En - PC\|MACimages.pcmac.org/Uploads/NewberryCountySchools... · Web viewEnglish 1 Overview In...

$: En - PC\|MACimages.pcmac.org/Uploads/NewberryCountySchools... · Web viewEnglish 1 Overview In English 1, students continue to develop skills through structured study and independent$
English 1 OverviewEnglish 1 Overview

In English 1, students continue to develop skills through structured study and independent reading of literary and informational texts. A variety of informational texts as well as four major types of literary texts—fiction, literary nonfiction, poetry, and drama—are read and viewed both inside and outside of class. Through literary texts, students study the author’s craft by making inferences, determining point of view, and analyzing theme and figurative language. By reading a variety of informational texts, students analyze an author’s development and support of a thesis, create a variety of responses to texts, and examine the ways that bias is revealed in texts. In addition, students continue to develop and use in reading, writing, and oral communication, a knowledge of vocabulary that includes roots, affixes, euphemisms, and idioms.

High school students are a great deal more sophisticated in their use of language than they were in the lower grades. They now produce coherent and well-organized writing that includes a thesis and supporting evidence. In implementing the writing process, students compose various types of texts including informational (expository/persuasive/argumentative) pieces and narratives. They proofread and edit for the correct use of the conventions of written Standard American English, and they improve the content and development, the organization, and the quality of voice in their writing through the use of revision strategies. The ability to develop an idea thoughtfully is a skill that students will use in college and in the workplace.

In carrying out the research process, students in English 1 identify a topic, collect information from primary and secondary sources, and present their findings and conclusions in oral, written, and visual formats. In today’s technological world, with the amount of information expanding at an unparalleled rate, students must be adept at accessing information in order to become critical, independent learners, thinkers, and writers. They must be able to determine what particular type of information they need for a specific topic, and they must know how to locate that information efficiently. Students must also be able to evaluate the validity of their sources. In addition, after incorporating their own ideas with the information they have chosen from those sources, they must be able to clearly distinguish that information from their own ideas by providing accurate and complete documentation of the sources they have used.

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ENGLISH 1Big Idea: READING

Understanding and Using Literary Texts

Standard E1-1: The student will read and comprehend a variety of literary texts in print and non-print formats.

Essential Question: How do people make meaning of literary print and nonprint text?

Students in English 1 read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, young adult novels, science fiction, folktales, myths, satires, parodies, allegories, and monologues. In the category of literary nonfiction, they read classical essays, memoirs, autobiographical and biographical sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, free verse, odes, songs/ballads, and epics.

The teacher should continue to address earlier indicators as they apply to more difficult texts.

Indicators:E1-1.1 Compare/contrast ideas within and across literary texts to make inferences.

E1-1.2 Analyze the impact of point of view on literary texts.

E1-1.3 Interpret devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

E1-1.4 Analyze the relationship among character, plot, conflict, and theme in a given literary text.

E1-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.

E1-1.6 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

E1-1.7 Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories).

E1-1.8 Read independently for extended periods of time for pleasure.

ENGLISH 1

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Big Idea: READINGUnderstanding and Using Literary Texts

Help Page for Standard E1-1: The student will read and comprehend a variety of literary texts in print and non-print formats.See support documents attached for E1-1.3 and E1-1.5.

Notes: Assessments

See attached support documents for assessment suggestions.

Textbook Correlation

Correlations for all standards at this level are addressed in the McDougal Littell textbook. Standards are correlated by unit and activities on pages T12 through T16. A comprehensive list of academic standards correlations is located on pages S6 through S10 in the McDougal Littell textbook.

Technology

See attached support documents for technology resources.

South Carolina Department of EducationSupport Document

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Standard E1-1: The student will read and comprehend a variety of literary texts in print and nonprint formats.

Indicator E1-1.3: Interpret devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

Students in English 1 read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, science fiction, folktales, myths, satires, parodies, allegories, and monologues. In the category of literary nonfiction, they read classical essays, memoirs, autobiographical and biographical sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, free verse, odes, songs/ballads, and epics.


Definition of Revised Bloom’s Verb

Interpret Change from one form of representation to another (for example, paraphrase important speeches and documents). In order to demonstrate their ability to interpret, students might perform a dramatic reading of a literary text with a focus on the meaning of examples of figurative language used in the text.

