstrate) the writing process

B. Use shared writing which includes1. Language experience stories2. Small or whole group writing experiences

C. Facilitate guided writing which includes1. Writing to meet an instructional objective 2. Some teacher support as necessary to complete writing

D. Require independent writing (free writing by the student)

E. Provide students opportunities to take dictation from the teacher

F. Conference with individual and small group of students

G. Differentiate instruction based upon student need and ongoing assessment

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H. Provide students opportunities to share creative writing with audiences

I. Teach phonetic and formal spelling (as is developmentally appropriate).

J. Engage in direct and indirect instruction to teach conventions.

K. Model various forms of writing and provide opportunities for students to practice these characteristics.

L. Encourage students to pose questions and identify problems.

M. Model appropriate use of resources and technology to synthesize and communicate information.

4. Speaking/Listening and Media Literacy Speaking and listening skills include verbal and non-verbal communication. While these skills are naturally acquired, students need to develop and refine them to understand what has been communicated and to be effective communicators themselves. Skills and knowledge related to media literacy are critical if students are to understand what has been communicated through media and to use media appropriately. To develop and refine speaking, listening, and media skills, the primary speaking, listening, and media literacy skill areas and practices and strategies are articulated as follows.

Skill AreasStudents must develop proficiency inA. Speaking

1. Distinguishing between asking a question and telling a story2. Using complete sentences when speaking

3. Interpreting a question and answering appropriately4. Demonstrating appropriate delivery skills

a. Voice and volumeb. Confidencec. Vocal expressiond. Eye contacte. Body languagef. Clarity

5. Planning and organizing thoughts6. Relating thoughts in sequential order

B. Listening1. Using listening manners2. Responding appropriately (for example, expressing an opinion without criticizing others opinions)3. Distinguishing between fact and opinion, fantasy and reality

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4. Listening critically and for enjoyment

Practices and StrategiesTeachers willA. Model listening and speaking skills

B. Provide students opportunities to practice speaking, listening, and media skills in a variety of different ways

1. Conversation2. Explanation3. Oral Reading4. Dramatic Acting/Role Playing5. Storytelling6. Sharing creative writings7. Retelling8. Listening to and/or creating audio or video tape presentations

C. Engage students in discussion

5. Ongoing, Individual and Diagnostic AssessmentOngoing, individual, and diagnostic assessment is essential for students, teachers, and parents to understand student progress and to identify the focus of appropriate teaching and learning. Both formal and informal assessments are used for the following purposes.

A. To diagnose difficulties of students performing below grade-level

B. To differentiate instruction for students

C. To assess individual students and group progress

Specific assessments used at the primary level include those that follow.

A. Kindergarten checklist

B. Running Records for all students in grades 1 and 2

C. DRA

D. Monitoring notes

E. District and teacher-designed rubrics for presentations, activities, and projects

F. Work samples

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G. Teacher observation.

6. Parent Involvement and AssistanceResearch is clear that when parents/guardians become active partners with their children’s teachers, student achievement improves. Teachers and administrators at all levels share a responsibility to actively engage parents in a school-home partnership. Teachers and administrators must help parents to understand their importance in working with their children and the school.

Parents/guardians mustA. Provide appropriate practice for children at home

B. Monitor their children’s academic progress

C. Assist in setting academic goals for their children.

7. Communication Arts Across the Curriculum Communication arts skills are essential for learning in all curricular areas. To achieve their potential, students must have opportunities to practice and refine their communication arts skills in all classes and content areas. All teachers share a responsibility to reinforce communication arts skills in general, to teach subject specific communication arts skills as they pertain to their specific content areas, and to take advantage of natural connections between subject areas that allow for integration of instruction. In grades K-2 the MCCC Communication Arts Across the Curriculum Program includes the following components.

A. Reading in all content areas

B. Writing in all content areas

C. Speaking, listening, and media literacy in all content areas

D. Common rubrics for assessment of communication arts skills for all content areas.

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Scope and Sequence of K-2 Skills

Reading: Readiness Skills K 1 2

Recognize same and different M

Identify categories M

Recognize and continue a pattern M

Understand that spoken words are represented in written language by specific sequence of letters

M

Understand left-to-right progression M

Understand top-to-bottom progression and return sweep M M

Understand that written words are separated by spaces M

Understand one-to-one word match M

Recognize parts of a book M

Know the difference between letters and words M

Know the difference between capital and lower case letters M

Receive instruction and practice

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skills by end of grade

Demonstrate Mastery in various applications

Reading: Phonemic Awareness K 1 2

Recognize rhyme M

Identify the beginning sounds in a word M

Blend sounds M

Manipulate beginning, middle, and ending sounds to form new words M

Recognize alliteration M

Recognize words that start with the same sound M

Segment one-syllable words into phonemes, clearly producing beginning, middle, and final sounds

M

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Reading: Phonemic Awareness K 1 2 Segment words into syllables M


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Reading: Phonics K 1 2

Letter-Sound Relationships

Recognize letters Aa to Zz M

Match upper and lower case letters M M

Name letters Aa to Zz M

Understand that written words are composed of letters that represent sounds M

Recognize sounds Aa to Zz M

Consonant sounds M

Soft c/s/t/g/j M

Short vowel sounds M

Long vowel sounds M

Vowel Patterns

Short Vowels

a - ad, at, ab, an, ack, ank M

e - en, et, ell, est M

i - id, ip, ig, ill, ick, ing, ink, in, ip, ill, imp, ick M

o - ot, op, og, ock M

u - un, ut, ug, uck, unk M

Long Vowels

a - ace, ake, ane, ale, ate, ay, ain M

e - eat, ee M

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i - ice, ild, ind, ight, ide, ine M

o - oke, old, ore M

Varient Vowels

n//e, ea, ee M

//ai/ay M

//a(ll), aw, au M

//o/ow M

//y, ey M

//oa M

/oo/ (look) M

/oo/ (cool) M

/ou/ou, ow (out, cow) M

/oi/oi, oy (oil, boy) M

//igh/y (light, sky) M

//ue (blue) M

/ew (few) M

Schwa /

//ea (bread)

Diagraphs

/th,/th,/sh,/sh,/ch,/ch, hw/wh, /f/gh, ph, kn M

Blends

r - blends: br, gr, tr, cr, dr, fr, pr M

l - blends: bl, cl, pl, fl, gl, sl M

s - blends: sp, st, sm, sn, sc, sk, sw M

three-letter blends: spr, str, thr M

Inflected Endings

Inflectional endings - ed/d, /t, /ed/ M

Inflectional ending - ing M

Plural - s, es M

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Structural Analysis

Compound words M

Contractions M

Irregular plurals M

Syllables

Suffixes -est, -ly, -ful, -y, -ness, -ment, -er M

Suffixes -ed, -ish, -able, -ing, -ent, -less, -en, -ence M

Suffixes hood, -some, -ant, -sion, -ive, -ence, -ian, -ment, -ary, -ency, -ate, -ible, -tion, -ory, -ous


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Reading: Vocabulary Development K 1 2

Skills

Recognize homophones

Recognize verb tense

Recognize plurals M

Recognize question words M

Recognize and understand sequence words, such as first, then, next, after, finally, etc.

Understand spatial words

Expand vocabulary through curriculum and world events

Comprehension

Understand word analogies

Recognize and read high-frequency words

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Reading: Vocabulary Development K 1 2

Discuss meanings and develop vocabulary through meaningful/concrete experiences

M

Identify words that name persons, places or things, and actions M

Identify words that connect

Use context to determine word meanings M

Use thesauruses, dictionaries, glossaries, and technology to determine word meanings and pronunciation

Demonstrate knowledge of synonyms, antonyms, and multiple-meaning words

Determine meaning by breaking compound words apart M

Determine meaning by applying knowledge of root words and prefixes/suffixes

Develop vocabulary by listening to and discussing selections M


MMaster



Reading: Fluency K 1 2

Read regularly in independent-level materials M

Read regularly in instructional-level materials M

Read orally using a variety of experiences . Accuracy . Expression . Appropriate phrasing, speed . Attention to punctuation

M

Self-select independent-level materials

Read independently for increasing amounts of time M

Adjust reading rate based on purpose M

25


MMaster



Reading: Comprehension K 1 2

Activate background knowledge (schema) M

Ask questions

Infer

Determine importance in text

Make mental images

Synthesize

Monitor comprehension (use fix-up strategies)


MMaster



Writing: Penmanship K 1 2

Write each letter of alphabet, capital and lower case M

Gain control of pencil grip, paper position, beginning strokes, and posture M

Write own name M

Write messages left to right and top to bottom M

Write legibly in manuscript M

Use word and letter spacing M

26

Writing: Penmanship K 1 2Write legibly in cursive, using appropriate capital and lower case letters

Receive instruction and practice M Master skills by end of grade Demonstrate

Mastery in

various applications

Writing: Process K 1s2

Demonstrate oral language can be written M

Generate ideas and develop a plan before writing on self-selected and assigned topics

Use available technology to compose text

Develop drafts

Revise selected drafts for varied purposes

Revise drafts for coherence, progression, and logical support of ideas

Edit for appropriate grammar, spelling, punctuation, and features of published writing

Demonstrate understanding of the power of written language by bringing pieces to publishing

Proofread own writing

Select and use reference materials and resources for writing

Receive instruction and practice M Master skills by end of grade Demonstrate

Mastery in


Writing: Purpose K 1 2

Write to record ideas and reflections

Write to discover, to develop and refine ideas, and to problem-solve

Write to communicate with a variety of audiences

Write in different forms for different purposes

Exhibit an identifiable voice in personal narratives and stories

Use literary devices, e.g. suspense, dialogue, figurative language

27

Writing: Purpose K 1 2Use questions to direct investigation

Generate own questions to direct research

Take notes from a variety of sources

Summarize and organize ideas/prior knowledge in a variety of ways, e.g., diagrams, maps, organizational charts

Compile notes into outlines, reports, and summaries without plagiarism

Writing: Evaluation K 1 2

Analyze and use published pieces as models

Apply criteria to evaluate writing

Review own written work to determine its strengths and weaknesses and to set goals


MMaster


Demonstrate mastery in various applications

Spelling K 1 2

Use phonological knowledge to match sounds to letters in order to write messages

Spell accurately high-frequency words from grade-level lists

Write with correct spelling of : CVC, CVC silent e, one-syllable words with blends

Single-syllable words with r-controlled vowels, final consonants

Spell accurately in final drafts

Write with correct spelling of contractions and compounds

Write with correct spelling of homonyms

Use resources to find correct spellings, synonyms, and replacements

Inflectional endings: plurals; verb tenses; drop final, silent e when endings are added

Orthographic patterns: consonant doubling dropping e, changing y to i

28


MMaster



Writing: Grammar/Usage/Mechanics K 1 2

Use basic capitalization and punctuation such as names and first letters in sentences M

Use more complex capitalization such as proper nouns and abbreviations

Use nouns and verbs in simple sentences

Use apostrophes in contractions and possessives

Use adjectives and adverbs

Use singular and plural forms of regular nouns and adjust verbs for agreement

Use pronouns

Use regular and irregular plurals correctly

Use objective case pronouns correctly

Use appropriate end marks with a variety of sentences: declarative, imperative, interrogative, exclamatory

Use commas in more complex structures

Use quotation marks in dialogue

Indent to begin a paragraph


MMaster



Oral Language DevelopmentK 1 2

Articulate SoundsM

29

Oral Language DevelopmentK 1 2

Engage in conversationsM

Phonemic awareness (See Reading Scope and Sequence) M

SpeakingDistinguish between asking a question and telling a story

Interpret a question and answer appropriately

Speak using complete sentences MSelect appropriate verbal/non-verbal language

Demonstrate appropriate delivery skills (i.e. voice, volume, vocal expression, eye contact, body language, enunciation)

Understand, follow and give directions

ListeningDevelop and use listening manners MDevelop and use active listening skills

Listen critically

Listen for enjoyment and information


MMaster



30

Grade K Communication Arts Course Overview:

The Communication Arts Program at the kindergarten level is arranged around the MCCC Communication Arts Standards. These standards encompass reading and literature, writing, and speaking, listening and media literacy.

In kindergarten students engage in many activities that help them develop foundational reading and writing skills. Delivered through a developmentally-appropriate, balanced approach, these skills focus on oral language development, phonemic awareness, print awareness and letter recognition, daily writing, vocabulary development, and reading comprehension.

In the Kindergarten classroom appropriate language activities include reading and discussing a variety of authentic materials with children; having students tell and retell stories; listening to, reciting, or singing rhymes or songs; pretend reading, picture reading, and shared reading; engaging word meaning activities; and group and individual story writing.

Used in developmentally-appropriate ways and integrated with the curriculum, technology supports, extends, and expands literacy-based learning opportunities for children. Students use technology applications to explore, create, and communicate.

A variety of formal and informal assessment tools is used to evaluate student progress and to plan for instruction and learning.

(For further details please see the 3-5 Reading-Writing Matrix; 3-5 Reading Comprehension Strategies; K-5 Reading Scope and Sequence of Skills; K-5 Writing Scope and Sequence of Skills; and K-5 Listening, Speaking, and Media Literacy Scope and Sequence of Skills included in the Appendices to this document.)

Standards and Grade-Level Learner CompetenciesStandards one through five in the MCCC K-12 Communication Arts Curriculum Document are the Montana Standards for Reading. Locally developed grade-level learner competencies for both Reading and for Literature are presented below each Montana Reading Standard. This format is designed to facilitate the Montana Comprehensive Assessment System (MontCAS) criterion-referenced test (CRT) data analysis process to guide instructional decisions.

Standards six through eleven in the MCCC K-12 Communication Arts Curriculum Document are the Montana Standards for Writing. Standards twelve and thirteen in the MCCC Communication Arts Curriculum Document were developed locally and are based on the Montana Standards for Speaking and Listening and Media Literacy.

Reading and Literature:1. Montana Reading Standard #1: Students construct meaning as they comprehend,

interpret, and respond to what they read.a. Demonstrate understanding of concepts about print (directionality, one-to-one

matching, parts of the book, environmental print). Day 1-180.b. Develop phonemic awareness skills:

i. Say rhyming words in response. RWU1 through the end of the school year.

ii. Clap syllables in words. Circle time.iii. Segment words into sounds. RWU1 through the end of the school year.iv. Blend sounds to make words. RWU1 through the end of the school year.v. Identify beginning sounds. RWU7 through the end of the school year.

2. Montana Reading Standard #2: Students apply a range of skills and strategies to read. a. Identify letters. RWU1 through the end of the school year.

b. Match sounds to letters. RWU1 through the end of the school year. c. Develop vocabulary through meaningful/concrete experiences. RWU1

through the end of the school year. d.. Apply Reading Comprehension Strategies before, during and after reading.

RWU1 Through end of year; teacher read stories as appropriate.

3. Montana Reading Standard #3: Students set goals, monitor, and evaluate their progress in reading.

a. Participate in a home/school program to promote value and enjoy books and reading. Small group magazines, A-Z reading books as appropriate.

b. Maintain a record of books read at home. Weekly homework, A-Z reading books, RW unit’s weekly books.

4. Montana Reading Standard #4: Students select, read, and respond to print and non-print material for a variety of purposes.

a. Share what they know, what they want to know, and what they have learned (KWL). Use think, pair, share strategies to learn new letters.b. Observe and assist in modeled use of resources (encyclopedia, dictionary, map, and globe). In library class and as appropriate.c. Utilize and share informational texts from leveled library, school library,

and other sources. During library class and as appropriate.d. Make meaning of text forms/genre from shared reading. As appropriate.e. Discuss story elements in a Read-a-loud story. Weekly as appropriate.f. Distinguish fantasy from reality. As appropriate

5. Montana Reading Standard #5: Students gather, analyze, synthesize, and evaluate information from a variety of sources, and communicate their findings in ways appropriate for their purposes and audiences.

a. Begin to recognize cultural differences including American Indians in various

materials throughout year in discussions, during September, and as appropriate.

Writing:6. Montana Writing Standard #1: Students write clearly and effectively.

a. Observe modeled writing. White boards and during science lessons.b. Write for a variety of purposes and audiences. As appropriate.c. Engage in shared writing. As developmentally appropriate.d. Prewrite, draft, revise, edit and publish selected works. Later during 3rd and 4th

quarter, group works and/or individual works are created for Young Author displays.

e. Organize and summarize shared experiences/investigations to record ideas and learning in a variety of ways. Variety of graphing is experienced as opportunity arises.

7. Montana Writing Standard #2: Students apply a range of skills and strategies in the writing process.

a. Gain control of pencil grip, paper position, strokes, posture, and directionality. Taught in September according to OT recommendations.

b. Write each letter of the alphabet, capital and lower case. Begins in RWU1 throughout the school year.

c. .Write own name. Introduced in September, practiced all year.d. Generate ideas and develop plans for their draft writing. Begins RWU1

throughout the year.e. Use phonological knowledge to match sounds to letters to write messages. On a

daily basis or at least 3X/week also during free exploration as appropriate.

8. Montana Writing Standard #3: Students evaluate and reflect on their growth as writers.

a. Use published pieces as models. Class generated books from Read Well.b. Confer with the teacher to identify strengths and weaknesses in their writing.

Content writing on a developmental basis.

9. Montana Writing Standard #4: Students write for a variety of purposes and audiences. Writing centers as developmentally appropriate.

10. Montana Writing Standard #5: Students recognize the structures of various forms and apply these characteristics to their own writing. As developmentally appropriate.

11. Montana Writing Standard #6: Students use the inquiry process, problem-solving strategies, and resources to synthesize and communicate information. Taught throughout the year as the opportunity arises.

Speaking, Listening, and Media Literacy:12. Students apply a range of skills and strategies to speaking, listening, and creating

media messages for a variety of purposes.a. Develop listening manners and engage in active listening. Begins Day 1.b. Understand, follow, and give directions. Practicing understanding and

following directions begins on day 1; giving or sharing directions usually begins later in September.

c. Share information and ideas, speaking in complete, coherent sentences. As developmentally able.

d. Engage in conversations and discussions. As able.

13. Students identify, analyze, and evaluate the impacts of effective speaking, listening, and media.

a. Distinguish between asking a question and telling a story. Introduced in September, but not mastered by most.

b. Interpret a question and answer appropriately. As developmentally able.c. Recognize the influence of media on daily life. Discussed spontaneously during

circle time.

AssessmentsReading/Writing ContinuumKindergarten ChecklistDraw-a-PersonBoehm surveysOrchard ReadingTeacher/Student interviewsSamples of WorkDIBELS

Meeting Diverse Student Needs Students with diverse needs--those with unique abilities and/or disabilities--will have differentiated opportunities to achieve competencies and standards, and at rates and in manners consistent with their needs.

Grade 1 Communication Arts Course Overview:

The Communication Arts Program at the first grade level is arranged around the MCCC Communication Arts Standards. These standards encompass reading and literature, writing, and speaking, listening and media literacy.

In first grade students engage in many activities that help them develop foundational reading and writing skills. Delivered through a developmentally-appropriate, balanced approach, these skills focus on oral and written language development, phonemic awareness, spelling development, structural analysis of words, vocabulary development, and reading comprehension..Used in developmentally-appropriate ways and integrated with the curriculum, technology supports, extends, and expands literacy-based learning opportunities for children. Students use technology applications to explore, create, and communicate.






interpret, and respond to what they read.a. Utilize decoding strategies as they read. RW1-38, RW Plus 39-50: Sound cards,

tricky sight words, decoding folders. Orchard Computer Program.b. Develop knowledge of word structure and discover new word meanings to create

understanding of the text. RW, RW Plus decoding folders, homework.

2. Montana Reading Standard #2: Students apply a range of skills and strategies to read.a. Read accurately at appropriate level using phrasing and expression to achieve

fluency. RW 1-38 RW Plus 39-40: oral reading, leveled readers, homework books, weekly assessment, fluency assessment.

b. Apply Reading Comprehension Strategies before, during and after reading. RW and RW Plus Skill Work/Comprehension packets.


a. Consider options and set realistic goals. RW and RW Plus weekly fluency homework. Basic Skills fluency timings. DIBELS

b. Develop plans and time lines for achieving goals. RW, RW Plus weekly homework. DIBELS

c. Reflect on their progress and formulate ideas for improvement and future applications. DIBELS. RW and RW Plus weekly assessment sheets. Reading conferences with students/parents through comment section of homework.


a. Use text features to acquire information. RW, RW Plus. Weekly readers. Nonfiction literature resources. Science, Social studies reference literature.

b. Utilize information to develop presentations in a variety of forms.Foss Science Kits. Harcourt Vocabulary Program. Second Step. Social Studies literature.


a. Begin to recognize cultural differences including American Indians in various materials. RW Plus units 39-41, specific Native American literature. Library Native American Collection. Social Studies Units.

b. Make connections and compare information to answer questions and summarize. RW Plus units 30-50. Oral story maps/written story web.Foss Kits, Harcourt Vocabulary Program, Second Step.


a. Write to learn and to record ideas. RW, WW. Step Up to Writing. Foss Kits.b. Choose the appropriate style and format for different purposes and audiences. RW 1-

38, RW Plus 39-50, RW 1-38 comprehension packets, WW 1-38.c. Use questions to direct investigation. Foss Science Kits. Four Square Writing d. Summarize and organize ideas and prior knowledge in a variety of ways. RW 1-38,

RW Plus 39-50. Step Up to Writing. Harcourt Vocabulary Program; journal writing.

7. Montana Writing Standard #2: Students apply a range of skills and strategies in the writing process. RW Units 1-38, RW Plus units 39-40 a. Write legibly in manuscript observing the conventions of print. WW 1-38b. Pre- write, draft, revise and edit selected works. Step Up to Writingc. Use invented spelling and correct spelling of high frequency words. RW multi-

sensory spelling book. Four Square Writing. Vocabulary journal.d. Use basic capitalization and punctuation to write complete sentences. RW, RW

Plus. WW. Multi-sensory spelling. Step Up to Writing. Vocabulary Journal.