Explanation of Indicator

Figurative language refers to language that is enriched by word meanings, figures of speech, and sound devices such as simile, metaphor, hyperbole, personification, alliteration, and onomatopoeia. Simile is a stated comparison between two unlike things using the words “like” or “as” (for example, “My love is like a red, red rose”). Metaphor is a device of figurative language that compares two unlike things (for example, “My love is a red, red rose”). An extended metaphor is carried throughout the text (for example, short story, “Where Have You Gone, Charming Billy?” by Tim O’Brien [fear of death]; in As You Like It by William Shakespeare [pastoral allegory-religious overtones]; “Crossing the Bar” by Alfred, Lord Tennyson [acceptance of death]). Onomatopoeia is the use of words whose sounds suggest their meaning such as “rattle,” “murmur,” “buzz,” and “sizzle.” Alliteration is the repetition of the initial sounds or stressed syllables in neighboring words (for example, “Have you forgotten you’re facing the single finest fighting force ever assembled?” delivered by Dan Ackroyd in the movie Dragnet.). Personification occurs when nonhumans (animals, objects, abstractions) are represented as being human or as having human attributes (for example, “My car was happy to be washed”). Hyperbole is an overstatement, a conscious exaggeration for the purpose of making a point (for example, “I’d give my right arm for a piece of chocolate”). Oxymoron places two contradictory words together for a special effect (for example, jumbo shrimp, old news,

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deafening silence). Paradox is a statement that is true even though it seems to be saying two opposite things (for example, “The less you have the more free you are”).

Instructional Progression of Indicator

The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for figurative language differ at each grade level.

What do students need to know before they can understand figurative language?

Students need to know the difference between literal and figurative language as well as denotative and connotative meanings of words. This knowledge helps build a background needed for abstract concepts that are the foundation for figurative language.

The teacher can provide a variety of experiences in reading (poetry), writing (descriptive), listening (commercials), and speaking (dramatic readings) that demonstrate to students that they already are familiar with many elements of figurative language.

Begin by reviewing the figurative language that students have been taught in previous grades by having students explain examples from literary text. One way to extend this review is to have students analyze song lyrics for examples of simile, metaphor, extended metaphor, hyperbole, alliteration, onomatopoeia, and personification, oxymoron, and paradox.

Create a bulletin board titled “Opposites attract.” Students could contribute illustrations of oxymoron based on their prior knowledge and add to the board throughout a specific time period. The Website http:// www.oxymoronlist.com contains 14 pages of examples of oxymoron.

Understanding paradox can be challenging. The definition needs to be studied and analyzed and many examples given before students will be able to recognize one on their own in literary text. The good news is that the word “paradox” itself is often used in the sentence in which the paradox exists (e.g. “He is a paradox; I would not expect him to be a member of that political party.”). Although some of them are difficult, there are some examples on the website http:// www.basicincome.com/bp/egsofparadox.htm .

Extended metaphor is another poetic device that stretches students to think as they read and to stay focused on the metaphorical language. For a complete lesson plan designed to teach this figurative language device, consult the website http://www.readwritethink.org/lessons/lesson_view.asp?id=905.

Within figurative language, what have students been taught and what will they be taught in the future?

The words in bold indicate a change from grade to grade.

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http://www.readwritethink.org/lessons/lesson_view.asp?id=905

http://www.basicincome.com/bp/egsofparadox.htm

http://www.oxymoronlist.com/

3-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

5-1.3 Interpret devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

6-1.3 Interpret devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

7-1.3 Interpret devices of figurative language (including extended metaphor and oxymoron).

8-1.3 Interpret devices of figurative language (including extended metaphor, oxymoron, and paradox).


E2-1.3 Analyze devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

E3-1.3 Evaluate devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

E4-1.3 Evaluate devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

When teaching figurative language, what connections, links, or ties can be made to other indicators?

Students in English 1 will use figurative language as they interact with other indicators such as:


E1-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

E1-2.7 Analyze informational texts to identify propaganda techniques.

E1-3.3 Interpret euphemisms and connotations of words to understand the meaning of a given text.

E1-4 All indicators as students respond in writing.

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E1-6.5 Create written works and oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

Classroom Assessment

Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “interpret.” Students should be challenged to construct meaning from figurative language and to demonstrate how the figurative language contributes to the overall meaning of the text. When it’s time for assessment, students should be asked to show what they have learned in the same way they were taught. For example, in either the learning or the assessing, students should not be given a list of terms to match with definitions because this does not allow them the opportunity to interpret.

Students learn the different types of figurative language when they use them, not when they are asked to memorize definitions out of context. If students have the opportunity to read and write with an expectation of understanding, analyzing, interpreting, and using figurative language, then assessment should also focus on these levels of thinking.

For example, students could be asked to use what Karen Dekker calls “unforgettable language” (Daniels and Bizar, p. 150) by writing poems in which the object of the poem appears only in the title. Through metaphor students would describe the object in the poem, and other students would try to guess what the object is based on the metaphors in the poem. Another strategy for motivating students to use extended metaphor is to ask them to write an entire poem based on one of the five senses (“noise,” “texture,” “scent,” “watching”).

Another possibility for assessment would be to ask students to take a commonplace object and view it in five different ways. Ms. Dekker recommends first reading Wallace Stevens’s “Thirteen Ways of Looking at a Blackbird.” Though difficult, this poem can be used to focus on the tone of the stanzas and the variety of ways the bird is described and perceived.

Suggested Instructional Resources

Professional Texts

Allen, Janet. Yellow Brick Roads. Portland, ME: Stenhouse, 2000.

Burke, Jim. The English Teacher’s Companion. Portsmouth, NH: Heinemann, 1999.

---. Reading Reminders. Portsmouth, NH: Heinemann, 2000.

Antinarella, Joe and K. Salbu. Tried and True: Lessons, Strategies, and Activities for Teaching Secondary English. Portsmouth, NH: Heinemann, 2003.

Dekker, Karen. “Poetry Workshop” in Daniels, Harvey and Bizar, M. Methods that Matter: Six Structures for Best Practice Classrooms. Portland, ME: Stenhouse, 1998.

Monseau, Virginia (ed.) and G. Salvner. Reading Their World The Young Adult Novel in the Classroom. Portsmouth, NH: Heinemann, 2000.

Teaching Literature in High School: The Novel. Urbana, IL: National Council of Teachers of English, 1995.

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Student Texts

There are many titles that teachers and students may select to better understand figurative language. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts http://scasl.pbwiki.com/ELA%20Standards.

Nonprint Materials

http://www.myetv.org/education/streamlinesc/newestvideos.cfmDiscovering Language Arts: Fiction (grades 9-12)

http://www.itv.myetv.orgConversations with South Carolina Writers. Instructional Television, ETV and SC Department of Education. http://www.itv.myetv.orgThe Short Story. Instructional Television, ETV and SC Department of Education.

http://www.itv.myetv.orgShakespeare and His Plays. Instructional Television, ETV and SC Department of Education.

http://www.itv.myetv.orgShakespeare Shorts. Instructional Television, ETV and SC Department of Education.

http://www.itv.myetv.orgVoices and Visions. Instructional Television, ETV and SC Department of Education.

http://www.webenglishteacher.com

http://www.learnnc.orghttp://www.learnnc.org/lessons/Readwritethink200606212340http://www.learnnc.org/lessons/eemackie952004553http://www.learnnc.org/lessons/Readwritethink20060621804

http://www.englishcompanion.com

http://www.readwritethink.orghttp://www.readwritethink.org/lessons/lesson_view.asp?id=839http://www.readwritethink.org/lessons/lesson_view.asp?id=1030

http://www.litplans.com

http://www.loc.gov/poetry/180/

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http://www.loc.gov/poetry/180/

http://www.litplans.com/



http://www.readwritethink.org/

http://www.englishcompanion.com/

http://www.learnnc.org/lessons/Readwritethink20060621804

http://www.learnnc.org/lessons/eemackie952004553

http://www.learnnc.org/lessons/Readwritethink200606212340

http://www.learnnc.org/

http://www.webenglishteacher.com/

http://www.itv.myetv.org/





http://www.myetv.org/education/streamlinesc/newestvideos.cfm

http://scasl.pbwiki.com/ELA%20Standards


http://www.msrogers.com/English2/poetry/30_days_of_poetry.htm#Poetry_Lesson_Chart

http://www.field-trips.org/tours/lit/poet/_tourlaunch1.htm

http://www.ciconline.org/english

http://www.americanwriters.org/

Best Practiceshttp://ed.sc.gov/agency/offices/cso/standards/ela/index.html

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http://ed.sc.gov/agency/offices/cso/standards/ela/index.html

http://www.americanwriters.org/


http://www.field-trips.org/tours/lit/poet/_tourlaunch1.htm

http://www.msrogers.com/English2/poetry/30_days_of_poetry.htm#Poetry_Lesson_Chart


Standard E1-1: The student will read and comprehend a variety of literary texts in print and non-print formats.

Indicator E1-1.5: Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.

Students in English 1 read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, young adult novels, science fiction, folktales, myths, satires, parodies, allegories, and monologues. In the category of literary nonfiction, they read classical essays, memoirs, autobiographical and biographical sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, free verse, odes, songs/ballads, and epics.



Analyze Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose.


Author’s craft is the use of specific techniques that an author chooses to relay an intended message. Author’s craft includes tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion. Tone is the writer’s attitude toward a subject, character, or audience conveyed through the choice of words and details. Imagery is language that creates a sensory impression within the reader’s mind; flashback is the technique of disrupting the chronological flow of a narrative by interjecting events that have occurred at an earlier time; foreshadowing is the use of hints or clues to suggest future action; symbolism is the author’s use of an object, person, place, or an event that has both a meaning in itself and stands for something larger than itself; irony is the discrepancy between what one says and what one means, what a character believes and what a reader knows, or between what actually occurs and what one expects to occur; and allusion is a brief reference to a historical, mythological, or literary person, place, thing, or event.