8. Montana Writing Standard #3: Students evaluate and reflect on their growth as writers. a. Use published pieces as models. Step Up to Writing. Four Square Model.

Writing Conventions: Six Traits of Writing, (conventions, content, fluency, ideas, voice and organization.

b. Use elements of an analytical writing model. Step Up to Writing. Four Square Writing Model. Six Traits of Writing.

c. Confer with the teacher to identify strengths and weaknesses in their writing. Conferences with student/parents.

9. Montana Writing Standard #4: Students write for a variety of purposes and audiences. Read Well Programs. Step Up To Writing. Four Square Model.Six Traits of Writing. Science Journal. Vocabulary Journal.

10. Montana Writing Standard #5: Students recognize the structures of various forms and apply these characteristics to their own writing. RW Plus 39-50. Step Up To Writing. Four Square Writing Model. Six Traits Model of Writing.

11. Montana Writing Standard #6: Students use the inquiry process, problem-solving strategies, and resources to synthesize and communicate information.RW Plus 30-50. Step Up To Writing. Six Traits of Writing.


media messages for a variety of purposes.a. Further develop listening manners and engage in active listening. Second Step:

Social Skills behavior program. MBI Character Education program.b. Demonstrate appropriate speaking skills in a variety of activities: Daily calendar

activities, show and share, Story telling/illustrating.

13. Students identify, analyze, and evaluate the impacts of effective speaking, listening, and media.a. Discuss how different points of view can influence a message. Classroom meetings,

Second Step, MBI character education programs.

Meeting Diverse Student Needs

Students with diverse needs--those with unique abilities and/or disabilities--will have differentiated opportunities to achieve competencies and standards, and at rates and in manners consistent with their needs.

RESOURCES

Read Well Reading Series

Read Well Plus Reading Series

Harcourt Vocabulary Program: Elements of Reading

DIBELS

Multi-Sensory Spell Well spelling workbook Step Up to Writing Four Square Writing Model

Writing Conventions: Six Traits of Writing Model

Basic Skills Concepts, fluency timings

Foss Science Kits

Second Step Social Skills

MBI Character Education Program (school wide)

Orchard Computer Program

Harcourt Social Studies


The Communication Arts Program at the second grade level is arranged around the MCCC Communication Arts Standards. These standards encompass reading and literature, writing, and speaking, listening and media literacy.

In second grade, students are actively engaged in becoming proficient readers and writers. A balanced approach to teaching reading and writing includes language and literature rich activities, comprehension strategies, as well as skills needed to decode words. Students participate in daily writing experiences using the initial concepts and vocabulary of an analytical writing model (such as the Six-Trait Analytical Writing Model). Second graders continue to refine speaking and listening skills to become effective communicators.

A variety of materials is used, including fiction and non-fiction. Topics are correlated to social studies and science curricula in order to facilitate an interdisciplinary approach.

Technology supports, extends, and expands literacy-based learning opportunities for children. Students use technology applications to explore, create, and communicate.






interpret, and respond to what they read.a. Utilize decoding strategies automatically as they read. (Throughout basal

reading series, decodable readers, AR Reading, DIBELS, Orchard Reading Computer Program)

b. Apply knowledge of word structure and discover new word meanings to create understanding of the text. (Basal Series Vocabulary, Spelling, Vocabulary, Orchard Reading Computer Program.)

2. Montana Reading Standard #2: Students apply a range of skills and strategies to read.

a. Read accurately using appropriate speed, phrasing, and expression to achieve fluency. (DIBELS, Basic Skills Dolch timings: sight words, phrases, passages, Oral Reading fluency timings, A-Z fluency passages, Rereading “The Mixed Up Chameleon”, “Get Up and Go”, Orchard Reading Computer Program)

b. Apply Reading Comprehension Strategies before, during and after reading. (Throughout basal reading series, Decodable readers)


a. Participate in conferences to formulate individual goals for improving reading performance. (Student conferences to determine AR Reading goals, Monthly/quarterly page goals, reading contests, Reading Homework, STAR reading)


a. Use text features to acquire information. (Throughout reading series specifically Table of Contents – “The Mixed Up Chameleon,”- Glossary, Index of Titles and Authors, Table of Contents, Basal series “Banner Days” Theme 3.)

b. Utilize information to develop written, oral or other presentations. (Draw and Write Journals, Math Journals, Oral and written reports, Content area sharing and reporting, 4 Square writing.)

c. Recognize similarities between what they are reading and what they already know. (Prior Knowledge - Just For You Theme 1 ex: Mixed Up Chameleon and throughout series, K-W-L Charts Just For You Theme 2 basal series, Predict Outcomes throughout basal series.

d. Integrate background knowledge with key elements from text to deepen understanding. Text to Text, Text to Self, Text to World, Building Background and Content (Throughout basal reading series, Teacher Read Alouds)

5. Montana Reading Standard #5: Students gather, analyze, synthesize, and evaluate information from a variety of sources, and communicate their findings in ways

appropriate for their purposes and audiences.a. Begin to recognize cultural differences including American Indians in various

materials. (Library: Native American Collection, Basal reading series “Watermelon Day, Abuela, Chinatown”. Teacher Read Alouds,)

b. Make connections and compare information to answer questions and summarize. (Throughout basal reading series specifically Dinosaurs Travel, Beginner’s World Atlas, Banner Days theme 1, Student reports, Whales, Penguins, -AR Reading)


a. Summarize and organize ideas and prior knowledge in a variety of ways. (4 square writing, Step Up to Writing, Journal writing, Just For You theme 1 pg. 99Q T.M. “Being Me”)

b. Compose questions to direct investigation. (FOSS Science Kits, 4 square writing)

c. Write to learn and to record ideas. (Journal writing, free writing time, note-taking, Step Up to Writing, Writer’s Craft section for each story in the basal reading series, 4 square writing)

d. Choose the appropriate style and format for different purposes and audiences. (Reading Series Comprehension packets, journals, Banner Days theme 1 writer’s craft ex: The Day Jimmy’s Boa Ate the Wash, 4 square writing)


a. Write legibly in manuscript observing the conventions of print. (Daily Language, Penmanship practice pages)

b. Prewrite, draft, revise, proofread, edit and publish selected works. (Students written reports, student work, 4 square writing, Step Up to Writing, Writing process section of basal series throughout ex: friendly letter –Days With Frog and Toad – paragraph – Henry and Mudge. Student Scoring Rubric for Writing pg. T32-T35 Just for You)

c. Apply spelling skills and use appropriate resources for accuracy. (Basal reading series spelling program, Dictionary and Glossary skills: Just for You Theme 3 T.M. 421 B, Vocabulary for each story in basal reading series, Harcourt Vocabulary Program Elements of Reading)

d. Use basic capitalization and punctuation in a variety of sentence types. (Step Up to Writing, Daily Language, 4 Square Writing Model, response questions #19 and 20 in each comprehension packet for every story in the basal series.)


a. Analyze and use published pieces as models. (4 square writing, Step Up to Writing, Six Traits Writing model, portfolio Just for You theme 1 Writer’s

Craft section pg. 53M “The Mixed Up Chameleon”, Student Rubrics pg. T32-T35 Just for You Teacher’s Manual, Just for You T.M. Writer’s Craft Sections 82M, 100M, 226M)

b. Apply elements of an analytical writing model to evaluate their own writing. (Daily Language, Step Up to Writing, Six Traits Writing Model, Student scoring rubric for writing. T33-T35 Just for You Teacher’s Manual.)

c. Confer with the teacher to identify strengths and weaknesses in their writing. (Daily Language, Journal writing, student written material, 4 square writing model.)

9. Montana Writing Standard #4: Students write for a variety of purposes and audiences. (Journal writing, 4 square writing model, math journals, student written poetry and stories, FOSS Science Kits, Just for You t.m. Index pg. R74 for Writer’s Craft in basal reading series: everyday, expressive, informative, research)

10. Montana Writing Standard #5: Students recognize the structures of various forms and apply these characteristics to their own writing. (everyday, expressive, informative, research – Writing Process section of each story in the basal series, 4 square writing model, Daily Language)

11. Montana Writing Standard #6: Students use the inquiry process, problem-solving strategies, and resources to synthesize and communicate information.( Math Journals, FOSS Science Kits, Kidspiration, Step Up to Writing, Banner Days theme 3)

Speaking, Listening, and Media Literacy12. Students apply a range of skills and strategies to speaking, listening, and creating

media messages for a variety of purposes.a. Demonstrate attentive listening behaviors. (MBI character education program,

2nd step; social skills, Teacher read alouds, direction following, listening comprehension activities throughout basal reading series.Index pg. R64)

b. Practice appropriate speaking skills in a variety of activities. (Show and Share, Sharing student written material with the class, Calendar, Morning routine activities, Author’s Chair, Book Reviews)

13. Students identify, analyze, and evaluate the impacts of effective speaking, listening, and media.a. Discuss how different points of view can influence a message. (Sharing Literature

section for each story in the basal series – listening critically Index R64, Author’s purpose, Strategies good readers use section of each story in basal series. Ex: Days With Frog and Toad T.M. 101 Create Mental Images, Make Inferences)


Intermediate (Grades 3-5) Communication Arts Program

1. Reading-Literature Reading is the most fundamental academic skill. Students must read proficiently in order to learn in school and throughout their lives. Every effort must be made to insure that students acquire proficiency in reading. Reading instruction and practices must be differentiated so that the spectrum of needs, from those who require greater assistance to achieve proficiency to those who are advanced and need enrichment, is addressed. Using a wide variety of authentic materials is essential for students to understand the purposes for reading and to develop the motivation to read. Reading literature that increases in complexity over time is essential for students to understand the connection between written thought and the culture from which it originated. To provide students with strong reading skills, the motivation to read, and cultural literacy, the MCCC intermediate reading-literature program includes the following skill areas and practices and strategies.


A. Comprehension strategies1. Activating background knowledge (schema) to make connections 2. Asking questions of themselves, authors and the texts3. Drawing inferences from text4. Determining the important ideas and themes5. Creating visual and other sensory images to deepen understanding6. Synthesizing information to create new thinking7. Monitoring their comprehension and using fix up strategies when meaning breaks down

B. Vocabulary development

C. Reading fluency (accuracy, rate, timing, phrasing, and expression)

Practices and StrategiesTeachers will

A, Provide a rich literary environment that includes a variety of genres and reading levels

B. Provide opportunities for silent and oral reading

C. Use differentiated instruction

D. Use a variety of instructional approaches1. Reading aloud to students2. Shared reading

a. With whole class or small groupb. Wherein all eyes follow along with textc. Many reading levels can participate

3. Guided readinga. Small group and individualb. Teaching objective meets needs of the groupc. Text at instructional level

4. Independent readinga. Student choice of material at appropriate levelb. Practice strategic reading skillsc. Conferencing with teacher

E. Provide opportunities for students to respond to reading in a variety of ways (oral and written)

F. Model and teach strategic reading skills to students on an on-going basis

G. Require students to read for a variety of purposes (information, cultural literacy, recreation, knowledge of diverse cultures)

H. Provide vocabulary instruction1. Understanding words/sentences in context2. Interpreting multiple meanings3. Recognizing synonyms, antonyms, homonyms

4. Recognizing component structure--prefixes, suffixes, and word origins

I. Conduct on-going classroom assessment to guide instruction

2. Reading Intervention Intermediate students who read below grade level need focused reading intervention. Because effective reading intervention requires more time and individualization, intermediate class sizes of 24-to-1 or fewer are strongly recommended. The intermediate teacher’s ability to provide effective reading interventions diminishes significantly as numbers increase beyond this ratio.

A variety of reading interventions for those needing assistance is provided to students reading below grade level. Skills and strategies that teachers may need to focus on will depend upon the needs of the individual student, but will be the same as those identified in the 3-5 Reading-Literature section of the document but may also include limited instruction in phonics and decoding strategies through the fourth grade level. Most interventions delivered to students in grades 3-5 are provided within the regular education classroom. For students needing additional support, intervention may be delivered through a variety of means determined by student needs. In each delivery model the reading intervention program includes the following components.

A. Identification of student needs based upon frequent assessments used to monitor student progress

B. Additional instructional and student-learning time

C. More individualized/differentiated instruction focused on specific reading skills the student needs to develop



F. Development of a student reading plan designed to coordinate a cooperative effort by the teacher, parent, and student to improve the student’s reading competency

In addition to the intervention strategies listed above, a student may be recommended for available before-or-after-school programs, summer school, and/or other individualized tutoring.

3. WritingSkillful writing is imperative for good communications and academic success. Writing skills are highly correlated to social and professional advancement; they are important in the workplace and to our economy. Reading and writing are complementary skills. Students must engage in writing to learn to read; students must engage in reading to learn to write. Skill areas and practices and strategies for writing at grades 3-5 follow.


A. Producing clear and effective writing (organization, ideas and content, voice, conventions, sentence fluency, word choice)

B. Using the writing process (prewriting, drafting, editing, revising, publishing)

C. Writing for a variety of purposes and audiences in a variety of forms

D. Integrating information from a variety of sources in writing

E. Using appropriate conventions (grammar/usage, punctuation, etc.)

F. Using formal spelling

Teaching Practices and Strategies

Teachers will

A. Use direct and indirect instruction to teach conventions (grammar, usage, punctuation, etc.)

B. Model writing

C. Use the an analytical writing model (such as the Six-Trait Analytical Writing Model) (instruction and assessment)

D. Teach and require students to apply the writing process

E. Conference in the revision process

F. Create independent, self-selected writing opportunities

G. Evaluate student writing

H. Provide opportunities for students to self-evaluate

4. Speaking/Listening, and Media LiteracySpeaking and listening skills include verbal and non-verbal communication. While these skills are naturally acquired, students need to develop and refine them to understand what has been communicated and to be effective communicators themselves. Skills and knowledge related to media literacy are critical if students are to understand what has been communicated through media and to use media appropriately. To develop and refine speaking, listening, and media skills, the intermediate speaking, listening, and media literacy skill areas and practices and strategies are articulated as follows.


A. Communicating with a clear purpose, developed organization, and support from a variety of sources

B. Selecting appropriate verbal/non-verbal language

C. Demonstrating appropriate questioning strategies

D. Demonstrating appropriate delivery skills

E. Identifying and using active listening skills

F. Accessing, analyzing, and evaluating information in a variety of media (print and non-print)

G. Developing critical thinking skills to make informed decisions as consumers and producers of information.


A. Provide direct and indirect instruction of active listening skills

B. Model listening and speaking skills

C. Provide opportunities for students to make oral presentations

D. Use audio and video tape presentations

F. Promote oral participation and discussion within the classroom

G. Teach media literacy skills

H. Teach note taking, summarizing and the use of oral/visual clues

I. Use common, district-wide rubrics for presentations

5. Ongoing, Individual, and Diagnostic Assessment

Ongoing, individual, and diagnostic assessment is essential for students, teachers, and parents to understand student progress. Grades 3-5 assessments are used to diagnose difficulties of students performing below grade-level, to differentiate instruction for students and to assess individual student and group progress. Specific assessments follow.

A. MAP

B. NRT for grade 4

C. CRT

D. Analytical writing model (such as the Six-Trait Analytical Writing Assessment for grade 5)

E. Analytical writing model (such as Six-Trait Analytical Writing Scoring Rubrics)

F. District and teacher-designed rubrics for presentations, activities, and projects

G. Teacher designed quizzes and tests

H. Teacher observation


Parents/guardians must

A. Provide appropriate practice for their children at home


C. Assist in setting academic goals for their children

7. Communication Arts Across the Curriculum Communication arts skills are essential for learning in all curricular areas. To achieve their potential students must have opportunities to practice and refine their communication arts skills in all classes or content areas. All teachers share a responsibility to reinforce communication arts skills in general, to teach communication arts skills as they pertain to various content areas, and to take advantage of natural connections between subject areas that allow for integration of instruction. In grades 3-5 the MCCC program for across the curriculum practice and refinement of communication arts skills includes the following components for students in all classes.




D. Common rubrics for assessment of communication arts skills for all content areas.


The Communication Arts Program at the third grade level is arranged around the MCCC Communication Arts Standards. These standards encompass reading and literature, writing, and speaking, listening and media literacy.

In third grade students are actively engaged in becoming more proficient readers and writers. In classrooms emphasizing a balanced instructional approach to reading and writing, they spend more time independently reading and writing than in any previous grade. Third grade students read grade-level material fluently and with comprehension. Students participate in writing experiences using the initial concepts and vocabulary of an analytical writing model (such as the Six-Trait Analytical Writing Model). Third graders continue to refine speaking and listening skills to become effective communicators.

Students are exposed to a variety of texts, including fiction and non-fiction. Topics are correlated to social studies and science curricula in order to facilitate an interdisciplinary approach.




Standards and Grade-Level Learner CompetenciesStandards one through five in the MCCC K-12 Communication Arts Curriculum Document are the Montana Standards for Reading. The Montana Grade-Level Expectations for Reading are presented below each Reading Standard in boldface text. Additional local grade-level learner competencies for both Reading and for Literature are presented below each Montana Reading Standard in regular text. This format is designed to facilitate the Montana Comprehensive Assessment System (MontCAS) criterion-referenced test (CRT) data analysis process to guide instructional decisions.

Standards six through eleven in the MCCC K-12 Communication Arts Curriculum Document are the Montana Standards for Writing. Standards twelve and thirteen in the MCCC Communication Arts Curriculum Document were developed locally and are based on the

Montana Standards for Speaking and Listening and Media Literacy. Reading and Literature:

1. Montana Reading Standard #1: Students construct meaning as they comprehend, interpret, and respond to what they read.

a. Makes predictions using new material and previous information/experiences. (Throughout basal series, specifically Pepita Talks Twice, Sayings We Share, Why Mosquitoes Buzz)

b. Identifies basic main ideas and supporting details. (Yippee-Yay!)c. Select appropriate Reading Comprehension Strategies to interpret the text before,

during and after reading. (Throughout basal series)d. Use knowledge of word structure, context, and printed resources to discover new

word meanings that create understanding of the text. (Throughout basal series.)e. Understand plot, setting, and character development. (Pepita Talks Twice,

Allie’s Basketball Dream, Sayings We Share)


a. Decodes unknown words in grade-level text using a variety of strategies. (Throughout basal series, specifically targeted in Officer Buckle and Gloria, Nate the Great, Balto, Rosie, A Visiting Dog’s Story, Ramono Forever, Sayings We Share, Basal Spelling Component)

b. Identifies literary elements and devices in works of literature at grade level. (Throughout basal series and specifically targeted in Pepita Talks Twice, Allie’s Basketball Dream, Sayings We Share)

c. Uses substantial reading vocabulary appropriate to grade level. (Throughout basal series and also Steck-Vaughn Reading Essentials Vocabulary Program)

d. Utilize decoding strategies automatically as they read. (Throughout basal series, Accelerated Reading program)

e. Read accurately using appropriate speed, phrasing, and expression to achieve fluency and understanding. (Throughout basal series and Fluency timings.)


a. Applies, articulates, and self-monitors decoding and comprehension strategies—not measurable on a state-wide assessment. ( Throughout Basal Series, Accelerated Reading program, IditaREAD)

b. Sets appropriate reading goals—not measurable on a state-wide assessment. (Accelerated Reading program, MAPS test goal setting, IditaREAD)

c. Set realistic goals that are measurable and observable to improve reading performance. (MAPS test goal setting, Accelerated Reading, IditaREAD)

d. Develop plans and time lines for achieving goals. (MAPS test goal setting, IditaREAD, Accelerated Reading)

e. Reflect on their progress and formulate ideas to improve. (MAPS testing, IditaREAD, Accelerated Reading)


a. Identifies a variety of purposes for reading and selects appropriate print and non-print materials. (Library classes, various research projects, computer lab projects, etc.)

b. Recognizes an author’s point of view. (Turtle Bay, Wild Shots, The Crowded House)

c. Read and interpret text features to acquire information, e.g.charts, graphs, tables, directions, diagrams, and maps. (Throughout basal series, specifically targeted in The Olympic Games, Wild Shots, If You Made a Million, Rocking and Rolling, and Visitors from Space, also National Geographic Explorer Magazines)

d. Locate appropriate information to answer questions and summarize. (Throughout basal series, comprehension packets, IditaREAD)

e. Utilize information to develop written, oral or other presentations. (Individual research projects, Library classes, book reports, author’s share)


a. Recognizes cultural differences including American Indians in various materials. (Pepita Talks Twice, Coyote Places the Stars, Why Mosquitoes Buzz, Lon Po Po, Cocoa Ice, I’m in Charge of Celebrations, 3rd Grade local history unit)

b. Compares and integrates information from two sources. (Throughout basal series—67A, 68E, 130E, 14E, 100E, 100E, 130E, 194E, 205K, individual research projects)

c. Connect background knowledge and events in the text. (Throughout basal series, National Geographic Explorer magazines, IditaREAD)

d. Recognize different genres of literature. (Throughout basal series)


a. Organize ideas and notes in a variety of ways (graphic organizers and diagrams). (Inspiration, Four Square, Step up to Writing)

b. Generate questions to direct research and investigations. (Leah’s Pony, individual research projects)

c. Record, discover, develop, refine ideas and problem solve. (Step up to Writing, individual research projects)

d. Practice using an analytical model. (Four Square Writing, Six Traits Writing and Step up to Writing)


a. Write legibly in cursive, using appropriate capital and lower case letters. (Loops and Groups cursive program)

b. Spell high frequency words and match sounds to letters accurately. (Basal spelling program, individual writing)

c. Use appropriate skills in grammar and punctuation. (Daily Oral Language, various writing activities)

d. Use the writing process (prewrite, draft, revise, proofread, edit and publish selected works).(Throughout basal series, individual writing projects, Four Square Writing, Step Up to Writing)


a. Analyze and use published pieces as models. (Throughout basal series, trade books)

b. Apply an analytic model to evaluate their own writing. (Step Up to Writing, Six Traits Writing)

c. Confer with the teacher to identify strengths and weaknesses in their writing. (Writing conferences)

9. Montana Writing Standard #4: Students write for a variety of purposes and audiences. (Throughout basal series, individual writing projects)

10. Montana Writing Standard #5: Students recognize the structures of various forms and apply these characteristics to their own writing. (Throughout basal series, individual writing projects)

11. Montana Writing Standard #6: Students use the inquiry process, problem-solving strategies, and resources to synthesize and communicate information. (Throughout basal series, library classes, individual projects)


media messages for a variety of purposes. a. Develop active listening behaviors. (Throughout basal series—Story Listening

tapes, guest speakers, author’s share, individual presentations)b. Practice appropriate speaking skills in a variety of activities. (author’s share,

individual oral presentations)


a. Recognize how different points of view can influence their thoughts and actions. (Stories Julian Tells, Health curriculum—advertisements)



The Communication Arts Program at the fourth grade level is arranged around the MCCC Communication Arts Standards. These standards encompass reading and literature, writing, and speaking, listening and media literacy.