Author’s craft is a broad term for how an author intentionally uses techniques to create meaning and feeling for the reader. For example, to convey tone, an author may intentionally use slang when writing the thoughts or dialogue of a teen-aged character or use academic language to represent the thoughts or dialogue of a scholarly character. Students might demonstrate

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analyzing the effect of author’s craft by showing how the meaning of a text changes when one of the elements of author’s craft is changed or eliminated from a work.


The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for the study of author’s craft differ at each grade level.

What do students need to know before they can understand author’s craft?

Students must understand and know how to identify and interpret tone, imagery, flashback, foreshadowing, symbolism, irony, and allusion.

Students must be able to talk and write independently about these techniques.

Students need to demonstrate their ability to isolate the elements of author’s craft and their effects on meaning.

Within author’s craft, what have students been taught and what will they be taught in the future?


3-1.6 Analyze the effect of the author’s craft (for example, word choice and sentence structure) on the meaning of a given literary text.

4-1.6 Interpret the effect of the author’s craft (for example, word choice, sentence structure, the use of figurative language, and the use of dialogue) on the meaning of literary texts.

5-1.5 Interpret the effect of the author’s craft (for example, tone, figurative language, dialogue, and imagery) on the meaning of literary texts.

6-1.5 Interpret the effect of the author’s craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts.

7-1.5 Interpret the effect of an author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, and irony) on the meaning of literary texts.

8-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.


E3-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts.

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E4-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts.

When teaching author’s craft, what connections, links, or ties can be made to other indicators and/or content areas?

Students in English 1 will use author’s craft as they interact with other indicators such as


E1-1.6 Create responses to literary texts through a variety of methods (for example, written works, oral presentations, media productions, and the visual and performing arts.


E1-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

E1-2.7 Analyze propaganda techniques in informational texts.

E1-2.8 Read independently for extended periods of time to gain information.

E1-3.3 Interpret euphemisms and the connotations of words to understand the meaning of a given text.

E1-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include coherent thesis, and use support (for example, definitions and descriptions).

E1-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas.

E1-5.1 Create informational pieces (for example, resumes, memos, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

E1-5.2 Create narrative pieces (for example, personal essays, memoirs, or narrative poems) that use figurative language and word choice to create tone and mood.

E1-5.3 Create descriptive pieces (for example, personal essays, travel writing, or restaurant reviews) that use sensory images and vivid word choice.

E1-5.4 Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and first-hand accounts).

E1-5.5 Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language suitable for the purpose and audience.

E1-6.5 Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

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E1-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information.

Classroom Assessments

Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “analyze.” Students should be challenged to construct meaning from author’s craft and to demonstrate how author’s craft contributes to the overall meaning of the text. When it’s time for assessment, students should be asked to show what they have learned in the same way they were taught, using cold text (text that the students have not previously experienced). Students should not be given a list of terms to match with definitions because this does not allow them the opportunity to analyze, or break into parts and relate to the whole.

The teacher may provide a passage that is particularly humorous, eerie, depressing, or optimistic for students to analyze and to determine how the author’s craft created the intended effect. Through reading the works of professional writers, the students can replicate the author’s craft in their own writing. Students can also demonstrate the use of author’s craft in original pieces.


Professional Texts

Dean, Nancy. Discovering Voice. Gainesville, FL: Maupin House, 2006.

---. Voice Lessons. Gainesville, FL: Maupin House, 2000.

King, Stephen. On Writing. New York: Pocket Books, 2000.

Olsen, Carol Booth. The Reading Writing Connection. New York: Pearson, 2007.

Schaffer, Jane. Teaching Style Analysis to Advanced Placement English Students. San Diego: Jane Schaffer Publications, 2002.

Student Texts

There are many titles that teachers and students may select to better understand author’s craft. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts. http://scasl.pbwiki.com/ELA+Standards.

Nonprint Materials

http://www.AP Central.com

http://www.Web English Teacher.com

http://www.Learnnc.org

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http://www.Learnnc.org/

http://scasl.pbwiki.com/ELA+Standards

http://www.Englishcompanion.com

http://www.Readwritethink.org

http://www.litplans.com


http://www.itv.myetv.orghttp://www.pbs.org


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http://www.litplans.com/

http://www.Readwritethink.org/

http://www.Englishcompanion.com/

ENGLISH 1Big Idea: READING

Understanding and Using Informational Texts

Standard E1-2: The student will read and comprehend a variety of informational texts in print and nonprint formats.

Essential Question: How do people make meaning of informational print and nonprint text?

Students in English 1 read informational (expository/persuasive/argumentative) texts of the following types: historical documents, research reports, essays (for example, social, political, scientific, historical, natural history), position papers (for example, persuasive brochures, campaign literature), editorials, letters to the editor, informational trade books, textbooks, news and feature articles, magazine articles, advertisements, journals, speeches, reviews (for example, book, movie, product), contracts, government documents, business forms, instruction manuals, product-support materials, and application forms. They also read directions, schedules, and recipes embedded in informational texts. In addition, they examine commercials, documentaries, and other forms of nonprint informational texts.


Indicators:E1-2.1 Compare/contrast theses within and across informational texts.

E1-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences.

E1-2.3 Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinions).


E1-2.5 Analyze the impact that text elements have on the meaning of a given informational text.

E1-2.6 Analyze information from graphic features (for example, charts and graphs) in informational texts.



ENGLISH 1

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Big Idea: READINGUnderstanding and Using Informational Texts

Help Page for Standard E1-2: The student will read and comprehend a variety of informational texts in print and nonprint formats.

See support documents attached for E1-2.2 and E1-2.3.

Notes:Assessments




Technology



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Standard E1-2: The student will read and comprehend a variety of informational texts in

print and non-print formats.

Indicator E1-2.2: Compare/contrast information within and across texts to draw conclusions and make inferences.

Students in English 1 read informational (expository/persuasive/argumentative) texts of the following types: historical documents, research reports, essays (for example, social, political, scientific, historical, natural history), position papers (for example, persuasive brochures, campaign literature), editorials, letters to the editor, informational trade books, textbooks, news and feature articles, magazine articles, advertisements, journals, speeches, reviews (for example, book, movie, product), contracts, government documents, business forms, instruction manuals, product-support materials, and application forms. They also read directions, schedules, and recipes embedded in informational texts. In addition, they examine commercials, documentaries, and other forms of nonprint informational texts.



Compare/Contrast Detecting correspondences between two ideas, objects, and the like; students may be asked to draw conclusions and make inferences by examining similarities and differences in informational texts, such as a print ad and a commercial.


Making inferences is the act or process of drawing a conclusion or making a prediction based on what one already knows either from prior knowledge, observations, or evidence found in the text. When making an inference, ideas and facts are implied or suggested rather than stated outright.

Inferential thinking can be demonstrated by using cloze procedures with portions of informational texts. Begin by creating a simple cloze statement by deleting one word from an informational sentence. Invite students to combine what they know about the syntactic (the grammatical arrangement of words in sentences) and semantic (the study of meaning in language) knowledge of language with their schema (organized knowledge that is accessed during reading) and generate possible words that would make sense in the cloze blank. NOTE: It is important that the readers have background knowledge about a text they are to read if they are expected to read inferentially. If they do not have the experience portion of the equation (word clues + experience = inferences) no matter how many words the author utilizes, readers will not be able to think inferentially about the text.

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http://www.readinglady.com/mosaic/tools/Inferences%20handout%20by%20Deb%20Smith.doc


The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for drawing conclusions and making inferences differ at each grade level.

What do students need to know before they can understand drawing conclusions and making inferences in informational text?

Students should understand the meaning of “reading between the lines” and that sometimes readers have to make educated guesses in order to make meaning from the text. Students should know that these educated guesses should be based on evidence that comes from their prior knowledge, observations, and the text itself.

Reading informational text requires attention to characteristics that are different from fiction: the ability to access data, to read critically for information, and to use supporting visual features (such as charts, captions, and scale diagrams). http://findarticles.com/p/articles/mi_mOSTR/is_6_110/ai_84344608

Students need to know how to generate and respond to questions that require them to dig for and think about the information and the evidence necessary to draw conclusions and make inferences. For example, questions such as “Hypothesize what will happen if….,” Predict what would be true if…,” Conclude what the result will be if…,” What if ____ had happened instead of ____?”

Students need to learn how to connect the text with their background knowledge and to see that when they read, they bring what they already know to comprehension of new text. They need to experience understanding beyond the literal by gathering all the clues in order to make an inference or draw a conclusion. For example, when reading, listening, or viewing specific informational texts, one might naturally jump to the conclusion that an umbrella is needed because of rain; however, closer attention to details might provide clues that the umbrella is needed as protection from the sun.

Making inferences and drawing conclusions require that students recognize and identify the clues in the text that will help lead them to conclusions. Students must also read between the lines; go beyond the literal and concrete meaning; and pay attention to details, clues, and evidence when interacting with print and nonprint informational texts.

Students should have experiences with a variety of print and nonprint text that allow them to compare/contrast inferences and conclusions. For example, a thematic approach would encourage students to read a poem, listen to a speech, and view a video of a short story, all of which were connected by a similar theme. Students could then compare/contrast inferences and conclusions among these texts.

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http://findarticles.com/p/articles/mi_mOSTR/is_6_110/ai_84344608

http://www.readinglady.com/mosaic/tools/Inferences%20handout%20by%20Deb%20Smith.doc

Within drawing conclusions and making inferences, what have students been taught and what will they be taught?


6-2.2 Analyze informational texts to draw conclusions and make inferences.

7-2.2 Analyze information within and across texts to draw conclusions and make inferences.

8-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences.





When teaching drawing conclusions and making inferences, what connections, links, or ties can be made to other indicators?