In fourth grade students are actively engaged in becoming proficient readers and writers. A balanced approach to teaching reading and writing includes an environment rich with literature activities, comprehension strategies, and strategic reading skills. Students participate in daily writing experiences using an analytical writing model (such as the Six-Trait Analytical Writing Model). Fourth graders continue to refine speaking and listening skills to become effective communicators.

A variety of materials is used, including fiction, non-fiction and other media. Topics are correlated to other curricula areas in order to facilitate an interdisciplinary approach.







interpret, and respond to what they read.a. Makes predictions and connections between new material and previous

information/experiences. (throughout text, examples:p.325 “Cricket in Times Square” and p.46 “Donovan’s Word Jar”)

b. Demonstrates a basic understanding of main ideas and supporting details. (example: p.402 “Kids Invention Book”)

c. Apply appropriate Reading Comprehension Strategies to interpret the text before, during and after reading. (see text index starting on p.R61)

d. Apply knowledge of word structure, context and printed resource to discover new word meanings that create understanding of the curriculum and word events. (vocabulary throughout text, see text index p.R83)

e. Identify and describe the plot, setting, theme, sequencing, and character development in works of fiction. (throughout text, examples: p.22 “The Gardener” and p. 424 “Case of Pablo’s Nose”)


a. Decodes unknown words in grade-level text using a variety of strategies. (see text index p. R64-65, also Spelling program that accompanies reading series)

b. Identifies literary elements and devices in works of literature at grade level. (throughout text, examples: p.20 &22 “The Gardener” p.424 “Case of Pablo’s Nose”)

c. Uses a substantial reading vocabulary appropriate to grade level. (throughout text, see index p. R83)

d. Utilize decoding strategies automatically as they read. (silent reading, AR reading, partner oral reading)

e. Read accurately using appropriate speed, phrasing, and expression to achieve fluency and understanding. (fluency timings, “Six Minute Solutions” & “Oral Reading Fluency Assessment” manual, manual 206J, 400J)


a. Applies, articulates, and self-monitors decoding and comprehension strategies—not measurable on a state-wide assessment. (throughout text, manual 50J, 150J, 638J, 714J, 350J, 438J)

b. Sets appropriate reading goals—not measurable on a state-wide assessment. (sets AR goals, sets personal goals on MAPS tests, fluency testing goals)

c. Consider choices and set realistic, independent reading goals.(AR goals, personal MAPS goals, fluency goals)

d. Develop plans and time lines for achieving goals. (AR goals, personal MAPS goals, fluency goals)

e. Reflect on their progress and formulate ideas for improvement and future applications. (AR goals & rewards, MAPS test reports, reading conferences)

f. Articulate strategies used to self-monitor reading progress and overcome reading difficulties with guidance from the teacher. (see index p.R70 – Reading

Strategies)


a. Selects and uses appropriate print and non-print materials to meet a variety of purposes at grade-level (e.g., signs, labels, instructions, recipes, directions, schedules, maps, tables, charts). (text index p.R75 – Real Life Reading, Reference Sources)

b. Recognizes an author’s point of view and can distinguish fact from opinion. (text p.524 “A Very Important Day”, p.614 “Gold Rush”, index p. R60 & R66)

c. Use text features to acquire information. (text p.22 “The Gardener”, p. 504 “Fire”, index p. Rl81 – Text Structure)

d. Locate information to answer questions and summarize. (text index p.R71 – Locate Information, Library research project, p. 102 “Lou Gehrig”)

e. Utilize information to develop written, oral, or other presentations. (Library research project, classroom research presentations)

f. Select appropriate comprehension strategies to make meaning from information texts. (text index p. R62 – Comprehension Strategies of Informational Text, also Library and classroom research)


a. Recognizes cultural differences including American Indians in various materials. (Montana Indian reading materials – trade books, Montana’s First People trunk from Mt. Historical Society, video resources from OPI )

b. Compares and integrates information from more than two sources. (text index p.R61 – comparing text, Library & classroom research)

c. Recognize and compare the distinguishing features of other genres of fiction. (throughout text, text index p. R.66 - Genre)

d. Integrate background knowledge with key elements from text to deepen understanding of various cultures. (throughout text, Montana Indian reading materials and trade books, OPI video resources on Mt. Indians, text index p. R60 – Building Background)


a. Summarize and organize ideas and prior knowledge in a variety of ways. (Inspiration computer program, Step Up to Writing manual, text manual p. R. 84 – Writing organization)

b. Using an analytical model as a guide, write to learn and to record ideas. (Step Up

to Writing, Six Trait Writing model, text index p. R84 – Scoring Rubrics and p. R85 – Writing Process)


a. Write legibly in cursive observing the conventions of print. (cursive practice sheets, Spelling practice sheets)

b. Prewrite, draft, revise, proofread, edit, and publish selected works. (Step Up to Writing, text index p. R85 Writing Process, Six Traits Writing)

c. Apply spelling skills and use appropriate resources for accuracy. (Spelling lists & practice worksheets that accompany reading series, text index p. R78)

d. Apply more complex capitalization and punctuation in a wide variety of sentence types. (Daily Oral Language practice worksheets, text index p. R86 – Written English Language Conventions)

e. Apply common rules of standard usage. (Daily Oral Language practice worksheets, text index p. R82 – Usage)


a. Analyze and use published pieces as models. (trade books, Step Up to Writing, text index p. R85 – Writing Prompts)

b. Apply an analytical writing model (such as the six-trait rubric) to evaluate their own writing. (Step Up to Writing, Six Traits Writing)

c. Review own written work and /or confer with the teacher to identify strengths and weaknesses in their writing. (Step Up to Writing, text index p. R85 – Writing Growth, teacher conferences)

9. Montana Writing Standard #4: Students write for a variety of purposes and audiences.

a. Identify the purpose for their writing and write appropriately (MT W S4, BM4-1). (text index p. R84 Writing Purposes, Step Up to Writing)

b. Choose audiences (e.g., self, peers, adults) appropriate to purposes and topics (MT W S4, BM4-2). (text index p. R84 – Writing Purposes, Student self and peer-assessment)

c. Experience writing in different genres (e.g., descriptive writing) (MT W S4, BM4-3). (text index p. R84-85 Writing Activities and Writing Forms, Step Up to Writing)

10. Montana Writing Standard #5: Students recognize the structures of various forms and apply these characteristics to their own writing.

a. Identify the characteristics of different forms (poetry, fiction, non-fiction, technical, simple report) (MT W S5, BM4-1). (text index p. R84-84 Writing Activities and Writing Forms, Step Up to Writing)

b. Write using characteristics of different forms (MT W S5, BM4-2). (text index p. R84-85 Writing Activities and Writing Forms, Step Up to Writing)

11. Montana Writing Standard #6: Students use the inquiry process, problem-solving strategies, and resources to synthesize and communicate information.

a. Compose questions to direct investigations. (text index p. R68 Inquiry and Research, Library and classroom research projects, Inspiration computer program)


media messages for a variety of purposes.a. Engage in active listening behaviors. (text index p. R69-70 Listening and

Speaking, Listening Strategies, Daily Oral Language, basal stories on cassette tape, Science and Social Studies texts on cassette tape)

b. Plan and organize thoughts sequentially in order to communicate a clear message. (Inspiration computer program, index text R70 Speaking and R81 Thinking, Step Up to Writing)

c. Demonstrate effective delivery skills. (Library and classroom oral presentations, text index p. R78 Speaking Strategies)


a. Recognize and evaluate how different points of view can influence their thoughts and actions. (text index p. R73 Point of View, Indian Education materials)b. Recognize propaganda techniques in a variety of media. (text index p. R70

Analysis of Oral and Media Communications and R72 Multimedia)


Students with diverse needs--those with unique abilities and/or disabilities--will have differentiated opportunities to achieve competencies and standards, and at rates and in manners consistent with their needs. (levelized basal reading materials, district special education personnel)


The Communication Arts Program at the fifth grade level is arranged around the MCCC Communication Arts Standards. These standards encompass reading and literature, writing, and speaking, listening and media literacy.

In fifth grade students refine and master previously learned knowledge and skills in increasingly complex presentations, reading selections, and written compositions. Students are actively engaged in becoming proficient readers and writers. A balanced approach to teaching reading and writing includes language and literature rich activities, comprehension strategies, as well as skills to enrich vocabulary. Students write daily using the strategies and vocabulary of an analytical writing model (such as the Six-Trait Analytical Writing Model). Fifth graders continue to refine speaking and listening skills to become effective communicators and evaluators of media.



A variety of formal, informal, and self assessment tools is used to identify areas for improvement and to plan instruction and learning.



Standards six through eleven in the MCCC K-12 Communication Arts Curriculum Document are the Montana Standards for Writing. Standards twelve and thirteen in the MCCC Communication Arts Curriculum Document were developed locally and are based on the Montana Standards for Speaking and Listening and Media Literacy.Reading and Literature:

Montana Reading Standard #1: Students construct meaning as they comprehend, interpret, and respond to what they read.

a. Makes predictions and describes connections between new material and previous information/experiences. (See Harcourt index under “Strategies Good Readers Use” make and confirm predictions: p. R77)

b. Summarizes the main idea and details from materials read. (See Harcourt index under “Comprehension” summarize and paraphrase, summarize and retell: p. R62)

c. Apply appropriate Reading Comprehension Strategies before, during and after reading. (See Harcourt index under “Comprehension”: p. R61-R62)

d. Apply knowledge of word structure, context and printed resources to discover new word meanings and create understanding of the text. ( See Harcourt index under “Word Structure”: p. R82, “Word Identification Strategies – use context to confirm meaning”: p. R81, “Vocabulary – various subsections”: p. R80-81)

e. Analyze the interaction of literary elements. (See Harcourt index “Elements of Nonfiction”: p. R64, “Genre” under specific type: p.R65, “Literary Response and Analysis – narrative elements”: p. R69)

Montana Reading Standard #2: Students apply a range of skills and strategies to read.a. Decodes unknown words in grade-level text and applies a variety of strategies

(See Harcourt index under “Phonics/Decoding”: p. R71, “Strategies Good Readers Use –subtopic: use decoding/phonics”: p. R78, “Word Identification Strategies – subtopic: decode familiar patterns, decode using structural analysis”: p. R81)

b. when reading literature and content area material.1. Identifies and compares literary elements and devices in works of

literature at grade level. (See Harcourt index under “Genre – see specific genre type”: p.R65, “Literary Response and Analysis – narrative elements”: p. R69)

2. Uses a substantial reading vocabulary appropriate to grade level. (See Harcourt index under “Vocabulary – subtopics: developments through reading, through speaking and listening, extending vocabulary”: p. R81)

3. Read text with appropriate accuracy, expression, phrasing, speed, and attention to punctuation. (See Harcourt index under “Assessment – subtopics: formal/Oral Reading Fluency Assessment, informal/ ongoing oral reading accuracy and fluency”: p. R58-59)

Montana Reading Standard #3: Students set goals, monitor, and evaluate their progress in reading.

a. Applies, articulates, and self-monitors decoding and comprehension strategies and evaluates reading progress—not measurable on a state-wide assessment. (See Harcourt index under “Strategies Good Readers Use – subtopics: self-question p. R77, use decoding/phonics: p. R78, reread to clarify: p. R77, use context to confirm meaning: p. R78, use prior knowledge: p. R78” “Assessment – subtopics: selfassessment, monitoring progress”: p. R59) b. Sets and meets appropriate reading goals—not measurable on a state-wide

assessment. (district wide use of MAPS testing, individualized goals set through AR reading, 5th grade Iditaread program in classrooms where applicable)c. Articulate strategies used to self-monitor reading progress and overcome reading

difficulties with guidance from the teacher. (See Harcourt index under “monitor progress” p.R59, “checklists for evaluation” p. R58, “performance assessment” p. R59)

d. Reflect on progress and formulate ideas for improvement.e. Consider options, set realistic goals, and develop plans and time lines for achieving

goals. (Use data from MAPS testing, Star Reading results, AR reading outcomes)

3. Montana Reading Standard #4: Students select, read, and respond to print and non-print material for a variety of purposes.a. Selects and uses appropriate reading material to meet a variety of purposes at

grade-level. (See Harcourt index under “Reading Outside of Class”: p. R74, “Strategies Good Readers Use: subtopic – use reference sources”: p. R78, “Trade Books”: p. R80, use AR reading level to choose materials, use reference sources to get data for Social Studies and Science activities, formal class instruction in library class)

b. Recognizes an author’s point of view and purpose and can distinguish fact from opinion. (See Harcourt index under “Comprehension – subtopic: author’s purpose and perspectives”: p. R61, “Author’s Purpose”: p. R60 , “Comprehension – subtopic: fact and opinion”: p. R61)

c. Use knowledge of text structure, organization and purpose to find information and support understanding. (See Harcourt index under “Text Structure” p. R79, Text Structure – subtopic: sequence: p. R79, “Strategies Good Readers Use: use text structure and format”: p. R78, “Organize Information”: p.R71)

d. Apply comprehension strategies to describe and connect the essential ideas, arguments, and perspectives of the text. (Harcourt p. 20 Theme 1)

e. Use information to develop written, oral, or other presentations. (use reference sources to construct oral and written or other presentations in the various content areas)

5. Montana Reading Standard #5: Students gather, analyze, synthesize, and evaluate information from a variety of sources, and communicate their findings in ways appropriate for their purposes and audiences.a. Identifies cultural perspectives of diverse populations including American Indians in

various materials. (Harcourt p. 20 identifies social responsibilities and cultural perspectives of diverse populations)

b. Compares and integrates information from a variety of sources. (See Harcourt index under “Cross Curricular Stations – various subtopics”: p. R63)

c. Make associations between ideas expressed in a variety of sources and personal experiences. (See Harcourt index “Comprehension – prior knowledge use”: p. R62)

d. Identify how culture, ideas, and issues influence a variety of sources. (Harcourt p.

20 identifies social responsibility and cultural perspectives of diverse populations)

e. Understand how different genre of literature can enrich personal experience and learning. (See Harcourt index under “Genre Study”: p. R65)

Writing:6. Students write clearly and effectively.

a. Identify and select appropriate style and format. (See Harcourt Language Series index under Writing Models”: p. R14-R19. See also in Harcourt Language the individual Writer’s Craft chapters found in each unit)

b. Demonstrate an awareness of an analytical writing model (such as the six traits of writing). ( Data from formal writing assessment given at the conclusion of school year)

c. Use an analytical model as a guide to write and revise. (See Harcourt Language index under “Writing Steps”: p. R134, Six Traits of Writing Program)

7. Students apply a range of skills and strategies in the writing process. a. Apply conventions of standard written English appropriate for audience and purpose.

(See Harcourt Language series which covers all standard writing conventions)b. Select and apply a variety strategies for prewriting, drafting, revising, proofreading,

editing, and publishing of selected works. (See Harcourt Language index under “Writing Steps”: p. R134)

c. Make conscious decisions to select and apply an analytical model of writing for appropriate purpose. (Six Traits Writing Program and Step up to Writing Program)

8. Students evaluate and reflect on their growth as writers. a. Analyze and evaluate their writing for growth over time. (Compare writing

assessments given at the end of the school year with that of previous year)b. Apply an analytical writing model to evaluate their own writing. (Use “Thinking

About Writing” and other student self-assessment checklists from Harcourt Language pages R91-R93)

c. Analyze writing and confer with the teacher to assess growth. (Using rubrics from Harcourt Language, pp.R83-R90, in conjunction with teacher/student conferences about written work use Student Record Form:Writing Conference found on p. R79 of Harcourt Language)

9. Students write for a variety of purposes and audiences.a. Identify and articulate the purpose for their writing and write appropriately (MT

W S4, BM8-1).(See Harcourt Language “Writer’s Craft” subtopic- purpose and audience: p. R133, “Writing Purposes” various subtopics: p. R134)

b. Choose audiences (e.g., self, peers, adults) appropriate to purposes and topics. (MT W S4, BM8-2) (See Harcourt Language under “Writer’s Craft” subtopic purpose and audience p. 188, Reference page R133)

c. Experience writing in different genres (e.g., narrative writing) (MT W S4, BM8-

3). (See Harcourt Language index under “Writing Models”: p. R14-R19)

10. Students recognize the structures of various forms and apply these characteristics to their own writing.

a. Identify and analyze characteristics of different forms (e.g., narrative, journal, technical) (MT W S5, BM8-1). (See Harcourt Language index under “Writer’s Workshop” for lessons that identify and instruction of characters of that writing type: p. R134)

b. Write using characteristics of different forms. (See Harcourt Language index under “Writer’s Workshop”: p. R134)

11. Students use the inquiry process, problem-solving strategies, and resources to synthesize and communicate information.

a. Pose questions or identify problems (MT W S6, BM8-1). (See Harcourt Reading series index under “Inquiry and Research”: p. R67, Library lesson on topic with Librarians, Harcourt Language, “Research Report”: pp. 358-370, various report projects through the content areas)

b. Find and use a variety of technologies and information sources (MT W S6, BM8-2). (See Harcourt Language index under “Writing Connection” subtopic technology: p. R134, Harcourt Reading Series index under “Writing” subtopic technology: p. R83)

c. Share information in appropriate ways for intended audiences (MT W S6, BM8-3). (See Harcourt Language index under “Sharing”: p. R131, Harcourt Reading Series index under “Shared Writing”: p. R76)


media messages for a variety of purposes.a. Engage in active listening behaviors. (See Harcourt Reading index under

“Listening and Speaking” subtopic-listening critically: p. R68, Harcourt Language index under “Listening and Speaking”: p. 128)

b. Design and create, perform or display media messages in a variety of forms, targeting different audiences and purposes. (See Harcourt Reading index under “Literary Response and Analysis” subtopic – media messages: p. R69, Harcourt Language index under “Listening and Speaking”: p. R128 Harcourt Language index under “Oral presentations”: p.R128)


a. Identify propaganda techniques, bias, fact, fiction, and opinion in various media messages. (Harcourt Language p. 253 Media Literacy, Harcourt Reading Series index under “Oral and Media Communications”: p. R71 0

b. Recognize that all media influence individuals and society. (Harcourt Reading index under “Oral and Media Communications”: p. R71, under “Literary

Response and Analysis” subtopic- media messages p. 365A -365B and review of p. 647D)


Students with diverse needs--those with unique abilities and/or disabilities--will have differentiated opportunities to achieve competencies and standards, and at rates and in manners consistent with their needs. (Harcourt Reading index under “English Language Learners Activities”: p.R64, “Leveled Activities, Leveled Books, Leveled Practice”: p. R68, Harcourt Language index under “Reaching all Learners”: p. R130)

Middle School (Grades 6-8) Communication Arts Program

1. Reading-LiteratureReading is the most fundamental academic skill. Students must read proficiently in order to learn in school and throughout their lives. Every effort must be made to insure that students acquire proficiency in reading. Reading instruction and practices must be differentiated so that the spectrum of needs, from those who require greater assistance to achieve proficiency to those who are advanced and need enrichment, is addressed. Using a wide variety of authentic materials is essential for students to understand the purposes for reading and to develop the motivation to read. Reading literature that increases in complexity over time is essential for students to understand the connection between written thought and the culture from which it originated. To provide students with strong reading skills, the motivation to read, and cultural literacy, the MCCC middle school reading-literature program includes the following skill areas and practices and strategies.

Skill AreasStudents must develop proficiency inA. Comprehension Strategies

1. Activating background knowledge (schema) to make connections 2. Asking questions of themselves, authors and the texts3. Drawing inferences from text4. Determining the important ideas and themes5. Creating visual and other sensory images to deepen understanding6. Synthesizing information to create new thinking7. Monitoring their comprehension and using fix up strategies when meaning breaks down

2. Vocabulary development3. Reading fluency (accuracy, rate, timing, phrasing, expression)

Practices and StrategiesTeachers willA. Provide an environment that promotes literacy (diverse materials and resources)

B. Use consistent terminology

C. Model and teach strategic reading skills to students on an on-going basis

D. Teach literary devicesE. Develop student motivation for reading (personal experience, student choice of

reading materials, real world applications)

F. Provide vocabulary instruction1. Understanding words/sentences in context2. Interpreting multiple meanings3. Recognizing synonyms, antonyms, homonyms

4. Recognizing component structure--prefixes, suffixes, and word origins

G. Require students to read for a variety of purposes (information, cultural literacy, recreation, knowledge of diverse cultures)

H. Conduct on-going classroom assessment to guide instruction

I. Provide opportunities for students to respond to reading in a variety of ways (discussion, creative drama, and writing)

J. Provide guided, shared, and independent reading that allows student choice when appropriate.

K. Promote parent involvement

L. Use technology

2. Reading InterventionMiddle school students who read below grade level need focused reading interventions. Because effective reading interventions require more time and individualization, middle-school class sizes of 25-to-1 or under are strongly recommended. The middle school teacher’s ability to provide effective reading interventions diminishes significantly as numbers increase beyond this ratio.