E1-1.1 Compare/contrast ideas within and across literary texts to make inferences.




E1-5.2 Create narratives (for example, personal essays, memoirs, or narrative poems) that use descriptive language to create tone and mood.

E1-5.3 Create descriptions for use in other modes of written works (for example, narrative, expository, or persuasive).

E1-5.4 Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and firsthand accounts).

• Science: Draw conclusions and make inferences and predictions from data, research, and investigation.

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• Social studies: Draw conclusions and make inferences and predictions from research, biographies, autobiographies, essays, and speeches.


Students should be assessed in the same ways they are taught. For example, in this indicator, the verb is “compare/contrast.” Students should be challenged to construct inferences and conclusions within and among informational texts. When it’s time for assessment, students should be asked to show what they have learned in the same way they were taught, using cold text (text the students have not previously experienced). For example, in either the learning or the assessing, students should not be given an informational text from which they are to make a single inference or draw a single conclusion because this does not allow them the opportunity to compare/contrast.

Using photographs is a good way to assess students’ skills in making inferences and drawing conclusions. Show students photographs and ask them to infer the action, the setting (time, place, weather, etc.), the mood by comparing and contrasting these elements. Remind students not to infer more than they can “prove.” The assessment comes when students have to provide evidence for their inferences which should be logical and based on the clues. All students could work from the same photographs, each student could have different photographs, or small groups could use different photographs. This approach is an excellent way to introduce nonprint text and to offer a means for all students to show that they understand this indicator. Pairing photographs with informational text for comparison/contrast purposes is a higher level of engagement for students.

Any written assignment, especially those that address the indicators in Standard 5, can be used to assess students’ ability to compare/contrast inferences and conclusions within and across texts.


Professional Texts

Atwell, Nancie. The Reading Zone: How to help kids become skilled, passionate, habitual, critical readers. New York: Scholastic, 2007.

Beers, Kylene. When Kids Can’t Read: What Teachers Can Do: A Guide for Teachers 6-12 . Portsmouth, NH: Heinemann, 2002.

Christel, Mary T. and Scott Sullivan, eds. Creating Media-Rich Classrooms: New Approaches for Middle and Secondary Teachers. New York: NCTE, 2007.

Gallagher, Kelly. Reading Reasons: Motivational Mini-Lessons for Middle and High School. Portland, ME: Stenhouse, 2003.

Harvey, Stephanie and Anne Goudis. Strategies That Work: Teaching Comprehension to Enhance Understanding. Portland, ME: Stenhouse, 2007.

Miller, Debbie. Reading With Meaning. Portland, ME: Stenhouse, 2002.

Taylor, Rosemarye T. Improving Reading, Writing, and Content Learning for Students in Grades 4-12. Thousand Oaks, CA: Corwin, 2006.

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Tovani, Cris. I Read It, but I Don't Get It: Comprehension Strategies for Adolescent Readers . Portland, ME: Stenhouse, 2000.

Tovani, Cris. Do I Really Have to Teach Reading? Portland, ME: Stenhouse, 2004.

Wilhem, Jeffrey. Improving Comprehension with Think-Aloud Strategies: Modeling What Good Readers Do. New York: Scholastic, 2001.

Student Texts

There are many titles that teachers and students may select to better understand drawing conclusions and making inferences. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts: http://scasl.pbwiki.com/ELA%20Standards.

Nonprint Materials

http://www.readwritethink.orghttp://www.readwritethink.org/lessons/lesson_view.asp?id=1003http://www.readwritethink.org/lessons/lesson_view.asp?id=294

http://literacynet.orghttp://literacynet.org/cnnsf/archives.html

http://www.readingrockets.orghttp://www.readingrockets.org/article/82

http://www.lpb.orghttp://www.lpb.org/education/classroom/itv/litlearn/

http://www.readingquest.orghttp://www.readingquest.org/strat/

http://www.iclasses.org/assets/literature/index.cfm


South Carolina Department of EducationSupport Document for E1-2.3

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http://www.readingquest.org/strat/

http://www.readingquest.org/

http://www.lpb.org/education/classroom/itv/litlearn/

http://www.lpb.org/

http://www.readingrockets.org/article/82

http://www.readingrockets.org/

http://literacynet.org/cnnsf/archives.html

http://literacynet.org/





Standard E1-2: The student will read and comprehend a variety of informational texts in print and nonprint formats.

Indicator E1-2.3: Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information and unsupported opinions).

Students in English 1 read informational (expository/persuasive/argumentative) texts of the following types: historical documents, research reports, essays (for example, social, political, scientific, historical, natural history), position papers (for example, persuasive brochures, campaign literature), editorials, letters to the editor, informational trade books, textbooks, news and feature articles, magazine articles, advertisements, journals, speeches, reviews (for example, book, movie, product), contracts, government documents, business forms, instruction manuals, product-support materials, and application forms. They also read directions, schedules, and recipes, embedded in informational texts. In addition, they examine commercials, documentaries, and other forms of nonprint informational texts.