Teachers must be able to deliver highly-skilled reading intervention instruction. A variety of reading interventions for those needing assistance is provided to students reading below grade level. Most interventions delivered to students in grades 6-8 are provided within the regular education classroom. For students needing additional support, intervention may be delivered through a variety of means determined by student needs. In each delivery model the reading intervention program includes the following components.






F. Development of a student reading plan designed to coordinate a cooperative effort by the teacher, parent, and student to improve the student’s reading competency (At the middle school level most student reading plans will be developed by the team of teachers working with the student and parent.)

In addition to the intervention strategies listed above, a student may be recommended for any available reading labs or classes, before-or-after-school programs, summer school, and/or other individualized tutoring.

3. WritingSkillful writing is imperative for good communications and academic success. Writing skills are highly correlated to social and professional advancement; they are important in the workplace and to our economy. To provide students with strong writing skills, the middle school writing program includes the following elements.


A. Producing clear and effective writing (organization, ideas and content, voice,conventions, sentence fluency, word choice)

B. Using the writing process (prewriting, drafting, editing, revising, publishing)

C. Writing for a variety of purposes and audiences in a variety of forms

D. Using information resources for writing

E. Conferencing in the revision process (with teacher and/or other students)

F. Creating independent, self-selected writing opportunities

G. Using appropriate conventions (grammar/usage, punctuation, spelling, etc.)


A. Use an analytical writing model (for example, the following six traits: organization, ideas and content, voice, conventions, sentence fluency, word choice).

B. Teach and require students to apply the writing process (prewriting, drafting, editing, revising, publishing, reflecting)

C. Evaluate student writing

D. Engage students in peer responses to and self-evaluation and reflection of writing

E. Model writing

F. Use technology, print, and media for instructional purposes

G. Use direct and indirect instruction to teach conventions (grammar/usage,punctuation, spelling, etc.)

4. Speaking/Listening and Media Literacy While speaking and listening skills--which include verbal and non-verbal communication--are naturally acquired, they need to be developed and refined for students to understand what has been communicated and to communicate effectively themselves. Skills and knowledge related to media literacy are critical if students are to understand what has been communicated and to use media appropriately. To develop and refine speaking, listening, and media skills, the MCCC middle school speaking, listening, and media literacy program includes the following elements.



B. Selecting appropriate verbal/non-verbal language

C. Identifying and using active listening skills

D. Accessing, analyzing, and evaluating information in a variety of media (print and non-print)

E. Developing critical thinking skills to make informed decisions as consumers and producers

F. Communicating and producing information through a variety of media (print and non-print) while using appropriate delivery skills


A. Use direct and indirect instruction to teach active listening skills

B. Provide opportunities for students to make speeches and deliver other oral

presentations

C. Promote oral participation within the classroom

D. Teach media literacy skills

E. Use common, district-wide rubrics for evaluation

F. Provide a wide variety of engaging materials

5. Ongoing, Individual, and Diagnostic AssessmentOngoing, individual, and diagnostic assessment is essential for students, teachers, and parents to monitor student progress. A variety of assessments is used to determine individual student and group progress, to diagnose difficulties of students performing below grade-level, and to differentiate instruction for students. Specific assessments follow.

A. CRT

B. MAPS

C. NRT for grade 8

D. Analytical writing model (such as the Six-Trait Analytical Writing Assessment for grade 7)

E. Analytical writing model (such as Six-Trait Analytical Writing Scoring Rubrics)

F. District and teacher-designed rubrics for presentations, activities, and projects

G. Teacher designed quizzes and tests

H. Teacher observation


Parents/guardians mustA. Provide appropriate practice for their children at home


C. Assist in setting academic goals for their children

7. Communication Arts Across the Curriculum Communication arts skills are essential for learning in all curricular areas. To achieve their potential, students must have opportunities to practice and refine their communication arts skills in all classes or content areas. All teachers share a responsibility to reinforce communication arts skills in general, to teach subject specific communication arts skills as they pertain to their specific content areas, and to take advantage of natural connections between subject areas that allow for integration of instruction. The MCCC program for across the curriculum practice and refinement of communication arts skills includes the following components for students in all middle school classes.




D. Researching in all content areas

E. Common rubrics for assessment of communication arts skills for all content areas


The Communication Arts Program at the sixth grade level is arranged around the MCCC Communication Arts Standards. These standards encompass reading and literature, writing, and speaking, listening and media literacy.

In sixth grade, students master previously learned skills in increasingly complex presentations, reading selections, and written compositions. Sixth grade students take notes during oral presentations and organize and summarize spoken messages. Students evaluate their own oral presentations. Sixth grade students read widely, classic and contemporary selections and informational texts. Students understand idioms, multi-meaning words, and analogies in text. Students distinguish denotative and connotative meanings of words and use word origins as an aid to understand historical influences on word meanings. Students use study strategies to learn and recall important ideas. Students recognize literary devices such as flashback, foreshadowing, and symbolism. Sixth grade students select and use different forms of writing for specific purposes such as to inform, persuade, or entertain. Students vary sentence structure and use more complex punctuation. Sixth grade students edit their writing based on their knowledge of grammar and usage, spelling, punctuation, and other conventions of written language. Students produce final, error-free pieces of written composition on a regular basis. Students search out multiple texts to complete research reports and projects. Students assess how language, medium, and presentation contribute to meaning.


Technology supports, extends, and expands literacy-based learning opportunities for students. Students use technology applications to explore, create, and communicate.

A variety of formal, informal, summative, and self-assessment tools is employed to identify areas of improvement and to plan instruction and learning.

(For further details please see the 6-8 Reading-Writing Matrix; 6-8 Reading Comprehension Strategies; 6-12 Reading Scope and Sequence of Skills; 6-12 Writing Scope and Sequence of Skills; and 6-12 Listening, Speaking, and Media Literacy Scope and Sequence of Skills included in the Appendices to this document.)

Standards and Grade-Level Learner CompetenciesStandards one through five in the MCCC K-12 Communication Arts Curriculum Document are the Montana Standards for Reading. The Montana Grade-Level Expectations for Reading are presented below each Reading Standard in boldface text. Additional local grade-level learner competencies for both Reading and for Literature are presented below each Montana Reading Standard in regular text. This format is designed to facilitate the Montana Comprehensive Assessment System (MontCAS) criterion-referenced test (CRT) data analysis process to guide

instructional decisions.



interpret, and respond to what they read.a. Makes predictions and describes connections between new materials and

previous information/experiences. (34, 44, 48, 52, 54)b. Identifies inferred and stated main ideas and selects important facts and

details from materials read. (pp20-35 “Best School Year Ever”)c. Analyze word structure and context to discover new word meanings. (108-123,

129A, 257A, 316, 575, 349A)d. Locate the meanings, pronunciations, and derivations of unfamiliar words using

printed resources. (H22-35)e. Connect and articulate personal experiences to ideas expressed in literary works.

(ongoing reading strategy)f. Determine how culture, ideas, and issues influence literary works. (ongoing

reading strategy)g. Enrich personal experience through understanding and interacting with a variety

of literary genre. (throughout series)h. Explain the effects of common literary devices, such as foreshadowing and

figurative language on a text. (“Old Yeller” theme 2, “Trapped by the Ice theme 2)


a. Decodes unknown words in grade-level text and applies a variety of strategies when reading literature and content area material. (throughout series)

b. Identifies and compares literary elements and devices in works of literature at grade level. (throughout series)

c. Uses a substantial reading vocabulary appropriate to grade level. (throughout series)

d. Apply Reading Comprehension Strategies before, during, and after reading. (throughout series)

e. Adjust reading rate, expression, and phrasing based on purpose and increase ease of silent reading over long periods of time. (39C, 53, 83C, 105A, 117)


a. Applies, articulates, and self-monitors decoding and comprehension

strategies and evaluates reading progress—not measurable on a state-wide assessment. (AR reading goals, 6th grade novels)

b. Sets and meets appropriate reading goals—not measurable on a state-wide assessment. (AR reading goals, 18F,130F, 39F, 63F)

c. Apply an awareness of reading competency to consider options and set realistic goals with guidance from the teacher. (18F, 130F, 39F, 63F)

d. Monitor own progress and formulate ideas for improvement and future applications. (R35-37)


a. Selects and uses appropriate reading materials to meet a variety of purposes at grade-level. (H28-34)

b. Recognizes an author’s point of view and purpose and identifies some literary devices that authors use in composing text. (“My Side of the Mountain theme 4)

c. Apply knowledge of text structure, organization and purpose to find information and derive understanding. (throughout series, H28-34,200, 252)

d. Apply comprehension strategies to describe and connect the essential ideas, arguments, and perspectives of the text. (throughout text)


a. Identifies cultural perspectives of diverse populations including American Indians in various materials. (Theme 3 258-366)

b. Compares and integrates information from a variety of print and non-print sources. (throughout series)

c. Use information to develop written, oral, or other presentations. (600, 20E, 40E, 303B)


a. Recognize how the traits in an analytical writing model differ dependent on text form. (HM354-571, Six Trait series, HM pp540, Hr 257D, 597D)

b.c. Document sources of information used in reports and oral presentations. (HM

501, Hr 374E bibliography 281F, 325D)


a. Generate ideas or gather information and develop a plan before writing on self-selected and assigned topics. (HM 345-571)

b. Write, revise, and edit text using conventions of standard written English, using appropriate resources as necessary. (Six Trait Writing, HM 345-578, Hr 83F,

105D, 205F)c. Write legibly by selecting cursive, manuscript, or word processing as appropriate.

(Computer class, Spelling series, continual monitoring)

8. Montana Writing Standard #3: Students evaluate their own growth as writers.a. Analyze and use published pieces as models. (HM 472-478)b. Apply an analytical writing model to evaluate their own and peer writing.

(writing program ongoing, Hr105D, 129D, 159D, 159D, 183F)c. Analyze and reflect on own written work to identify strengths and weaknesses

and to set goals as a writer. (HM unit 8, p 358-380, Hr 129D, 257D, 483D, 597D)


a. Choose a style and format that best suits the intended purpose. (HM 424-427)


a. Identify and analyze characteristics of different forms (e.g., narrative, journal, technical) (MT W S5, BM8-1)

b. Write using characteristics of different forms (MT W S5, BM8-2)


a. Pose questions or identify problems (MT W S6, BM8-1)b. Find and use a variety of technologies and information sources (MT W S6,

BM8-2)c. Identify several explanations or solutions, and draw conclusions based on

their analysis of the information (MT W S6, BM8-3).d. Share information in appropriate ways to intended audiences (MT W S6,

BM8-4)

Speaking, Listening, and Media Literacy:12. Students apply a range of skills and strategies to speaking, listening, and

creating media messages for a variety of purposes.a. Monitor own understanding of the spoken and written language to gain and

share knowledge. (Hr R40, 24, 26, 28, 32, “My Best School Year Ever”)b. Design and create, perform or display media messages in a variety of forms,

targeting different audiences and purposes. (Hr 20F, 40F, 64F, 84F, 106F)


a. Apply critical thinking skills to make informed decisions as consumers and producers of information. (HM 426, Hr 281L, 575J)

b. Analyze propaganda techniques, bias, fact, fiction, and opinion in various

media messages. (HM 426,Hr 391,437B, 547J, 642, 56, 641, 68,72,82)

Resources

The Reader’s Choice, Course One: GlencoeWrite Source 2000: Great Source Education Group

A variety of fiction and nonfiction titles including:

Alan and Naomi, LevoyBlizzard, MurphyCall It Courage, SperryDragonwings, YepHatchet, PaulsenInvitation to the Game, HughesManiac Magee, SpinelliThe Missing Gator of Gumbo Limbo, GeorgePushcart War, MerrillThe Westing Game, RaskinBearstone, HobbsThe Book of Three, AlexanderThe Cay, TaylorThe Great Gilly Hopkins, PatersonThe Iceberg Hermit, RothKokopelli’s Flute, HobbsMaroo of the Winter Caves, TurnbullNight Journeys, AviTuck Everlasting, BabbittA Wrinkle in Time, L’EngleIncredible JourneyMy Side of the MountainBridge to GeribitheaShaneHomesickNumber the Stars

Assessments

MontCASMAPTeacher designed quizzes and testsStudent written workStudent oral presentations Summative observations Projects

Student and teacher portfolio evaluationConferences



Grade 6 Essential Skills

In addition to the skills listed below, students must receive instruction and practice in previously introduced skills and demonstrate mastery of previously acquired skills in a variety of applications. (See Scope and Sequence, Appendix III).

Reading

1. Demonstrate mastery of the use of word origins to aid understanding.2. Receive instruction and practice in Reading Comprehension Strategies (activate

background knowledge, ask questions, infer, determine importance in text, make mental images, synthesize, and monitor comprehension).

Writing

1. Demonstrate mastery of a. Concept of developing drafts

b. Correct spelling of homonyms and other frequently misspelled words (e.g., their, they’re, there).

2. Receive instruction and practice ina. Using a variety of organizational patternsb. Developing multi-paragraph compositions (two or more)c. Using effective word choiced. Framing questions to direct researche. Following accepted forms for writing research, including documenting sources

f. Compiling information from primary and secondary sources in systematic ways, using available technology

g. Understanding the influence of other languages on the spelling of English wordsh. Using spell-checking tools and strategies

i. Using more complex capitalization and punctuation such as in proper adjectives and in various titles

j. Using hyphens and dashesk. Using colons and semicolonsl. Using adjectives 9comparative and superlative forms) and adverbs to make

writing more vivid and precise

m. Using more complex punctuation such as commas, quotation marks, parentheses and brackets

Speaking, Listening, Media Literacy1. Demonstrate mastery of distinguishing between asking a question and telling a story.


The Communication Arts Program at the seventh grade level is arranged around the MCCC Communication Arts Standards. These standards encompass reading and literature, writing, and speaking, listening and media literacy.

In seventh grade students are actively engaged in becoming proficient readers and writers. A balanced approach to teaching reading and writing includes language and literature rich activities, comprehension strategies, as well as skills needed to comprehend contextual meaning. Students participate in writing experiences using the concepts and vocabulary of an analytical writing model (such as the six-trait writing model). Seventh graders continue to refine speaking and listening skills to become proficient communicators.

A variety of materials is used, including fiction and non-fiction. Themes are correlated to include all of the content curricula in order to facilitate an interdisciplinary approach.






Reading and Literature:


a. Makes predictions and clearly describes, with details, connections between new materials and previous information/experience. (U3 361-372; U4 521-530)

b. Interprets stated and inferred main ideas, and identifies important supporting details when reading material appropriate to the grade level.(U1 46-62; U2 201-204; U3 348-358)

c. Clarify word meanings through the use of definition, example, restatement, or through the use of contrast stated in the test. (U1 63; U4 531)

d. Identify and understand denotation, connotation, idioms, analogies, metaphors and similes. (U2 231, 224; U3 398, 375-379, U4 572)

e. Make associations between ideas expressed in literary works and personal experiences. (U1 20-26, 64; U3 348, 374; U4 533-546)

f. Explain how culture, ideas, and issues influence literary works. (U6)g. Understand how literary elements and devices of different genres relate to the

author’s purpose. (U1 37-43; U3 414; U4 567)h. Recognize and understand more sophisticated literary devices and their

contribution to style. (U2 225-228; U3 377-379)

2. Montana Reading Standard #2: Students apply a range of skills and strategies to read.a. Decodes unknown words in grade-level text and applies a variety of

strategies when reading literature and content area material. (U1 47; U3 362, 523)

b. Interprets and compares literary elements and devices in works of literature at grade level. (U1 62; U3 394)

c. Uses a substantial reading vocabulary appropriate to grade level. (All units)d. Apply Reading Comprehension Strategies to interpret the text before, during, and

after reading. (U2 225-228)e. Read increasingly complex independent and instructional-level materials to

develop fluency. (Units vary from easy to challenging materials, outside reading/novels)


a. Applies, articulates, and self-monitors decoding and comprehension strategies and evaluates reading progress—not measurable on a state-wide assessment. (Accelerated Reading goals/tests)

b. Sets and meets appropriate reading goals—not measurable on a state-wide assessment. (Reading logs/AR program)

c. Consider options and set realistic independent reading goals. (Reading logs/individual conferences)

d. Develop plans and time lines for achieving goals. (Reading logs/individual conferences)


a. Selects and uses appropriate reading materials to meet a variety of purposes at grade-level. (U1 35, 44; U3 394)

b. Recognizes an author’s point of view and purpose and identifies some literary devices that author used to influence readers. (U1 37-43; U3 414)

c. Apply analysis of text structure, organization, and purpose to find information and expand understanding. (U1 60; U3 373, 396, 406)

d. Apply comprehension strategies to describe and connect the essential ideas, arguments, and perspectives of the text. (U3 373, 406; U4 531, 547)


a. Identifies cultural perspectives of diverse populations including American Indians in various materials. (Indian Education for all materials)

b. Compares, contrasts and integrates information from a variety of print and non-print sources. (U1 62, 20-26; U2 209, 214)

c. Use information to develop written, oral or other presentations. (U1 27, 44, 63, 79; U2 240, 242, 205 198-202; U4 377, 408, 528, 531; U5 704)


a. Emphasize selected writing traits as appropriate to style and format.b. Select manuscript, cursive, or word-processing as appropriate. (Six Traits

writing program and standards)


a. Use conventions of standard written English.b. Select and use reference materials, available technology, and resource tools for

writing while applying the rules and laws governing the use of such materials.c. Develop understanding of an analytical writing model and apply to the writing

process. (U5 703, Language of Literature) (Houghton-Mifflin English 7th grade)

8. Montana Writing Standard #3: Students reflect on their growth as writers.a. Analyze and use published pieces as models. (HM 7 Unit 9-14; 6 Traits, varied

media, i.e. newspaper, articles, short stories)b. Confer with the teacher to identify strengths and weaknesses in their writing.

(Teacher/Student conference)c. Apply an analytical writing model rubric and other criteria to determine strengths,

weaknesses, and goals. (U1 79; U2 231, 220, 242; U3 407)

9. Montana Writing Standard #4: Students write for a variety of purposes and audiences.a. Demonstrate choice of appropriate style and format. (U1 44; U2 240; U3 359,

373, 406; U4 531, 547; U5 702-703; U6 878)


a. Identify and analyze characteristics of different forms (e.g., narrative, journal, technical) (MT W S5, BM8-1).

b. Write using characteristics of different forms (MT W S5, BM8-2).


a. Pose questions or identify problems (MT W S6, B M8-1). (U6 859, 873)b. Find and use a variety of technologies and information sources (MT W S6, BM8-

2). (U1 27, 44; U2 205, 240; U3 406, 373, 359, 396; U4 531, 547; U5 673, 702-703; U6 859, 882, 873, 878)

c. Identify several explanations or solutions, and draw conclusions based on their analysis of the information (MT W S6, BM8-3). (U5 658-672, 676; U6 803, 809, 817)


media messages for a variety of purposes.a. Begin making informed decisions by recognizing and analyzing specific

techniques used to convey and manipulate media meaning.b. Determine that all media influence individuals and society. (HM 7 English,

Writing process Unit 9-14 Communications link)


a. Begin making informed decisions by recognizing and analyzing specific techniques used to convey and manipulate media meaning.

b. Determine that all media influence individuals and society. (HM 7 English, Writing process Unit 9-14 Communications link)

Resources**Units are all found in McDougal-Little Language of Literature , 2002 edition

The Reader’s Choice, Course Two: GlencoeWrite Source 2000, Great Source Education GroupReader’s Handbook Great Source

A variety of fiction and non-fiction titles including:

Chinese Cinderella, MahTreasure Island, StevensonA Christmas Carol, DickensEsperenza Rising, RyanThe Contender, LipstyeTorn Away, HeneghanRoll of Thunder, TaylorOld Yeller, Gibson

Assessments

MontCASMAPDistrict Writing AssessmentIndividual teacher observations.Text book chapter quizzes and testsTeacher designed quizzes and testsTeacher designed assignments




In addition to the skills listed below, students must receive instruction and practice in previously introduced skills and demonstrate mastery of previously acquired skills in a variety of applications.

Reading

1. Receive instruction and practice in Reading Comprehension Strategies (activate background knowledge, ask questions, infer, determine importance in text, make mental images, synthesize, and monitor comprehension).

Writing

1. Demonstrate mastery of a. The selection of manuscript, cursive, or word processing as appropriate to task.

b. Compilation of information from primary and secondary sources in systematic ways using available technology.

2. Receive instruction and practice in the writing of complex and compound sentences using appropriately punctuated independent and dependent clauses.

Speaking, Listening, Media Literacy

1. Demonstrate mastery of using support from a variety of sources.


The Communication Arts Program at the eighth grade level is arranged around the MCCC Communication Arts Standards. These standards encompass reading and literature, writing, and speaking, listening and media literacy.

In eighth grade students refine and master previously learned knowledge and skills in increasingly complex presentations, reading selections, and written compositions. Students are actively engaged in becoming proficient readers and writers. A balanced approach to teaching reading and writing includes language and literature rich activities as well as comprehension strategies. Students write using the strategies and vocabulary of an analytical writing model (such as the six -trait writing model). Eighth graders refine and expand speaking and listening skills to become effective communicators and evaluators of media.







Reading and Literature:


a. Makes predictions and clearly describes, with details, meaningful connections between new materials and previous information/experience. (U1 p. 22, 24, 26, 29, 48, 56, 69, 70, 72, 76, 78, 80; U3 p. 333-334, 345; U5 p. 737, 753)

b. Interprets stated and inferred main ideas, and identifies important supporting facts and details when reading material appropriate to the grade level. (U1p.106, 115, 118, 127; U2 p. 192, 195, 202, 220, 246)

c. Apply knowledge of word structure, context and printed resources to interpret new word meanings and create understanding of the text. (U1 p. 128, 143, 158, 167; U2 p. 281, 294, 301)

d. Associate ideas expressed in literary works with personal experiences. (U1 p. 180-181; U2 p. 316-317)

e. Analyze how culture, ideas and issues influence literary works. (U6 through out unit)

f. Compare literary elements and devices in different genre. (U1 p. 56, 88; U2 p. 195, 208, 218; U3 p. 527, 531; U4 p. 56, 584, 601, 631, 644, 666; U5 p. 753, 766, 781, 802, 848; U6 p. 967)


a. Decodes unknown words in grade-level text and applies a variety of strategies when reading literature and content area material. (U4 p. 563, 569, 585, 602, 604, 632, 645, 667, 669)

b. Interprets and analyzes literary elements and devices in works of literature at grade level. (U1 p. 180-181; U2 p. 316-317; U3 p. 542-544; U4 p. 700-701; U5 p. 896-897)

c. Uses a substantial reading vocabulary appropriate to grade level. (U4 p. 563 ,569, 585, 602, 604, 632, 645 ,667, 669; U5 p. 731, 754, 767, 777, 783, 803, 859, 873, 884)

d. Apply Reading Comprehension Strategies before, during, and after reading.e. Read text with appropriate accuracy, expression, phrasing, speed and attention to

punctuation. (for d & e U5 p. 553, 554, 562, 565, 568, 571, 584, 587, 590, 592, 601, 603, 615, 623-624, 631, 635, 638, 644, 647, 652, 654, 66, 672, 679, 680, 691, 695)


a. Applies, articulates, and self-monitors decoding and comprehension strategies and evaluates reading progress—not measurable on a state-wide

assessment. (Conference with teacher to set goals each quarter for reading amount and areas.)

b. Sets and meets appropriate reading goals—not measurable on a state-wide assessment. (Accelerated Reader Star test to determine reading level and read to expectations.)

c. Identify and apply strategies to self-monitor reading progress and overcome reading difficulties. (Accelerated Reader titles and tests utilized throughout the year.)

d. Assess progress and formulate plan for improvement. (Conference with teacher twice a year to set goals and report progress; turn in report of books and tests read and taken twice a quarter.)

e. Examine options, establish realistic goals, and implement plans and time lines for achieving goals. (Using Star tests and teacher conference to set goals and determine plan for each quarter.)


a. Selects and uses appropriate print and non-print material to meet a variety of reading purposes (e.g., to organize and understand information, to investigate a topic, to apply information to perform specific tasks). (Plan and research a topic and make a power point presentation to classmates.)

b. Recognizes an author’s point of view and purpose and identifies use of language and literary devices used to influence readers. ( Unit 5 p. 779, 781)

c. Analyze text structure, organization and purpose to find information and support understanding. (Plan, research, take notes, outline and then create oral presentation to classmates.)

d. Apply comprehension strategies to describe and connect the essential ideas, arguments and perspectives of the text. (U1 p. 131, 159, 166; U2 p. 283, 285, 293; U4 p. 348, 360, 390, 392, 553, 554, 562, 565, 592, 601, 615; U5 p.715-716, 735, 756, 766, 769, 819, 891)


a. Identifies and interprets social responsibilities and cultural perspectives of diverse populations including American Indians in various materials. (Indian Education For All Resource Manual on integrated lessons.)

b. Compares, contrasts and integrates information from a variety of print and non-print sources to defend a point of view. (Create power point presentations from research and make oral presentation to classmates.)

c. Use information to develop written, oral or other presentations. (Same as for b above.)


a. Demonstrate writing to record, discover, reflect and question.b. Use effectively an analytical writing model for a variety of purposes and

audiences. ( For both a and b Houghton Mifflin level 8 English text using the writing process in units 9-14; 6-Trait Activities and Assessment.)


a. Apply conventions of standard written English. (HM8 English writing process units 9-14 activities and assessment.)

b. Use an analytical writing model to write and revise. (6-Trait activities and assessment.)

c. Select and use reference materials, available technology and resource tools for writing and cite appropriately. ( HM8 English unit 12 activities; Text Handbook on technology H42-53; Tools and Tips H4-96.)


a. Analyze and evaluate their writing for growth over time. (HM8 English writing process units 9-14; 6-Traits activities and assessment; learning logs and writing notebooks.)

b. Apply an analytical writing model rubric to evaluate own writing. (6-Traits Evaluation Rubric.)

c. Confer with the teacher to identify areas of strength and need for improvement. (Teacher/Student conference over writing notebooks and learning logs.)


a. Identify and employ appropriate style and form. (Part of process for HM8 units 9-14 Communication Links.)


a. Identify and analyze characteristics of different forms (e.g., narrative, journal, technical) (MT W S5, BM8-1) (Part of process for HM8 units 9-14 Communication Links.)

b. Write using characteristics of different forms (MT W S5, BM8-2). (Part of process for HM8 English units 9-14.)


a. Pose questions or identify problems (MT W S6, BM8-1).b. Find and use a variety of technologies and information sources (MT W S6, BM8-

2).(Text—HM8 English Handbook on technology H42-53; Tools and Tips H4-96)

c. Identify several explanations or solutions, and draw conclusions based on their analysis of the information. (Part of writing process HM8 English units 9-14)

d. Share information in appropriate ways for intended audiences (MT W S6, BM8-3).Utilize learning logs and writing journals(notebooks.)


media messages for a variety of purposes.a. Demonstrate the ability to communicate clearly using appropriate delivery skills.b. Engage in active listening behaviors.c. Design and create, perform or display media messages in a variety of forms to

target different audiences and purposes. ( for a, b,& c above—Part of writing process for HM8 units 9-14 Communication Links.)


a. Analyze propaganda technique, bias, fact, fiction and opinion in various media messages. (HM8 English unit 10.)

b. Determine how forms of media influence individuals and society. (HM8 English unit 10)

Resources

The Reader’s Choice, Course Three: GlencoeWrite Source 2000, Great Sources Education GroupReader’s Handbook, Great Source Education Group

A variety of fiction and nonfiction titles may include:

Across Five Aprils, HuntCall of the Wild, LondonDiary of Anne Frank, FrankeNo Promises in the Wind, HuntFarewell to Manzanar, HoustonTangerine, BloorHunter in the Dark, Dark is Rising, Cooper

Outsiders, HintonThe Odyssey, Homer

Assessments

MontCASMAPNRTTeacher-made and text assignments, quizzes and testsTeacher observationTeacher/student conferences


Students with diverse needs--those with unique abilities and/or disabilities--will have differentiated opportunities to achieve competencies and standards, and at rates and in manners consistent with their needs

High School Communication Arts Program

1. Reading-Literature Reading is the most fundamental academic skill. Students must read proficiently in order to learn in school and throughout their lives. Every effort must be made to insure that students acquire proficiency in reading. Reading instruction and practices must be differentiated so that the spectrum of needs, from those who require greater assistance to achieve proficiency to those who are advanced and need enrichment, is addressed. Using a wide variety of authentic materials is essential for students to understand the purposes for reading and to develop the motivation to read. Reading literature that increases in complexity over time is essential for students to understand the connection between written thought and the culture from which it originated. To provide students with strong reading skills, the motivation to read, and cultural literacy the FRENCHTOWN DISTRICT/MCCC high school reading-literature program includes the following skill areas and practices and strategies.


A. Comprehension strategies1. Activating background knowledge (schema) to make connections2. Asking questions of themselves, authors and the texts3. Drawing inferences from text4. Determining the important ideas and themes5. Creating visual and other sensory images to deepen understanding6. Synthesizing information to create new thinking7. Monitoring their comprehension and using fix up strategies when

meaning breaks down 8. Vocabulary development9. Reading fluency (accuracy, rate, timing, phrasing, expression)10. Recognizing and using literary devices

Practices and Strategies

Teachers will

A. Use diverse materials to provide a literary rich environment

B. Provide guided, shared, and independent reading that allows student choice when appropriate

C. Provide direct instruction in literary devices

D. Connect reading to real world applications

91

E. Provide direct instruction and reinforcement of strategic reading comprehension skills on an ongoing basis

F. Provide opportunities for developing cultural literacy

G. Provide a progressive study of literature of varied genres, themes, and complexity

H. Provide opportunities for students to write about what they read

I. Use an interdisciplinary approach to reading and literature instruction

J. Provide varied opportunities for students to respond to their reading

2. Reading InterventionHigh school students who read below grade level need focused reading intervention. Most 9 through 12 interventions are delivered in the regular classroom program through differentiated instruction focused on improving comprehension strategies, vocabulary, and fluency. Minor differences between grade level and reading level are dealt with through these varied instructional strategies in all classes. More significant discrepancies are addressed through individualized reading instruction provided in a separate reading laboratory class, a Title 1 program and/or special education programs. In each delivery model the reading intervention program includes the following components.






F. In reading laboratory classes, individual student reading plans to articulate specific skills which need to be improved and strategies that the teacher, student, and in some cases, the parent, will engage in to improve the student’s reading competency

In addition to the intervention strategies listed above, a student may be recommended for any available before-or-after-school programs, summer school, and/or other

92

individualized tutoring.

3. WritingSkillful writing is imperative for effective communication and academic success. Writing skills are highly correlated to social and professional advancement; they are important in the workplace and to our economy. To provide students with strong writing skills, the high school writing program includes the following elements.


A. Producing clear and effective writing (organization, ideas and content, voice, conventions, sentence fluency, word choice)

B. Emphasizing both the writing process and the product (prewriting, drafting, editing, revising, publishing)

C. Writing for a variety of purposes and audiences in a variety of formats (descriptive, narrative, expository, persuasive)

D. Using technology in research, writing process, and publication

E. Using common language for analysis of writing process and product

F. Applying analytical/critical thinking skills


Teachers will

A. Use models and modeling

B. Require frequent writing and revising

C. Use a style guide that includes an analytical writing model (such as the Six-Trait Analytical Writing Scoring Rubric), grammar and style rules)

D. Provide specific, timely feedback and evaluation

E. Use appropriate technology

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F. Use structured writing activities (specify objectives, tasks, interaction)

G. Use direct and indirect instruction to teach conventions (grammar/usage, punctuation, spelling, etc.)

4. Speaking/Listening and Media LiteracyWhile speaking and listening skills--which include verbal and non-verbal communication--are naturally acquired, they need to be developed and refined for students to understand what has been communicated and to communicate effectively themselves. Skills and knowledge related to media literacy are critical if students are to understand what has been communicated and to use media appropriately. To develop and refine speaking, listening, and media skills, the FRENCHTOWN DISTRICT/MCCC high school speaking, listening, and media literacy program includes the following elements.



B. Selecting appropriate verbal and non-verbal language

C. Distinguishing information from persuasion and logic from emotion

D. Identifying and using active listening skills


Teachers will

A. Require students to deliver a variety of oral presentations

B. Use common rubrics for evaluation

C. Model and provide direct instruction of delivery techniques

D. Model process and product

E. Require students to respond critically to print and non-print media in a variety of formats

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5. Ongoing, Individual, and Diagnostic Assessment

Ongoing, individual, and diagnostic assessment is essential for students, teachers, and parents to understand student progress. In grades 9-12 assessments are used to diagnose difficulties of students performing below grade-level, to differentiate instruction for students and to assess individual student and group progress. Specific assessments follow.

A. MAP for student scoring below typical 10th grade

B. NRT for grade 11

C. An analytical writing model (such as Six-Trait Analytical Writing Assessment)

D. An analytical writing model (such as Six-Trait Analytical Writing) Scoring Rubrics

E. District and teacher-designed rubrics for presentations, activities, and projects

F. Teacher designed quizzes and tests

G. Teacher observation

H. MontCAS

1. Parent Involvement and Assistance Research is clear that when parents/guardians become active partners with their children’s teachers, student achievement improves. Teachers and administrators at all levels share a responsibility to actively engage parents in a school-home partnership. Teachers and administrators must help parents to understand their importance in working with their children and the school.

Parents/guardians must

A. Assist in setting academic goals for their children (including completion of a four-year course plan)

B. Assist in monitoring their children’s academic progress (report card, portfolio, etc.)

C. Attend open houses and conferences

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D. Engage in ongoing, open communication with teachers

6. Communication Arts Across the CurriculumCommunication arts skills are essential for learning in all curricular areas. Students must have opportunities to practice and refine their communication arts skills in all classes and content areas. All teachers must reinforce communication arts skills in general, teach subject specific communication arts skills as they pertain to their specific content areas, and take advantage of natural connections between subject areas that allow for integration of instruction. In grades 9-12 the FRENCHTOWN DISTRICT/MCCC Communication Arts Across the Curriculum Program includes the following components.




D. Researching in all content areas

E. Common rubrics for assessment of communication arts skills for all content areas

F. Staff development in teaching subject specific communication arts skills for content area teachers

.

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Grade 9 Communication Arts

Units of Credit: One year

Course Overview:

The Communication Arts Program at the ninth grade level is arranged around the FRENCHTOWN DISTRICT/MCCC Communication Arts Standards. These standards encompass reading and literature, writing, and speaking, listening and media literacy.

In ninth grade students become increasingly proficient readers and writers, applying previously learned information and skills in oral presentations, reading analysis and written compositions. Students develop a greater understanding and appreciation of literature as they apply comprehension strategies to their reading and as they work to develop their own writing style. Students learn to evaluate their own and other students’ writing using an analytical writing model (such as the Six-Trait Analytical Writing Model). Ninth graders also practice increasingly sophisticated speaking and listening skills to enhance their communication and critical thinking skills, particularly in evaluating media.

A variety of materials is used, including fiction and non-fiction. Topics are connected to other curricular areas in order to facilitate an interdisciplinary approach.


A variety of formal and informal and assessment tools is employed to identify areas of improvement and to plan for instruction and learning.

An honors designation in at the ninth grade level may be earned through a combination of additional reading, writing and participation in cultural or community events. A written contract detailing the specific activities to be completed each semester is signed by the student, a parent or guardian and the teacher.

(For further details please see the 9-12 Minimum District Guidelines Matrix, 9-12 Reading Comprehension Strategies; 6-12 Reading Scope and Sequence of Skills; 6-12 Writing Scope and Sequence of Skills; and 6-12 Listening, Speaking, and Media Literacy Scope and Sequence of Skills, Statement on 9-12 Writing, and Freshman Honors Designation Contract Form included in the Appendices to this document.)

Standards and Grade-Level Learner Competencies

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Standards one through five in the FRENCHTOWN DISTRICT/MCCC K-12 Communication Arts Curriculum Document are the Montana Standards for Reading.. Local grade-level learner competencies for both Reading and for Literature are presented below each Montana Reading Standard. This format is designed to facilitate the Montana Comprehensive Assessment System (MontCAS) criterion-referenced test (CRT) data analysis process to guide instructional decisions.

Standards six through eleven in the FRENCHTOWN DISTRICTMCCC K-12 Communication Arts Curriculum Document are the Montana Standards for Writing. Standards twelve and thirteen in the FRENCHTOWN DISTRICT/MCCC Communication Arts Curriculum Document were developed locally and are based on the Montana Standards for Speaking and Listening and Media Literacy.


interpret, and respond to what they read.a. Make predictions and clearly describe, with details, meaningful connections

between new material and previous information/experiences.b. Compare and contrast important print/nonprint information with existing

knowledge to draw conclusions and make application.c. Interpret and provide oral, written, and/or artistic responses to ideas and feelings

generated by the reading material and compare responses with peers.d. Demonstrate understanding of main ideas and select important supporting facts

and details.e. Provide accurate, detailed summaries using key elements of appropriate reading

material.f. Distinguish between denotation and connotation, as well as the effectiveness of

each in various types of writing.g. Apply structural analysis, as well as context clues, to develop meaning.

Standard met by all literature based units. See Frenchtown Departmental Scope and Sequence for titles and units. (Appendix VII) and textbook provided standards

alignment document (Appendix VIII)


a. Decode unknown words combining the elements of phonics, grammatical structures, analysis of word parts, and context to understand reading materials.

b. Demonstrate understanding of and analyze literary elements (e.g., plot, character, setting, point of view, conflict).

c. Identify and compare literary devices (e.g., figurative language, exaggeration, irony, humor, dialogue).

d. Use features and organization of fiction and nonfiction material to comprehend complex materials (e.g., paragraphs, chapters, titles, indexes, tables of contents,

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graphs, charts, visuals).e. Adjust fluency, rate and style of reading to the content and purpose of the

material.f. Develop vocabulary through the use of context clues, analysis of word parts,

auditory clues, and reference sources, and construct general and specialized vocabularies related to specific academic areas, culture, and technology.

g. Apply Reading Comprehension Strategies before, during, and after reading.h. Enhance reading fluency by developing and employing a personal reading style.



3. Montana Reading Standard 3: Students set goals, monitor, and evaluate their progress in reading.

a. Establish a purpose for reading, such as discovery, interpretation, and enjoyment.b. Monitor and assess progress and formulate plans for improvement.



4. Montana Reading Standard 4: Students select, read, and respond to print and non-print material for a variety of purposes. (Montana Literature Standard 3: Students reflect upon their literary experiences and purposefully select from a range of works.)

a. Establish and adjust the purposes for reading (e.g., personal satisfaction, lifelong reading habits, sharing and reflecting upon their reading). (MT S4, BM8-1)

b. Read to organize and understand information, and to use material to investigate a topic (e.g., reference material, manuals, public documents, newspapers, magazines and electronic information.) (MT R S4, BM8-2)

c. Read, interpret, and apply information to perform specific tasks (e.g., maps, travel books, first aid manuals, catalogs). (MT R S4, BM8-3)

d. Read, analyze, and provide oral, written, and/or artistic responses to traditional and contemporary literature. (MT R S4, BM8-4)

e. Select a variety of literary works, expressing reasons for personal recommendation, discovery, appreciation, and enjoyment. (MT L S3, BM8-1)

f. Apply given criteria to evaluate literary merit and express critical opinions about literary works. (MT L S3, BM8-2)

g. Demonstrate the understanding that the purposes of experiencing literary works include personal satisfaction and the development of lifelong literature appreciation. (MT L S3, BM8-3)

h. Locate appropriate print and non-print information using texts and technical resources.

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i. Distinguish between primary and secondary information to recognize organization and draw conclusions.

j. Develop researched material for expository papers and speeches, citing sources and including visual aids.



5. Montana Reading Standard #5: Students gather, analyze, synthesize, and evaluate information from a variety of sources, and communicate their findings in ways appropriate for their purposes and audiences. (Montana Literature Standard #5: Students use literary works to enrich personal experience and to connect to the broader world of ideas, concepts and issues).

a. Examine and explain how history, culture, ideas, and issues influence literary works. (MT L S5, BM8-1)

b. Compare and contrast a variety of perspectives of self, others, and world issues through a selection of literary works. (MT L S5, BM8-2)

c. Use literary works to develop an understanding of the many dimensions of human experience (e.g. philosophical, ethical, aesthetic). (MT L S5, BM8-3)

d. Read widely, including world literature, to increase knowledge of their own culture, the culture of others, the culture of Native Americans, and the common elements across cultures.

e. Read to be entertained, to appreciate a writer’s craft, to be informed, to take action, and to discover models to use in their own writing.

f. Connect personal experience to literature.g. Analyze sophisticated literary devices and their contribution to style.




a. Vary selected writing traits as appropriate for most effective communication.

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b. Use an analytical writing model (such as six traits of writing) to appeal most effectively to a specific audience.

Standard met by all writing units. See Frenchtown Departmental Scope and Sequence for projects and assignments (Appendix VII) and Frenchtown Significant Writing

Program document (Appendix IX)


a. Edit writing to conform to the rules of standard written English.b. Employ prewriting, drafting, revision, proofreading and editing strategies for

publication.c. Use reference materials and technology to improve writing.d. Utilize an analytical writing model (such as the six traits model) in the writing

process.e. Plan writing by generating and organizing ideas through a variety of strategies

and by considering purpose and audience (MT W S2, BM8-1).f. Write one or more drafts that capture and organize ideas (MT W S2, BM8-2).




a. Evaluate published models of accomplished writing for effectiveness.b. Choose samples of their best writing to include in portfolios that illustrate their

developing proficiency.c. Confer with the teacher to identify areas of strength and weakness in their

writing.




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a. Adapt subject matter to a variety of styles and formats.

Standard met by various writing units. See Frenchtown Departmental Scope and Sequence for projects and assignments (Appendix VII) and Frenchtown Significant Writing Program

document (Appendix IX)








2).c. Identify several explanations or solutions, and draw conclusions based on their

analysis of the information (MT W S6, BM8-3).d. Share information in appropriate ways for intended audiences (MT W S6, BM8-

4).




media messages for a variety of purposes.a. Prepare, organize, and effectively deliver a variety of presentations including an

expository speech.b. Incorporate multi-media and audio/visual aids into effective oral presentations.

Standard met by literature, research, and stand-alone presentations and speech projects. See Frenchtown Departmental Scope and Sequence for projects and

assignments (Appendix VII)


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a. Compare the methods in which media genres influence individuals and societies.b. Evaluate the clarity, coherence, effectiveness, and quality of a media presentation.c. Analyze a speaker’s message and delivery style in order to provide useful verbal

and nonverbal feedback.