Example: A student might analyze of author bias by identifying images in a video that show the farming industry in a negative light.


Author’s bias is a personal and largely unreasoned judgment either for or against a particular person, position, or thing—a prejudice. Word choice is the effective use of the words to enhance style, tone, or clarity in writing or speaking. Bias can be favorable or unfavorable, and can be used to sway an audience.


The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for the author bias differ at each grade level.

What do students need to know before they can understand author bias?

Students must be able to differentiate between fact and opinion.

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Students must be able to identify relevant facts and other types of support for opinions. Relevant facts are those that are clearly applicable to the judgment. Support for opinions includes (but is not limited to) explanations, examples, anecdotes, statistics, and logical reasons.

Students must be able to identify sufficiently supported opinions.

Students must be able to understand the effect of word choice on a text.

Within author bias, what have students been taught and what will they be taught in the future?


3-2.3 Distinguish between facts and opinions in informational texts.

4-2.3 Analyze informational texts to locate and identify facts and opinions.

5-2.3 Analyze a given text to detect author bias (for example, unsupported opinions).

6-2.3 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions.

7-2.3 Identify author bias (for example, word choice and the exclusion and inclusion of particular information).

8-2.3 Analyze informational texts for author bias (for example, word choice and the exclusion and inclusion of particular information).

E2-2.3 Analyze informational texts for author bias (including, word choice, the exclusion and inclusion of particular information, and unsupported opinions).

E3-2.3 Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinion).

E4-2.3 Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinion).

When teaching author’s bias, what connections, links, or ties can be made to other indicators and/or content areas?





E1-2.1 Compare/contrast theses within and across informational texts.

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E1-3.3 Interpret euphemisms connotations of words to understand the meaning of a given text.

E1-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include coherent thesis, and use support (for example definitions and descriptions).

E1-5.1 Create informational pieces (for example, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.


E1-5.3 Create descriptions for use in other modes of written works (for example, narrative, expository, and persuasive).


E1-5.5 Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language appropriate for the purpose and audience.



In social studies students will read historical speeches, documents, and other nonfiction writings and will need to identify author bias in order to understand the works.


Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “analyze.” Students should be challenged to analyze author bias in a variety of informational texts and to demonstrate how author bias contributes to the overall meaning and effect of the text. When it is time for assessment, students should be asked to show what they have learned in the same way they were taught, using cold text (text the students have not previously experienced). Students should not be given a list of terms to match with definitions because this does not allow them the opportunity to understand.

The teacher may provide examples of print or non-print informational text that is biased for students to determine how bias impacts the intended message of the piece. The teacher may provide a letter to the editor for students to determine the bias of the piece. Students can examine positively or negatively biased print or nonprint texts and revise them in an unbiased form.

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Professional Texts

Considine, David M. and Gail E. Haley. Visual Messages: Integrating Imagery into Instruction. Englewood, CO: Teacher Ideas Press, 1999.

Christel, Mary T. and Scott Sullivan, eds. Lesson Plans for Creating Media-Rich Classrooms. Urbana, IL: National Council of Teachers of English, 2007.

Olsen, Carol Booth. The Reading/Writing Connection. New York: Pearson, 2007.

Portalupi, Joann and Ralph Fletcher. Nonfiction Craft Lessons. Portland, ME: Stenhouse Publishers, 2001.

Student Texts

There are many titles that teachers and students may select to better understand author bias. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts, http://scasl.pbwiki.com/ELA+Standards.

Non-print Materials

http:// www.frankmbaker.com

http:// www.sctv. org/education/streamlines/index.cfm

http:// www.American rhetoric.com

http:// www.Readwritethink.org

http://WebEnglishTeacher.com


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http://WebEnglishTeacher.com/

http://www.Readwritethink.org/

http://www.American/

http://www.frankmbaker.com/


ENGLISH 1Big Idea: READINGBuilding Vocabulary

Standard E1-3: The student will use word analysis and vocabulary strategies to read fluently.

Essential Question: How does vocabulary help people make meaning out of print and nonprint text?


Instructional appendixes are provided as the baseline expectations for instruction and are not intended to be all-inclusive documents.

Indicators:E1-3.1 Use context clues to determine the meaning of technical terms and other

unfamiliar words.

E1-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.)


E1-3.4 Spell new words using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.)

ENGLISH 1

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Big Idea: READINGBuilding Vocabulary

Help for Standard E1-3: The student will use word analysis andvocabulary strategies to read fluently.

See support documents attached for E1-3.1, E1- 3.2, and E1-3.3.

Notes:Assessments




Technology


South Carolina Department of Education

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Support Document


Indicator E1-3.1: Use context clues to determine the meaning of technical terms and other unfamiliar words.