Resources

For a list of possible resources see Appendix 1. This appendix includes possible resources as suggested by both the MCCC and the Frenchtown High School English department.

Assessments

Analytical writing assessmentProjects, daily assignments, quizzes and testsTeacher observationTeacher/student conferencesPortfolio reflection


Students with diverse needs--those with unique abilities and/or disabilities--will have differentiated opportunities to achieve competencies and standards, and at rates and in manners consistent with their needs. See also Appendix V.

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Reading1. Receive instruction and practice in reading comprehension strategies (activate

background knowledge, ask questions, infer, determine importance in text, make mental images, synthesize, monitor comprehension).

Writing1. Demonstrate proficiency in

Using available technology to compose textsRevising selected drafts for varied purposesCollaborating with others to proofread, revise, and editWriting to record ideas and reflectionsUsing literary devices, e.g. suspense, dialogue, figurative languageFraming questions to direct researchSummarizing and organizing ideas/prior knowledge in a variety of waysTaking notes from a variety of sourcesCompiling notes into outlines, reports, summariesFollowing accepted forms for writing research, including documenting sourcesApplication of criteria to evaluate writingReviewing own written work to determine its strengths and weaknesses and to set goalsUse of spell-checkerUsing adjectives (comparative and superlative forms) and adverbs to make writing more vivid and preciseUsing apostrophes in possessives.

2. Receive instruction and practice in previously presented elements, such asDeveloping five-paragraph compositions with thesis, etc.Using a manual of style such as MLA or APAUsing a variety of sentence constructions including compound-complex, with appropriate punctuationUsing italics and ellipsesDemonstrating control of parallelismUsing gerunds, participles, and infinitives in their various functions

Speaking, Listening, Media Literacy1. Demonstrate proficiency in the use of appropriate delivery skills (voice, volume,

vocal expression, eye contact, body language, enunciation).

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Course Overview:

The Communication Arts Program at the tenth grade level is arranged around the FRENCHTOWN DISTRICT/MCCC Communication Arts Standards. These standards encompass reading and literature, writing, and speaking, listening and media literacy.

Students continue to increase and refine their communication skills. They plan, draft, and complete written compositions on a regular basis. Students edit their papers for effective use of an analytical writing model (such as the six traits of writing) and produce final, error-free drafts. An emphasis is placed on organizational patterns (including the five-paragraph essay), logical development of ideas, and the conventions and mechanics of written English.

Students read extensively in multiple genres. Students read to appreciate literature; to refine their comprehension, fluency and vocabulary; and to obtain information.

Students produce and respond to a variety of media, refining their speaking, listening and critical thinking skills. Technology applications expand and support the development of their communication skills.

A variety of formal and informal tools is employed to evaluate student progress and to plan for instruction and learning.

An honors designation at the tenth grade level may be earned through a combination of additional reading, writing and participation in cultural or community events. A written contract detailing the specific activities to be completed each semester is signed by the student, a parent or guardian and the teacher.

(For further details please see the 9-12 Minimum District Guidelines Matrix, 9-12 Reading Comprehension Strategies; 6-12 Reading Scope and Sequence of Skills; 6-12 Writing Scope and Sequence of Skills; and 6-12 Listening, Speaking, and Media Literacy Scope and Sequence of Skills, and Statement on 9-12 Writing included in the Appendices to this document.)

Standards and Grade-Level Learner CompetenciesStandards one through five in the FRENCHTOWN DISTRICT/MCCC K-12 Communication Arts Curriculum Document are the Montana Standards for Reading. The Montana Grade-Level Expectations for Reading are presented below each Reading Standard in boldface text. Additional local grade-level learner competencies for both Reading and for Literature are presented below each Montana Reading Standard in regular text. This format is designed to

105

facilitate the Montana Comprehensive Assessment System (MontCAS) criterion-referenced test (CRT) data analysis process to guide instructional decisions.

Standards six through eleven in the FRENCHTOWN DISTRICT/MCCC K-12 Communication Arts Curriculum Document are the Montana Standards for Writing. Standards twelve and thirteen in the FRENCHTOWN DISTRICT/MCCC Communication Arts Curriculum Document were developed locally and are based on the Montana Standards for Speaking and Listening and Media Literacy.


interpret, and respond to what they read. a. Makes and revises predictions and identifies connections within material and

between material and previous information/experiences.b. Paraphrases stated and inferred main ideas, identifies supporting evidence and

responds using a variety of modes.c. Make predictions and clearly describe, with details, meaningful connections between new material and previous information/experiences. (MT R S1, BM8-1)d. Compare and contrast important print/nonprint information with existing

knowledge to draw conclusions and make application. (MT R S1, BM8-2)e. Interpret and provide oral, written, and/or artistic responses to ideas and feelings

generated by the reading material and compare responses with peers. (MT R S1, BM8-3)

f. Demonstrate understanding of main ideas and select important supporting facts and details. (MT R S1, BM8-4)

g. Provide accurate, detailed summaries using key elements of appropriate reading material. (MT R S1, BM8-5)

h. Expand vocabulary through wide reading, listening, and discussing.i. Rely on context to determine meanings of words and phrases such as figurative

language, idioms, multiple meaning words, and technical vocabulary.j. Apply meanings of prefixes, roots, suffixes and parts of speech.k. Enhance reading fluency by developing and adopting appropriate reading styles.




a. Applies decoding strategies to understand grade-level text.

b. Applies a few strategies to interpret, analyze and evaluate the language, literary elements, literary devices, and overall intent of print and non-print

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material.c. Uses a substantial reading vocabulary appropriate to grade level.d. Apply Reading Comprehension Strategies before, during, and after reading.e. Enhance reading fluency by developing and adopting appropriate reading styles.




a. Articulates and evaluates the strategies to monitor reading--not measurable on a state-wide assessment.

b. Sets, evaluates and often meets appropriate reading goals—not measurable on a state-wide assessment.




a. Selects, evaluates, compares, analyzes, and uses appropriate print and non-print material to meet a variety of reading purposes (e.g., reference material, pamphlets, electronic information, schedules, maps, technical manuals).

b. Recognizes author’s point of view and purpose. Analyzes and evaluates evidence, logic, language, bias and other strategies used to influence readers.

c. Establish and adjust the purposes for reading (e.g., personal satisfaction, lifelong reading habits, sharing and reflecting upon their reading). (MT S4, BM8-1)

d. Read to organize and understand information, and to use material to investigate a topic (e.g., reference material, manuals, public documents, newspapers, magazines and electronic information.) (MT R S4, BM8-2)

e. Read, interpret, and apply information to perform specific tasks (e.g., maps, travel books, first aid manuals, catalogs). (MT R S4, BM8-3)

f. Read, analyze, and provide oral, written, and/or artistic responses to traditional and contemporary literature. (MT R S4, BM8-4)

g. Select a variety of literary works, expressing reasons for personal recommendation, discovery, appreciation, and enjoyment. (MT L S3, BM8-1)

h. Apply given criteria to evaluate literary merit and express critical opinions about literary works. (MT L S3, BM8-2)

i. Demonstrate the understanding that the purposes of experiencing literary works

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include personal satisfaction and the development of lifelong literature appreciation. (MT L S3, BM8-3)

j. Locate appropriate print and non-print information using texts and technical resources.

k. Draw inferences such as conclusions, generalizations, and predictions and support them with the text, evidence and experience.

l. Develop researched material for informative papers and speeches, citing sources and including visual aids.




a. Analyzes and evaluates and creates materials that demonstrate social responsibilities and cultural perspectives of diverse populations including American Indians.

b. Logically gathers, analyzes, synthesizes and responds to information from a variety of sources.

c. Examine and explain how history, culture, ideas, and issues influence literary works. (MT L S5, BM8-1)

d. Compare and contrast a variety of perspectives of self, others, and world issues through a selection of literary works. (MT L S5, BM8-2)

e. Use literary works to develop an understanding of the many dimensions of human experience (e.g. philosophical, ethical, aesthetic). (MT L S5, BM8-3)




a. Apply the most appropriate voice, style, and form for the audience, occasion and purpose.

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b. Organize writing to ensure coherence, logical progression and support for ideas.




a. Conform to the rules of standard written English.b. Employ prewriting, drafting, revision, proofreading and editing strategies for

publication.c. Use reference materials and technology for creating, revising, editing and

publishing texts.d. Use an analytical writing model (such as the six traits of writing model) to write

and revise.




a. Analyze and use published pieces as models.b. Choose samples of their best writing to include in portfolios that illustrate their

developing proficiency.c. Confer with teacher and others to identify areas of strength and weakness in their

writing.




a. Identify and articulate the purpose for their writing and write appropriately (MT W S4, BM8-1).

b. Choose audiences (e.g., self, peers, adults) appropriate to purposes and topics (MT W S4, BM8-2).

c. Experience writing in different genres (e.g., narrative writing) (MT W S5, BM8-3).

Standard met by various writing units. See Frenchtown Departmental Scope and

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Sequence for projects and assignments (Appendix VII) and Frenchtown Significant Writing Program document (Appendix IX)




Standard met by various writing units. See Frenchtown Departmental Scope and Sequence for projects and assignments (Appendix VII) and Frenchtown Significant

Writing Program document (Appendix IX)



2).c. Identify several explanations or solutions, and draw conclusions based on their

analysis of the information (MT W S6, BM8-3).d. Share information in appropriate ways for intended audiences (MT W S6, BM8-

4).



Speaking, Listening, and Media Literacy:12. Students identify, analyze, and evaluate the impacts of effective speaking, listening,

and media. a. Use listening and viewing skills to analyze, appreciate and evaluate informal and

formal performances and presentations. b. Analyze the methods in which media influences individuals and societies.



13. Students apply a range of skills and strategies to speaking, listening, and creating media messages for a variety of purposes.

a. Apply effective listening skills in formal and informal situations. b. Prepare, organize and effectively deliver a variety of presentations including an

110

informative speech.c. Incorporate multi-media and audio/visual aids in presentations.



Resources


Assessments

ITEDAn analytical writing model (such as Six-trait analytical writing assessment)Projects, daily assignments, quizzes and testsTeacher/student conferencesPortfolio reflectionTeacher observationRubrics for presentations, activities, and projects



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Reading

1. Receive instruction and practice in reading comprehension strategies (activate background knowledge, ask questions, infer, determine importance in text, make mental images, synthesize, monitor comprehension).

2. Develop multi-paragraph compositions (more than five).

Writing

1. Demonstrate proficiency inRevising drafts for coherence, progression, and logical support of ideasCollaborating with others to proofread, revise, and editDeveloping five-paragraph compositions with thesis, etc.Selecting and using form, voice, and style appropriate to a variety of audiences and purposesUsing more complex punctuation such as commas, quotation marks, parentheses and bracketsUsing italics and ellipsesUsing hyphens and dashesUsing pronouns correctlyUsing prepositional phrases appropriately to elaborate written ideasWriting in complex and compound sentences using appropriately punctuated independent and dependent clausesUsing gerunds, participles, and infinitives in their various functions


1. Demonstrate proficiency in Communicating a clear purposeDevelopment and use of listening manners

2. Receive instruction and practice inSelecting appropriate verbal/non-verbal language.

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Course Overview:

The Communication Arts Program at the eleventh grade level is arranged around the FRENCHTOWN DISTRICT/MCCC Communication Arts Standards. These standards encompass reading and literature, writing, and speaking, listening and media literacy.

Students in English 3 continue to increase and refine their communication skills. Students plan, draft, and complete written compositions on a regular basis. Teachers and students work together to revise and edit their papers for effective use of an analytical writing model (such as the six traits of writing) to produce final, error-free drafts. In English 3 an emphasis is placed on persuasive writing, logical arguments, expressions of opinion, personal forms of writing, and components of research writing and literary analysis.

English 3 students read extensively in multiple genres. Students read to appreciate literature; to refine their comprehension, fluency and vocabulary; and to obtain information.

English 3 students produce and respond to a variety of media, refining their speaking, listening and critical thinking skills. Technology applications expand and support the development of their communication skills.




Standards and Grade-Level Learner CompetenciesStandards one through five in the FRENCHTOWN DISTRICT K-12 Communication Arts Curriculum Document are the Montana Standards for Reading.. Local grade-level learner competencies for both Reading and for Literature are presented below each Montana Reading Standard. This format is designed to facilitate the Montana Comprehensive Assessment System (MontCAS) criterion-referenced test (CRT) data analysis process to guide instructional

113

decisions.



interpret, and respond to what they read.a. Make predictions and describe inferences and connections within material and

between new material and previous information/experiences. (MT R S1, BM12-1)b. Integrate new important print/nonprint information with their existing knowledge

to draw conclusions and make application. (MT R S1, BM12-2)c. Provide oral, written, and/or artistic responses to ideas and feelings generated by

the reading material, providing examples of the way these influence one’s life and role in society. (MT R S1, BM12-3)

d. Demonstrate understanding of main ideas and formulate arguments using supporting evidence. (MT R S1, BM12-4)

e. Accurately paraphrase reading material, reflecting tone and point of view. (MT R S1, BM12-5)




a. Apply reading comprehension strategies before, during and after reading.b. Expand vocabulary through context and structural analysis.c. Apply skills to develop reading fluency during classroom and independent

reading.




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a. Establish a purpose for reading, such as discovery, interpretation, and enjoyment.b. Reflect on progress and develop and follow plans and time lines for achieving

realistic goals.




a. Integrate purposes for reading into daily life (e.g., personal satisfaction, lifelong reading habits, reading as a leisure activity, sharing, and reflecting upon the reading). (MT R S4, BM12-1)

b. Read to evaluate appropriate resource material for a specific task. (MT R S4, BM12-2).

c. Locate, read, analyze, and interpret material to investigate a question, topic, or issue (e.g., reference material, pamphlets, book excerpts, articles, letters, and electronic information. (MT R S4, BM12-3)

d. Read, analyze, and synthesize information to perform complex tasks for a variety of purposes (e.g., schedules, maps, instructions, consumer reports, and technical manuals). (MT R S4, BM12-4)

e. Use prior experience to select materials and articulate purposes for selection (e.g., learn, enjoy, persuade, exchange information). (MT L S3, BM12-1)

f. Develop and apply criteria to evaluate the reliability, authenticity, and literary merit of information conveyed in a literary work. (MT L S3, BM12-2)

g. Recognize literary works as vehicles for acquiring new information, responding to social and workplace needs, and discovering and gaining personal fulfillment. (MT L S3, BM12-3)


i. Draw inferences such as conclusion, generalizations, and predictions and support them with the text, evidence and experience.

j. Develop researched material for informative and persuasive papers and speeches, citing sources and including visual aids.




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a. Examine, explain, and evaluate various perspectives concerning community, national, and world issues reflected in literary works. (MT L S5, BM12-1)

b. Identify and respond to philosophical assumptions and basic beliefs underlying selected texts. (OMT L S5, BM12-2)

c. Recognize patterns, symbols, and universal themes present across literary works and relate those to personal experience. (MT L S5, BM12-3)

d. Investigate and report way in which authors, their works, and their styles have impacted or been influenced by social and cultural issues or events. (MT L S5, BM12-4)

e. Read a variety of literature to increase knowledge of their own culture, the culture of others, and the common elements and themes across cultures.

f. Read to be entertained, to appreciate a writer’s craft and style, to be informed, to take action, and to discover models to use in their own writing.

g. Analyze literary devices and their contribution to style.h. Analyzes and evaluates and creates materials that demonstrate social

responsibilities and cultural perspectives of diverse populations including American Indians.




a. Use effectively an analytical writing model (such as the six traits of writing) emphasizing word choice and conventions for the audience, occasion and purpose.

b. Vary organizational formats to ensure coherence, logical progression and support for ideas.

c. Progress beyond the basic five-paragraph format to include more complex structures when writing persuasive and informative compositions, and literary analysis




a. Conform to the rules of standard written English.

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b. Employ pre-writing, drafting, revision, proofreading and editing strategies for publication.

c. Use reference materials, published pieces, and technology for creating, revising, editing and publishing texts.

d. Use an analytical writing model (such as the six traits of writing model) to write and revise.

e. Formulate and manipulate research questions to accommodate a variety of sources, purposes and audiences.




a. Analyze and use published pieces as exemplars.b. Apply an analytical writing model (such as the six-trait) rubric to evaluate their

own writing.c. Confer with the teacher and others to identify strengths and weaknesses in their

writing.d. Choose samples of their best writing to include in portfolios that illustrate their

developing proficiency.



9. Montana Writing Standard #4: Students write for a variety of purposes and audiences.a. Identify and articulate the purpose for their writing and write appropriately (MT W

S4, BM12-1).b. Choose audiences (e.g., self, peers, adults) appropriate to purposes and topics. (MT

W S4, BM12-2).c. Experience writing in various genres (e.g., expository and persuasive writing) (M W

S4, BM12-3).



10. Montana Writing Standard #5: Students recognize the structures of various forms and apply these characteristics to their own writing. a. Identify, analyze and evaluate characteristics of different forms (e.g., multiparagraph

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essays, persuasive, expository, argumentative) (MT W S5, BM12-1).b. Write using characteristics of different forms (MT W S5, BM12-2).




a. Pose questions or identify problems (MT W S6, BM12-1).b. Find Evaluate, and use a variety of technologies and information sources (MT W

S6, BM12-2).c. Identify and investigate alternative explanations or solutions, and use criteria to

draw and defend conclusions based on their analysis and evaluation of the information.

d. Share information in appropriate ways for intended audiences.




media messages for a variety of purposes.a. Listen critically to distinguish between fact and opinion during formal and informal

situations.b. Prepare, organize and effectively deliver a variety of presentations including a

persuasive speech.c. Incorporate multi-media and audio/visual aids in presentations.




a. Use listening and viewing skills to analyze, appreciate and evaluate informal and formal performances and presentations.

b. Analyze methods of persuasion in media.

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Resources


Assessments

NRTAn analytical writing model (such as Six-Trait Analytical Writing Assessment)Projects, daily assignments, quizzes and testsTeacher/student conferencesPortfolio reflectionTeacher ObservationRubrics for presentations, activities, and projects



119



Reading


Writing

1. Demonstrate proficiency inDeveloping multi-paragraph compositions (more than five)Using effective word choiceFormulating research questionsAnalysis and use of published pieces as modelsUsing colons and semicolonsDemonstrating control of parallelismUsing a variety of sentence constructions including compound-complex, with appropriate punctuation


1. Demonstrate proficiency inPlanning and organizing thoughts sequentiallyListening criticallyListening for enjoymentAccessing, analyzing and evaluating information in a variety of media (print and non-print)Distinguishing between fact and opinion; fantasy and reality

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Course Overview:

The Communication Arts Program at the twelfth grade level is arranged around the FRENCHTOWN DISTRICT/MCCC Communication Arts Standards. These standards encompass reading and literature, writing, and speaking, listening and media literacy.

Students continue to increase and refine their communication skills. They plan, draft and complete written compositions on a regular basis. Teachers and students work together to revise and edit their papers for effective use of an analytical writing model (such as the six traits of writing). An emphasis is placed on writing which includes research, literary analysis, critical review and creative forms.

English 4 students read extensively in multiple genres. Students read to appreciate literature; to refine their comprehension, fluency and vocabulary; and to obtain information.

English 4 students produce and respond to a variety of media and refine their speaking, listening and critical thinking skills which culminate in an oral project/presentation. Technology applications expand and support the development of their communication skills.




Standards and Grade-Level Learner Competencies

Standards one through five in the FRENCHTOWN DISTRICT/MCCC K-12 Communication Arts Curriculum Document are the Montana Standards for Reading.. Local grade-level learner competencies for both Reading and for Literature are presented below each Montana Reading Standard. This format is designed to facilitate the Montana Comprehensive Assessment System (MontCAS) criterion-referenced test (CRT) data analysis process to guide instructional

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decisions.



interpret, and respond to what they read.a. Make predictions and describe inferences and connections within material and

between new material and previous information/experiences. (MT R S1, BM12-1)b. Integrate new important print/nonprint information with their existing knowledge to

draw conclusions and make application. (MT R S1, BM12-2)c. Provide oral, written, and/or artistic responses to ideas and feelings generated by the

reading material, providing examples of the way these influence one’s life and role in society. (MT R S1, BM12-3)

d. Demonstrate understanding of main ideas and formulate arguments using supporting evidence. (MT R S1, BM12-4)

e. Accurately paraphrase reading material, reflecting tone and point of view. (MT R S1, BM12-5)




a. Incorporate Reading Comprehension Strategies before, during and after reading.b. Expand vocabulary through context, structural analysis and reference materials.c. Apply skills to develop reading fluency during classroom and independent

reading.




a. Establish purposes for reading, such as discovery, interpretation, analysis and enjoyment.

b. Reflect on progress to develop and follow an established purpose for achieving

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realistic goals.




a. Integrate purposes for reading into daily life (e.g., personal satisfaction, lifelong reading habits, reading as a leisure activity, sharing, and reflecting upon the reading). (MT R S4, BM12-1)

b. Read to evaluate appropriate resource material for a specific task. (MT R S4, BM12-2).

c. Locate, read, analyze, and interpret material to investigate a question, topic, or issue (e.g., reference material, pamphlets, book excerpts, articles, letters, and electronic information. (MT R S4, BM12-3)

d. Read, analyze, and synthesize information to perform complex tasks for a variety of purposes (e.g., schedules, maps, instructions, consumer reports, and technical manuals). (MT R S4, BM12-4)

e. Use prior experience to select materials and articulate purposes for selection (e.g., learn, enjoy, persuade, exchange information). (MT L S3, BM12-1)

f. Develop and apply criteria to evaluate the reliability, authenticity, and literary merit of information conveyed in a literary work. (MT L S3, BM12-2)

g. Recognize literary works as vehicles for acquiring new information, responding to social and workplace needs, and discovering and gaining personal fulfillment. (MT L S3, BM12-3)


i. Draw inferences such as predictions generalizations and conclusions and support them with text, evidence and experience.

j. Synthesize researched material for critical and analytic papers and/or presentations, citing sources and including visual aids.



5. Montana Reading Standard #5: Students gather, analyze, synthesize, and evaluate information from a variety of sources, and communicate their findings in ways

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appropriate for their purposes and audiences.a. Examine, explain, and evaluate various perspectives concerning community,

national, and world issues reflected in literary works. (MT L S5, BM12-1)b. Identify and respond to philosophical assumptions and basic beliefs underlying

selected texts. (OMT L S5, BM12-2)c. Recognize patterns, symbols, and universal themes present across literary works

and relate those to personal experience. (MT L S5, BM12-3)d. Investigate and report way in which authors, their works, and their styles have

impacted or been influenced by social and cultural issues or events. (MT L S5, BM12-4)

e. Analyzes and evaluates and creates materials that demonstrate social responsibilities and cultural perspectives of diverse populations including American Indians.

f. Read a variety of literature to increase knowledge of their own culture, the culture of others (including Native Americans), and the common elements and themes across cultures.

g. Read to be entertained, to appreciate a writer’s craft and style, to be informed, to take action, and to discover models to use in their own writing.

h. Analyze literary devices and their contribution to style.




a. Manipulate effectively an analytical writing model (such as the six traits of writing) for the audience, occasion and purpose.

b. Vary organizational formats to ensure coherence, logical progression and support for ideas.

c. Progress beyond the basic five-paragraph format to include more complex structures when writing critical and analytical compositions

d. Compose in a variety of creative and expressive genres.



7. Montana Writing Standard #2: Students apply a range of skills and strategies in the writing process. a. Conform to the rules of standard written English.b. Employ pre-writing, drafting, revising, proofreading and editing strategies for

publication.c. Use reference materials, models and technology to create, revise, edit and finalize

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texts.d. Use an analytical writing model (such as the six traits of writing model) to write

and revise.e. Formulate and manipulate research questions for a variety of sources, purposes

and audiences.



8. Montana Writing Standards #3: Students evaluate and reflect on their growth as writers. a. Analyze and use finalized pieces as exemplars.b. Apply an analytical writing model (such as the six-trait) rubric to evaluate their

own writing.c. Confer with the teacher and others to identify strengths and weaknesses in their

writing.d. Select samples of their best writing to include in portfolios which illustrate their

developing proficiency.



9. Montana Writing Standard #4: Students write for a variety of purposes and audiences.a. Identify and articulate the purpose for their writing and write appropriately (MT

W S4, BM12-1).b. Choose audiences (e.g., self, peers, adults) appropriate to purposes and topics.

(MT W S4, BM12-2).c. Experience writing in various genres (e.g., expository and persuasive writing) (M

W S4, BM12-3).


a. Identify, analyze and evaluate characteristics of different forms (e.g., multiparagraph essays, persuasive, expository, argumentative) (MT W S5, BM12-1).

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11. Montana Writing Standard #6: Students use the inquiry process, problem-solving strategies, and resources to synthesize and communicate information.a. Pose questions or identify problems (MT W S6, BM12-1).b. Find, evaluate, and use a variety of technologies and information sources (MT W S6,

BM12-2).c. Identify and investigate alternative explanations or solutions, and use criteria go draw

and defend conclusions based on their analysis and evaluation of the information (MT W S6, BM12-3).

d. Share information in appropriate ways for intended audiences (MT W S6, BM12-4).



Speaking, Listening, and Media Literacy:12. Students apply a range of skills and strategies to speaking, listening, and creating media

messages for a variety of purposes.a. Listen critically to distinguish between fact and opinion in formal and informal

situations.b. Prepare, organize and effectively deliver a variety of presentations incorporating

multi-media and audio/visual aids.



13. Students identify, analyze, and evaluate the impacts of effective speaking, listening, and media. a. Use listening and viewing skills to analyze, evaluate and appreciate informal and

formal performances and presentations.b. Analyze techniques used to convey messages to an audience.

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Resources


Assessments

An analytical writing model (such as Six-trait analytical writing assessment)Projects, daily assignments, quizzes and testsTeacher/student conferencesPortfolio reflectionTeacher observationRubrics for presentations, activities, and projects


Students with diverse needs--those with unique abilities and/or disabilities--will have differentiated opportunities to achieve competencies and standards at rates and in manners consistent with their needs. See also Appendix V.



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Reading


Writing

1. Demonstrate proficiency inUse of a manual of style such as MLA or APAWriting to discover, to develop and refine ideas, and to problem solveUsing colons and semicolonsDemonstrating control of parallelismUsing a variety of sentence constructions including compound-complex, with appropriate punctuation


1. Demonstrate proficiency inSelecting appropriate verbal/non-verbal languageResponding appropriately (for example, express an opinion without criticizing others)Development and use of active listening skillsRecognition of specific techniques used to convey and manipulate media meaningDevelopment of critical thinking skills to make informed decisions as consumers and producers of informationCommunicating and producing information through a variety of media (print and non-print) while using appropriate delivery skillsDistinguishing information from persuasion and logic from emotion.

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APPENDIX I

PRIMARY (K-2) READING/WRITING TEXT FORMS AND FEATURES MATRIX*

READING K – 2 WRITING K - 2FICTION NONFICTION TEXT

FEATURESLITERATURE OR

LITERARY FORMS

INFORMATIONAL, TASK-ORIENTED

AND/OR TECHNICAL WRITING

K Narratives - realistic, fantasy, traditional Songs Letters (personal) Rhyme and Poetry --counting, number, playground

Nonfiction texts should include science, social studies, math, the arts, health, and fitness.

Procedural Expository Report

Question and answer

Page numbers

Titles, title pages Author and illustration credits

Labels Captions, speech balloons, thought bubbles Diagrams

Graphs

Maps

Dedications

Charts

Cover Information

Narrative experiential, fictional stories

Personal letters, cards, notes

Diaries

Journals

Draft Books

Labels

Captions

Informational sentences

Questions

1 Journals

Plays

Story maps

Table of Contents

Glossary

Maps (3D, maze)

Rhymes / poems Answers to questions

Summary sentences

2 Diaries

Narrative folk tales, legends

Nonfiction texts technology

Articles

Dictionaries

Maps

Informational posters

Maps and map keys

Chapter headings

Pie charts/bar graphs

Acknowledgments

Blurbs

Indexes

Poems (patterned poetry, couplet)

Report

Instructions (explain how to)

Learning logs

Note-taking

* This grid shows when a text form is introduced. Once a text form is introduced, understandings should be extended and practice continued at subsequent grade levels.

INTERMEDIATE (3-5) READING/WRITING

TEXT FORMS AND FEATURES MATRIX*

READING 3 – 5 WRITING 3 – 5FICTION NONFICTION TEXT

FEATURESLITERATURE OR

LITERARY FORMS



3 Narrative: fables, myths, tall talesLetters (functional) Poetry; rhymed, unrhymedProverbs, SayingsMagazinesNovels

Technical texts EncyclopediasAlmanacsThesaurusBrochuresDiaries/JournalsBiographiesSpeechesInterviewsAdvertisementsMagazines

IntroductionsTimetablesParenthesesReferencesFootnotesChecklistsSubheadingsTablesAsteriskParagraphsDialogQuotation Marks

Biographies / autobiographiesLegendsPoems (free verse)

ReportsBook reviews / reportsPostersDirections (to a location)ParaphraseExpository writing / speeches (explain about)

4 Comics, CartoonsHistorical and contemporary fictionShort stories

EssaysAtlasesNewspapersMemosDirectories, Phone booksBusiness lettersSchedules

DirectionsCodesAbbreviationsDashAppendicesComputer menusSearches, iconsForeword

Poems (quatrains)Tall talesComicsPersonal essays

BrochuresProcedures (to a game, to make something)Expository writing / speeches (explain why, compare/contrast)Field notesNewspaper / magazine articlesSummaries Business letters (to thank, request)Letters to the editorMemosLiterary analyses (explain about character, plot, setting)

5 Poetry: haiku, cinquain, balladsScience fictionIdioms

Promotional materialEditorials

BibliographiesChapter summaries

Narrative essaysFantasyPoems (haiku)

Business letter (to complain, explain)Literary analyses (explain about setting)EditorialsInterviewsPersuasive essays / speeches


MIDDLE SCHOOL (6-8) READING/WRITING TEXT FORMS AND FEATURES MATRIX*

READING 6 – 8 WRITING 6 – 8FICTION NONFICTION TEXT

FEATURESLITERATURE OR LITERARY

FORMS



6 Policies Margin entries

Symbols

Myth Business letter to persuade

Literary analysis including main idea or theme

7 Classics Public documents B contracts, warranties, guarantees

Consumer reports

Song lyrics Literary analysis including point of view

Film or drama review

8 Memoirs Legends

Mystery, historical or science fiction story

Expository essay organized by cause/effect, problem/solution definition, or evaluation


APPENDIX II

Writing Instruction 9-12

In a significant cross-curricular writing program, students are expected to write every day. A significant writing program models the writing process and balances the importance of both the process and the product. Students are shown how to use language creatively and effectively while responding to, revising, editing, and evaluating their own writing and the writing of others. Specifically, students are taught to write and then revise for improvement in ideas and content, organization, sentence fluency, word choice, voice, and conventions. Students are given the opportunity to write frequently, using a variety of modes for specific purposes and audiences.In the communication arts classroom students must produce a minimum of four major compositions per year (as defined by the district curriculum) which have reached a third or further draft stage in grades 9 and 10, and (due to increasing complexity and sophistication) a minimum of three major compositions per year (as defined by the district curriculum) which have reached a third or further draft stage in grades 11 and 12. The major compositions in each draft stage are evaluated for an analytical writing model (such as the six traits of writing), with written comments and suggestions by the student’ peers, the teacher, or a lay reader. The teacher is actively engaged in assisting the student with the development of all drafts and completes the final evaluation of each of the required compositions.

ADDITIONAL HIGH SCHOOL BOOK TITLES(provided by MCPS)

Grade 9:Children of the River CrewCode Talker BruchacCounting Coup ColtonDragonsong McCaffreyEight Men Out AsinfoEndurance: Shackleton’s Incredible Voyage LansingHobbit TolkeinHound of the Baskervilles DoyleHouse on Mango Street CisnerosIn the Time of Butterflies AlvarezIn These Girls, Hope is a Muscle BlaisThe Miracle Worker GibsonThe Moon is Down SteinbeckNever Cry Wolf MowatPigman ZindelShabanu StaplesTaming of the Shrew ShakespeareThree Tall Women Albee

Grade 10:1000 Pieces of Gold McCunn1984 OrwellAnimal Farm OrwellAnthem RandBless Me, Ultima AnayaCry the Beloved CountryDon Quixote CervantesEthan Frome WhartonFahrenheit 451 BradburyHenry IV, Part I ShakespeareHouse of Houses

Howard’s End ForesterThe Illustrated Man BradburyIndianaLord Jim ConradThe Lucky Gourd Shop ScottThe Martian Chronicles BradburyMidsummer Night’s Dream ShakespeareThe Mill on the Floss EliotMuch Ado About Nothing ShakespeareMy Brother KincaidNight Weisel Of Mice and Men SteinbeckOnce and Future King WhitePigs in Heaven KingsolverRed Scarf Girl JiangTom Sawyer TwainSpeak AndersonTo Kill a Mockingbird LeeTo the Lighthouse WoolfTwelfth Night ShakespeareTwelve Angry Men RoseTyphoon ConradWatership Down AdamsYouth Conrad

Grade 11:A Streetcar Named Desire Williams All the Pretty Horses McCarthyAngela’s Ashes McCourtAnimal Dreams KingsolverAs I Lay Dying FaulknerAutobiography of Miss Jane Pitman GainerAwakening ChopinBeloved MorrisonThe Black Boy Wright

The Bluest Eye MorrisonCatcher in the Rye SalingerCold Mountain FrasierCrime and Punishment DostoyevskyDemian HesseDialogues of Plato PlatoFarewell to Arms HemingwayFellowship of the Ring TolkeinGrass Dancer PowerGreat Santini ConroyGulliver’s Travels SwiftI Know Why the Caged Bird Sings AngelouIn our Time HemingwayInferno DanteInto Thin Air KrakanerThe Invisible Man EllisonJane Eyre BronteThe Jungle LewisThe King Must Die RenaultKing Rat ClavellKitchen God’s Wife TanLast Best Place AnthologyLesson Before Dying GainesLord of the Flies GoldingLong Walk to Freedom: Autobiography of Nelson MandelaMandelaMan’s Search for Meaning FranklMontana 1948 WatsonMountain Man FisherMother Night VonnegutMy Antonio CatherMy Name is Asher Lev PotokOld Man and the Sea HemingwayOrdinary People GuestOedipus Rex SophoclesOrestrian Trilogy Aeschylus

Othello ShakespearePeace Like a River EricksonThe Pearl SteinbeckPoetics AristotlePride and Prejudice AustenPrometheus Bound AeschylusThe Republic PlatoSnow Falling on Cedars GutusonTwelve Angry Men RoseTyphoon ConradWatership Down AdamsYouth Conrad

Grade 11 and 12:A Streetcar Named Desire Williams All the Pretty Horses McCarthyAll Quiet on the Western Front RemarqueAngela’s Ashes McCourtAnimal Dreams KingsolverAs I Lay Dying FaulknerBeloved MorrisonCantebury Tales ChaucerThe Bluest Eye MorrisonCrime and Punishment DostoyevskyDemian HesseDialogues of Plato PlatoFarewell to Arms HemingwayGood Earth BuckFellowship of the Ring TolkeinGrass Dancer PowerGreat Santini ConroyGulliver’s Travels SwiftIn our Time HemingwayThe Invisible Man EllisonJane Eyre Bronte

The Jungle LewisThe King Must Die RenaultKing Rat ClavellKitchen God’s Wife TanLast Best Place AnthologyLesson Before Dying GainesLord of the Flies GoldingLong Walk to Freedom: Autobiography of Nelson MandelaMandelaMan’s Search for Meaning FranklMountain Man FisherMother Night VonnegutMy Name is Asher Lev PotokOedipus Rex SophoclesOrestrian Trilogy AeschylusOthello ShakespearePoetics AristotlePride and Prejudice AustenPrometheus Bound AeschylusPygmalion ShawSiddhartha HesseThings Fall Apart AchebeWuthering Heights Bronte

ADDITIONAL HIGH SCHOOL BOOK TITLES(Frenchtown titles)

Book Titles Authors1984 George OrwellA Book Luminious Things anthologyA Day No Pigs Would Die Robert PeckA Dolls House Henrik IbsonA Man Called Horse Dorothy M. JohnsonA River Runs Through It N. MacleanA Separate Peace John KnowlesA Streetcar Named Desire T. WilliamsAll Quiet on the Western Front R. MarqueAnimal Farm George OrwellBabbit S. LewisBeowulf Anon.Beneath the Wheel Herman HesseBrave New World Aldus HuxteyCatcher in the Rye J. D. SalingerCeremony Leslie SilkoChildhood's End A. C. ClarkChildren of the Mind Orson Scott CardCold Mountain C. FrasierCrime and Punishment Leo TolstoyCry the Beloved Country Alan PatonDarkness at Noon Arthur KoestlerDeath of a Salesman Arthur MillerDemian H. HesseDesert Solitaire Edward AbbeyDoctor Zhivago Boris PasturnakDune Frank HerbertEnchantment Orson Scott CardEnder’s Game Orson Scott CardEthan Frome Edith WhartonFahrenheit 451 Ray BradburyFools Crow James WelchFrankenstein Mary ShellyGrapes of Wrath John SteinbeckGreat Expectations Charles Dickens

Greek Drama HadasHamlet ShakespeareHarold and Maude HigginsHeart of Darkness Joseph ConradHuck Finn Mark TwainI Know Why the Caged Bird Sings Maya AngelouInferno DanteInvisible Man R. EllisonJane Eyre Charlotte BronteJonathan Livingston Seagull P. BachJulius Caesar ShakespeareKingdom of Light A. D. FosterLast of the Mohicans J. F. CooperLes Miserables Victor HugoLord of the Flies William GoldingLost Horizon James HiltonLost Names Richard KimMabinogion GuestMacbeth ShakespeareMadame Bovary Gustave FlaubertMy Antonia Willa CatherNarcissus and Goldman H. HesseNight E. WieselOf Mice and Men John SteinbeckOne Day In the Life of Ivan Denisovich A SolzhenitsynOrdinary People GuestOthello ShakespeareOur Town Thorton WilderPygmalion G. B. ShawRed Badge of Courage Stephen CraneRed Harvest Dashell HamettReturn of the Native Thomas HardyRomeo and Juliet ShakespeareSand County Almanac Aldo LeopoldScarlet Letter N. HawthroneShabanu Suzanne StaplesShane Jack SchaeferShorter Novels of Herman Melville Herman MelvilleSiddhartha H. HesseSnow Falling on Cedars David Guterson

Son of the Revolution Liang Heng / Judith ShaprioSpeak AndersonSpeaker for the Dead Orson Scott CardTale of Two Cites Charles DickensTaming of the Shrew ShakespeareTending Roses Lisa WingateThe Best Short Stories of Jack London Jack LondonThe Big Sky A. G. GuthrieThe Canterbury Tales ChaucerThe Count of Monte Cristo Alexandre DumasThe Farthest ShoreThe Gift Patrick O'learyThe Good Earth Pearl BuckThe Great Gatsby F. S. FitzgeraldThe Iliad HomerThe Jungle Upton SinclairThe Jungle Book Rudyard KiplingThe Last Best Place anthologyThe Last Good Kiss James CrumleyThe Light in the Forest C. RichterThe Odyssey HomerThe Old Man and the Sea E. HemmingwayThe Oxbow Incident W. V. ClarkThe Pearl J. SteinbeckThe Piano Player K. Vonnegut Jr. The Pigman Paul ZindelThe Silmarillion J.R.R. TolkienThe Stranger A. CamusThe Treasure Island R. L. StevensonThe Witch of Blackbird Pond George SperryThings Fall Apart Chinua AchebeThings They Carried Tim O'BrienThis House of Sky Ivan DoigTiger Eyes Judy BlumeTime Machine H. G. WellsTo Kill a Mocking Bird Harper LeeTom Sawyer M. TwainTortilla Flat John SteinbeckTouching Spirit Bear B. MikelsonTravels with Charlie John SteinbeckVoyagers in Time Robert Silverberg

War of the Worlds H. G. WellsWatership Down R. AdamsWestern Stories TuskaWhen the Legends Die Hal BorlandXenocide O. S. Card

High School Communication Arts - Minimum Guidelines

Writing Reading - Literature Speaking, Listening, Media Literacy

Grade 9 Development of Multi- paragraph Composition

Minimum district-required major compositions (through at least 3 draft stages) Narrative Descriptive Creative/expressive Expository (research

components required)Contract required for H Designation

Drama (1 Shakespearean)Novel (2 from selected titles)Nonfiction (Personal Essays and/or Narratives)Poetry Survey (Variety of types, authors, movements)

Short Story Survey (Variety of types, authors, movements) Outside Reading (4 books equivalent)Contract required for H Designation

Group/Panel PresentationOral ReadingExpository Speech

Contract required for H Designation

Grade 10 Coherent Development of Multi-Paragraph Composition

Minimum district-required major compositions (through at least 3 draft stages) Descriptive Resume Package Creative/Expressive Expository (research

components required) Literary

Analysis/Synthesis (H) Expository Essay (H)

Drama (1) (2 for H)Novel (2 from selected titles) (4 for H)Nonfiction Survey (Reference materials, Articles, Information texts)Poetry Survey (Variety of types, authors, movements)

Short Story Survey (Variety of types, authors, movements)

Outside Reading (4 books equivalent)

Group/Panel PresentationOral ReadingInformative Speech Using Visual AidsIndividual Presentation (for H only)

Grade 11 Coherent Development of Multi-Paragraph Composition Requiring the Synthesis of Ideas from a Variety of Sources

Drama (1)Novel (2 from selected titles)Nonfiction Survey (Speeches, Histories, Documents)

Group/Panel Presentation Oral ReadingPersuasive Speech Using Visual Aids

Minimum district-required major compositions (through at least 3 draft stages) Persuasive Essay* Literary Analysis* Creative/Expressive

Poetry Survey (Variety of types, authors, movements)

Short Story Survey (Variety of types, authors, movements) Outside Reading (4 books equivalent)

AP English Language and Literature

Same as Grade 11 and additional assignments as directed by the College Board curriculum



Grade 12 Coherent Development of Multi-Paragraph Composition Requiring the Synthesis of Ideas from a Variety of Sources

Minimum district-required major compositions (through at least 3 draft stages) Research Paper Literary Analysis or

Critical Review Creative/Expressive

Drama (1)Novel (2 from selected titles)Nonfiction (1 Auto/Biography, Collected Memoirs or Journals)Poetry Survey (Variety of types, authors, movements)

Short Story Survey (Variety of types, authors, movements)

Outside Reading (4 books equivalent)

Group/Panel Presentation Oral ReadingCulminating Oral Project/Presentation Evidencing Skill in Evaluation, Synthesis, and Analysis

AP English Literature and Composition




* research components required in one of these two

APPENDIX IIIReading Scope and Sequence

Reading: Readiness Skills K 1 2 3 4 5

Recognize same and different M

Identify categories M

Recognize and continue a pattern M

Understand that spoken words are represented in written language by specific sequence of letters M

Understand left-to-right progression M

Understand top-to-bottom progression and return sweep M M

Understand that written words are separated by spaces M

Understand one-to-one word match M

Recognize parts of a book M

Know the difference between letters and words M

Know the difference between capital and lower case letters M

Receive instruction and practice M Master skills by end of grade Demonstrate Mastery in various applications

Reading: Phonemic Awareness K 1 2 3 4 5

Recognize rhyme M

Identify the beginning sounds in a word M

Blend sounds M

Manipulate beginning, middle, and ending sounds to form new words M M

Reading: Phonemic Awareness K 1 2 3 4 5 Recognize alliteration

Recognize words that start with the same soundM

Segment one-syllable words into phonemes, clearly producing beginning, middle, and final sounds M

Segment words into syllables M


Reading: Phonics K 1 2 3 4 5

Letter-Sound Relationships

Recognize letters Aa to Zz M M

Match upper and lower case letters M M

Name letters Aa to Zz M

Understand that written words are composed of letters that represent sounds M

Recognize sounds Aa to Zz M

Consonant sounds M M

Soft c/s/t/g/j M M

Short vowel sounds M M

Long vowel sounds M M

Vowel Patterns

Short Vowels

a - ad, at, ab, an, ack, ank M

e - en, et, ell, est M

Reading: Phonics K 1 2 3 4 5 i - id, ip, ig, ill, ick, ing, ink, in, ip, ill, imp, ick M

o - ot, op, og, ock M

u - un, ut, ug, uck, unk M

Long Vowels

a - ace, ake, ane, ale, ate, ay, ain M

e - eat, ee M

i - ice, ild, ind, ight, ide, ine M

o - oke, old, ore M

Varient Vowels

n//e, ea, ee M M

//ai/ay M M

//a(ll), aw, au M M

//o/ow M M

//y, ey M M

//oa M M

/oo/ (look) M M

/oo/ (cool) M M

/ou/ou, ow (out, cow) M M

/oi/oi, oy (oil, boy) M M

//igh/y (light, sky) M M

//ue (blue) M M

/ew (few) M M

Schwa / M

Reading: Phonics K 1 2 3 4 5 //ea (bread) M

Diagraphs

/th,/th,/sh,/sh,/ch,/ch, hw/wh, /f/gh, ph, kn M M

Blends

r - blends: br, gr, tr, cr, dr, fr, pr M

l - blends: bl, cl, pl, fl, gl, sl M

s - blends: sp, st, sm, sn, sc, sk, sw M

three-letter blends: spr, str, thr M

Inflected Endings

Inflectional endings - ed/d, /t, /ed/ M

Inflectional ending - ing M

Plural - s, es M

Structural Analysis

Compound words M M

Contractions M M

Irregular plurals M M M

Syllables

Suffixes -est, -ly, -ful, -y, -ness, -ment, -er M

Suffixes -ed, -ish, -able, -ing, -ent, -less, -en, -ence M

Suffixes hood, -some, -ant, -sion, -ive, -ence, -ian, -ment, -ary, -ency, -ate, -ible, -tion, -ory, -ous M


Reading: Vocabulary Development K 1 2 3 4 5

Skills

Recognize homophones M

Recognize verb tense M

Recognize plurals M

Recognize question words M

Recognize and understand sequence words, such as first, then, next, after, finally, etc. M

Understand spatial words M

Expand vocabulary through curriculum and world events M

Comprehension

Understand word analogies

Recognize and read high-frequency words M

Discuss meanings and develop vocabulary through meaningful/concrete experiences M

Identify words that name persons, places or things, and actions M

Identify words that connect M

Use context to determine word meanings M

Use thesauruses, dictionaries, glossaries, and technology to determine word meanings and pronunciation M

Demonstrate knowledge of synonyms, antonyms, and multiple-meaning words M

Determine meaning by breaking compound words apart M

Determine meaning by applying knowledge of root words and prefixes/suffixes M

Develop vocabulary by listening to and discussing selections M

Distinguish between denotation and connotation

Use word origins to aid understanding

Reading: Fluency K 1 2 3 4 5

Read regularly in independent-level materials M

Read regularly in instructional-level materials M


M

Self-select independent-level materials M

Read independently for increasing amounts of time M

Adjust reading rate based on purpose M


Reading: Comprehension K 1 2 3 4 5

Activate background knowledge (schema) M

Ask questions

Infer


Make mental images

Synthesize



Reading Scope and Sequence 6-12

Reading: Vocabulary Development 6 7 8 9 10 11 12

Skills

Recognize homophones

Use parts of speech to develop meaning

Expand vocabulary through curriculum and world events

Comprehension

Understand word analogies M

Recognize and read high-frequency words

Discuss meanings and develop vocabulary through meaningful/concrete experiences

Identify words that name persons, places, things, and/or actions

Identify words that describe

Identify words that connect

Use context to determine word meanings

Use thesauruses, dictionaries, glossaries, and technology to determine word meanings and pronunciation

Demonstrate knowledge of synonyms, antonyms, and multiple-meaning words

Determine meaning by breaking compound workds apart

Determine meaning by applying knowledge of root words and prefixes/suffixes

Develop vocabulary by listening to and discussion selections

Distinguish between denotation and connotation M

Use word origins to aid understanding M


Reading Fluency 6 7 8 9 10 11 12

Read regularly in independent-level materials

Read regularly in instructional-level materials


Self-select independent-level materials

Read independently for increasing amounts of time

Adjust reading rate based on purpose


Reading: Comprehension 6 7 8 9 10 11 12

Activate background knowledge (schema)

Ask questions

Infer


Make mental images

Synthesize



Speaking, Listening, Media Literacy Scope and Sequence K-5

Oral Language Development K 1 2 3 4 5

Articulate sounds M M

Engage in conversations M M

Phonemic awareness (See Reading Scope and Sequence) M M

Speaking

Distinguish between asking a question and telling a story

Demonstrate appropriate questioning strategies M

Interpret a question and answer appropriately M

Speak using complete sentences M

Plan and organize thoughts sequentially

Communicate a clear purpose

Select appropriate verbal/non-verbal language

Use support form a variety of sources

Demonstrate appropriate delivery skills (i.e. voice, volume, vocal expression, eye cotact, body language, enunciation)

Respond appropriately (i.e., express an opinion without criticizing others) M

Listening

Develop and use listening manners M

Develop and use active listening skills

Listen critically

Listen for enjoyment

Receive instruction and practice M Master skills by end of grade Demonstrate mastery in

Media Literacy K 1 2 3 4 5

Access, analyze, and evaluate information in a variety of media (print and non-print)

Develop critical thinking skills to make informed decisions as consumers and produces of information

Communicate and produce information through a variety of media (bring and non0pring) while using appropriate delivery skills

Distinguish between fact from opinion, fantasy from reality, information from persuasion, and logic from emotion

Receive instruction and practice M Master skills by end of grade Demonstrate mastery in various applications

Speaking, Listening, Media Literacy Scope and Sequence 6-12

Speaking 6 7 8 9 10 11 12

Distinguish between asking a question and telling a story M

Demonstrate appropriate questioning strategies

Interpret a question and answer appropriately

Speak using complete sentences

Plan and organize thoughts sequentially M

Communicate a clear purpose M

Select appropriate verbal/non-verbal language M

Use support from a variety of sources M

Demonstrate appropriate delivery skills (i.e., voice, volume, vocal expression, eye contact, body language, enunciation)

M

Respond appropriately (for example, express an opinion without criticizing others) M

Listening

Develop and use listening manners M

Develop and use active listening skills M

Listen critically M

Listen for enjoyment M


Media Literacy 6 7 8 9 10 11 12

Recognize specific techniques used to convey and manipulate media meaning M

Access, analyze, and evaluate information in a variety of media (print and non-print) M

Develop critical thinking skills to make informed decisions as consumers and producers of information M

Communicate and produce information through a variety of media (print and non-print) while using appropriate delivery skills

M

Distinguish between face and opinion; fantasy and reality M

Distinguish information from persuasion, and logic from emotion M


Writing Scope and Sequence K-5

Writing: Penmanship K 1 2 3 4 5

Write each letter of alphabet, capital and lower case M

Gain control of pencil grip, paper position, beginning strokes, and posture M

Write own name M

Write messages left to right and top to bottom M

Write legibly in manuscript M

Use word and letter spacing M

Use margins M

Select manuscript of cursive as appropriate to the task

Write legibly in cursive, using appropriate capital and lower case letters M

Writing: Process K 1 2 3 4 5

Demonstrate oral language can be written M

Generate ideas and develop a plan before writing on self-selected and assigned topics

Use available technology to compose text

Develop drafts

Revise selected drafts for varied purposes

Revise drafts for coherence, progression, and logical support of ideas

Edit for appropriate grammar, spelling, punctuation, and features of published writing

Writing: Process K 1 2 3 4 5Demonstrate understanding of the power of written language by bringing pieces to publishing M

Proofread own writing M

Select and use reference materials and resources for writing

Develop a simple paragraph with topic and supporting sentences M

Collaborate with other to proofread, revise, and edit

Writing: Purpose K 1 2 3 4 5

Write to record ideas and reflections

Write to discover, to develop and refine ideas, and to problem-solve

Write to communicate with a variety of audiences

Write in different forms for different purposes

Exhibit an identifiable voice in personal narratives and stories

Use literary devices, e.g. suspense, dialogue, figurative language

Use questions to direct investigation

Generate own questions to direct research

Take notes from a variety of sources

Summarize and organize ideas/prior knowledge in a variety of ways, e.g., diagrams, maps, organizational charts

Compile notes into outlines, reports, and summaries without plagiarism

Writing: Evaluation K 1 2 3 4 5

Analyze and use published pieces as models

Apply criteria to evaluate writing

Review own written work to determine its strengths and weaknesses and to set goals


Spelling K 1 2 3 4 5

Use phonological knowledge to match sounds to letters in order to write messages M

Spell accurately high-frequency words from grade-level lists

Write with correct spelling of : CVC, CVC silent e, one-syllable words with blends M

Single-syllable words with r-controlled vowels, final consonants M

Spell accurately in final drafts M

Write with correct spelling of contractions and compounds M

Write with correct spelling of homonyms

Use resources to find correct spellings, synonyms, and replacements

Inflectional endings: plurals; verb tenses; drop final, silent e when endings are added M

Orthographic patterns: consonant doubling dropping e, changing y to i M

Spell multi-syllabic words using regularly spelled phonogram patterns

Open and closed syllables, consonant before -le, and syllable boundary patterns

Words ending in -tion and -sion


Writing: Grammar/Usage/Mechanics K 1 2 3 4 5

Use basic capitalization and punctuation such as names and first letters in sentences M

Use more complex capitalization such as proper nouns and abbreviations

Use nouns and verbs in simple sentences M

Use apostrophes in contractions and possessives

Use adjectives and adverbs

Use singular and plural forms of regular nouns and adjust verbs for agreement M

Use pronouns M

Use regular and irregular plurals correctly M

Use objective case pronouns correctly

Use appropriate end marks with a variety of sentences: declarative, imperative, interrogative, exclamatory M

Use commas in more complex structures

Use quotation marks in dialogue

Compose sentences with interesting, elaborated subjects

Use prepositional phrases to elaborate written ideas

Use conjunctions to connect ideas in compound sentences M

Indent to begin a paragraph M


Writing Scope and Sequence 6-12

Writing: Penmanship 6 7 8 9 10 11 12

Write legibly in manuscript

Write legibly in cursive, using appropriate upper and lower case letters

Select manuscript or cursive as appropriate to the task M

Writing: Process 6 7 8 9 10 11 12

Generate ideas or gather information and develop a plan before writing on self-selected and assigned topics M

Use available technology to compose text M

Develop drafts M

Revise selected drafts for varied purposes M

Revise drafts for coherence, progression, and logical support of ideas M

Use a variety of organizational patterns M

Edit for appropriate grammar, spelling, punctuation, and features of published writing M

Demonstrate understanding of the power of written language by bringing pieces to publishing

Collaborate with others to proofread, revise and edit M

Select and use reference materials and resource tools for writing

Develop paragraphs with topic and supporting sentences

Develop multi-paragraph compositions (two or more) M

Develop five-paragraph compositions with thesis, etc. M

Use a manual of style such as MLA or APA M

Develop multi-paragraph compositions (more than five) M


Writing: Purpose 6 7 8 9 10 11 12

Write to record ideas and reflections M

Write to discover, to develop and refine ideas, and to problem-solve M

Select and use form, voice and style appropriate to a variety of audiences and purposes M

Use effective word choice M

Use literary devices, e.g. suspense, dialogue, figurative language M

Frame questions to direct research M

Formulate research questions M

Summarize and organize ideas/prior knowledge in a variety of ways M

Take notes from a variety of sources M

Compile notes into outlines, reports, summarieswithout plagiarism M

Follow accepted forms for writing research, including documenting sources M

Compile information from primary and secondary sources in systematic ways using available technology M


Writing: Evaluation 6 7 8 9 10 11 12

Analyze and use published pieces as models M

Apply criteria to evaluate writing M

Review own written work to determine its strengths and weaknesses and to set goals M

Writing: Spelling 6 7 8 9 10 11 12

Spell correctly in final drafts

Spell multi-syllabic words using regularly spelled phonogram patterns M

Spell correctly open and closed syllables, consonant before ie and syllable boundary patterns M

Spell correctly words ending in -tion and -sion M

Write with correct spelling of homonyms and other frequently misspelled words (e.g., their, theyre, there) M

Use resources to find correct spellings, synonyms and replacements M

Understand the influence of other languages on the spelling of English words

Spell derivatives correctly by applying the spellings of bases and affixes

Use spell-checkers M


Grammar/Usage/Mechanics 6 7 8 9 10 11 12

Use more complex capitalization and punctuation such as in proper adjectives and in various titles M

Use hyphens and dashes M

Use colons and semicolons M

Use apostrophes in contractions M

Use apostrophes in possessives M

Use adjectives (comparative and superlative forms) and adverbs to make writing more vivid and precise M

Grammar/Usage/Mechanics 6 7 8 9 10 11 12Use singular and plural forms of regular nouns and adjust verbs for agreement

Use regular and irregular plurals correctly

Use pronouns correctly M

Use a variety of sentences: declarative, imperative, interrogative, exclamatory

Use more complex punctuation such as commas, quotation marks, parentheses and brackets M

Use prepositional phrases appropriately to elaborate written ideas M

Use conjunctions to connect ideas in compound sentences

Write in complex and compound sentences using appropriately punctuated independent and dependent clauses

M

Write using a variety of sentence constructions including compound-complex, with appropriate punctuation

M

Use italics and ellipses M

Demonstrate control of parallelism M

Use gerunds, participles and infinitives in their various functions M


APPENDIX IV.Reading Comprehension Strategies K-2

Proficient readers use these strategies before, during, and after reading.

Activate background knowledge (schema)Make connections that remind you of things in your life.Make connections across text(s).Make connections to things you know about the world.Skim and scan text features

Pictures, picture captionsTable of contents

Ask QuestionsAsk questions to establish a purpose for reading.Ask questions to determine author’s intentAsk questions to clarify meaning.Ask questions to deepen understanding.

InferMake predictions.Make and revise interpretations.Determine cause and effect.Identify similarities and differences.Use background knowledge and context clues to draw conclusions.

Determine Importance in TextGet the, “big picture.”Locate main idea and supporting detail, using key vocabulary.Understand literary elements (plot, setting, character development)Distinguish between important and unimportant details.Determine author’s theme, purpose.

Make Mental ImagesUse emotions and five senses to create a picture in your mind.Link personal experiences to images created from text.Adapt and revise images as you gather new information.Understand how figurative language enhances meaning.

SynthesizeRetell and respond to text in a variety of ways.Integrate background knowledge with key elements from text to think about ideas andconcepts in new ways.Summarize the important ideas and respond personally.

Monitor comprehension (use “fix-up” strategies)Identify where comprehension breaks down.Identify what is difficult (vocabulary, concepts, etc.)Use appropriate fix-up strategies:

RereadRead aheadUse context cluesRestateResearchUse picturesUse decoding strategies (sound it out).

APPENDIX IV.Reading Comprehension Strategies 3-5


Activate background knowledge (schema)Make connections that remind you of things in your life.Make connections across text(s).Make connections to things you know about the world.Skim and scan text features (gain an overview)

Pictures, picture captions Graphics (charts, tables, graphs)Table of contents PrefaceGlossary AppendixIndex Prologue/EpilogueSection headings

Ask QuestionsAsk questions to establish a purpose for reading.Ask questions to determine author’s intentAsk questions to clarify meaning.Ask questions to deepen understanding.Ask questions to stimulate research (KWL).

InferRead “between the lines.”Make predictions.Make and revise interpretations.Determine cause and effect.Analyze to compare and contrast.Use background knowledge and context clues to draw conclusions.Make critical judgments.

Determine Importance in TextGet the, “big picture.”Locate main idea and supporting detail, using key vocabulary.Understand literary elements (plot, setting, character development)Distinguish between important and unimportant details.

Verbal cues (for example: “in conclusion”)Font

Determine author’s theme, purpose.Understand literary elements

Plot (problem/solution, sequence of events)SettingCharacter development

Make Mental ImagesUse emotions and five senses to create a picture in your mind.Use descriptive language in nonfiction text to create meaning.Understand how figurative language enhances meaning.

SimileMetaphor

Link personal experiences to images created from text.Adapt and revise images as you gather new information.

Personification

SynthesizeRetell and respond to text in a variety of ways.Integrate background knowledge with key elements from text to think about ideas andconcepts in new ways.Summarize the important ideas and respond personally.


RereadRead aheadUse context cluesRestateResearchUse pictures

Use decoding strategies (sound it out).



Activate background knowledge (schema)Make connections that remind you of things in your life.Make connections across text(s).Make connections to things you know about the world.Skim and scan text features (gain an overview)

Pictures, picture captions Graphics (charts, tables, graphs)Table of contents PrefaceGlossary AppendixIndex Prologue/EpilogueSection headings Text notes


InferMake predictions.Make and revise interpretations.Determine cause and effect.Analyze to compare and contrast.Use background knowledge and context clues to draw conclusions.Make critical judgments.Distinguish fact and opinion.Sequence events.Problem solution.

Determine Importance in TextLocate main idea and supporting detail.Understand literary elements (plot, setting, character development)Distinguish between important and unimportant details.


Determine author’s theme, purpose, and point of view.Understand literary elements.

Plot (problem/solution, sequence of events)SettingCharacter development

Understand literary terms and concepts.SymbolismForeshadowingIronyStyle


SimileMetaphorPersonification


Personification

SynthesizeRetell and respond to text in a variety of ways.Integrate background knowledge with key elements from text to think about ideas andconcepts in new ways.Summarize the important ideas and respond personally.Paraphrase to confirm understanding.Determine whether reader met his/her purposes.


RereadRead aheadUse context cluesRestateResearchUse pictures

Use decoding strategies (sound it out).


Proficient readers use these strategies before, during, and after reading.Activate background knowledge (schema)

Make connections that remind you of things in your life.Make connections across text(s).Make connections to things you know about the world.Skim and scan text features (gain an overview)

Pictures, picture captions Graphics (charts, tables, graphs)Table of contents PrefaceGlossary AppendixIndex Prologue/EpilogueSection headings Text notes


K: What I know.W: What I want to learn.L: What I learned.

InferMake predictions.Make and revise interpretations.Determine cause and effect.Analyze to compare and contrast.Use background knowledge and context clues to draw conclusions.Make critical judgments.Distinguish fact and opinion.Sequence events.Problem solution.Evaluate.Use text to defend interpretation.

Determine Importance in TextLocate main idea and supporting detail.Distinguish between important and unimportant details.


Determine author’s theme, purpose, and point of view.

Understand literary elements.Plot (problem/solution, sequence of events)SettingCharacter development

Understand literary terms and concepts.SymbolismForeshadowingIronyStyle

Understand a variety of literary forms and genres 9poetry, drama, novels, essays, shortstories).


SimileMetaphorPersonificationEffect of soundIdiomsFigures of speech


SynthesizeRetell and respond to text in a variety of ways.Integrate background knowledge with key elements from text to think about ideas andconcepts in new ways.Summarize the important ideas and respond personally.Paraphrase to confirm understanding.Determine whether reader met his/her purposes.


RereadRead aheadUse context cluesRestateResearchUse picturesUse decoding strategies (sound it out).

APPENDIX V.MEETING DIVERSE STUDENT NEEDS

Students with diverse needs--those with unique abilities and/or disabilities--will have differentiated opportunities to achieve competencies and standards, and at rates and in manners consistent with their needs. Students who excel will have opportunities to achieve competencies and standards at a faster pace. Some appropriate modifications follow.

. Content Enrichment is the presentation of curricula in more depth and breadth. This may include extra lessons or assignments used to elaborate the student’s richness of understanding of existing curriculum competencies and/or standards.

. Content Sophistication is the presentation of curricula that most students might not be able to master.

. Content Novelty is the presentation of content not covered in traditional school curriculum.

. Content Acceleration is the presentation of curricula intended for older students and/or those in higher grades. This may include accelerating a student through the entire grade level curriculum and into the curriculum of the next grade level.

The needs of those students who have difficulty learning concepts will be met in a variety of ways in the classroom both through informal intervention and formally prescribed intervention as necessary. Among possible accommodations are the following:

. Supplementary materials such as study guides or materials available at easier reading levels covering the same content could be used . Books on tape are also available for some subjects.

. Class notes could be provided to students with special needs. Notes specific to tests are particularly helpful.

. A variety of instructional approaches should be used to meet needs of visual, auditory, and kinesthetic learners.

. The amount of material tested at one time could be reduced.

. Assistance from Resource Room or Title I Staff should be employed as necessary.

. Alternative and/or modified assignments should be employed as necessary. For example, the assignment of projects rather than reports or the opportunity for some students to dictate answers to questions.

. Questions could be read aloud for those students who are more effective at auditory learning.

. Taping class lectures could be used to help those students who have difficulty writing or comprehending

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