Context Clues provide students multiple strategies for understanding the meaning of new and unknown words they may encounter in a text. When a good reader finds unknown or multiple meaning words, they use the words or sentences around it – its context - to predict the word’s meaning. At this point, students are NOT identifying the context clues; they are using them to determine the meaning of unknown, multiple-meaning words, and technical terms. The words or sentences around unknown words or terms give the reader clues to generate meaning.


The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for context clues differ at each grade level.

What do students need to know before they can understand context clues?

Students need to understand that it is not unusual to encounter words we do not know when reading.

Students need to understand that some words have different meanings, depending on the context in which they are used.

Students need to understand that there are clues in any piece of text that help you figure out what an unfamiliar word means. For instance, if you’re reading an instruction manual on assembling a cabinet, then you can assume that any technical terms you come across will either be related to the assembly of the cabinet, possibly tools or parts for the cabinet.

Students need to understand that a reader should consider the context of a passage when interpreting jargon and technical terms.

Students need to understand that a reader can interpret context found in one sentence by relating the word to jargon or technical terms found in another sentence.

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Within context clues, what have students been taught and what will they be taught in the future?


6-3.1 Use context clues (for example, those that provide an example, a definition, or restatement) to generate the meanings of unfamiliar and multiple-meaning words.

7-3.1 Use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words.

8-3.1 Use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words.

E1-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words.




When teaching context clues, what connections, links, or ties can be made to other indicators?

Students in English 1 will use context clues as they interact with other indicators such as:

E1-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.)


E1-3.4 Spell new words using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.)


Students should be taught and assessed using similar methods. In this indicator, the verb is “use”; students should be challenged to generate meaning from using context clues and to demonstrate how that process contributes to the understanding of text and to determining meanings of unknown words. When students are assessed, they should be asked to show what they have learned in the same way they were taught. In either the learning or the assessing, students should not be given a list of terms to match with definitions because this does not allow them the opportunity to use context.

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If students have the opportunity to read and write with an expectation of understanding, analyzing, interpreting, and using context clues, then assessment should also focus on these levels of thinking.

An interesting way to assess would be to pair students and give each student in the pair the same text which contains technical or unfamiliar terms(but each group of pairs would have different texts). Each student in the pair would first write at least four questions about the context clues in the text and the overall meaning of unknown or multiple meaning words. Then the two students would compare their questions. Questions that are similar would be tackled first. Students would come up with a consensus response that reflects both students’ thinking. Questions that are not similar would be dealt with next in the same fashion.

In order to be consistent with the indicator, the expectation of any assessment strategy is that students must demonstrate they can use context clues to determine the meaning of unknown and multiple-meaning words.


Professional Texts

Allen, Janet. Tools for Teaching Content Literacy. Portland, ME: Stenhouse, 2004.

Anderson, Jeff. Mechanically Inclined: Building Grammar, Usage, and Style into Writer’s Workshop. Portland, ME: Stenhouse, 2005.

Beers, Kylene. When Kids Can’t Read, What Teachers Can Do. Portsmouth, NH: Heinemann, 2003.



Duffy, Gerald G. Explaining Reading: A Resource for Teaching Concepts, Skills, andStrategies. New York, NY: The Guildford Press, 2003

Ray, Katie Wood. What You Know by Heart. Portsmouth, NH: Heinemann, 2002.

Robb, Laura. Teaching Reading in Middle School. New York: Scholastic, 2000.

Student Texts

There are many titles that teachers and students may select to better understand the use of context clues. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts http://scasl.pbwiki.com/ELA%20Standards.

Nonprint Materials

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http://www.brighthub.com/education/k-12/articles/6323.aspx

http://faculty.une.edu/cas/gchstman/seven/#language

http://www.readwritethink.org

http://www.learnnc.orghttp://www.learnnc.org/lp/pages/3971




http://lesson-plans-materials.suite101.com/article.cfm/context_clues_lesson_plan

http://li.dpu.ac.th/lihp082/austin/contact/Eng%20for%20MBA/Context%20Clues.doc

http://www.emints.org/ethemes/resources/S00001821.shtml

http://www.internet4classrooms.com/lang_mid.htm

http://www.allinfoaboutreading.com/?p=90 http://www.csupomona.edu/~lrc/crsp/handouts/context_clues.html

http://www.myteacherpages.com/webpages/RGunnar/files/Open%20Boat%20Context%20Exercise.pdf


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http://www.csupomona.edu/~lrc/crsp/handouts/context_clues.html

http://www.allinfoaboutreading.com/?p=90

http://www.internet4classrooms.com/lang_mid.htm

http://www.emints.org/ethemes/resources/S00001821.shtml

http://li.dpu.ac.th/lihp082/austin/contact/Eng%20for%20MBA/Context%20Clues.doc

http://lesson-plans-materials.suite101.com/article.cfm/context_clues_lesson_plan




http://www.learnnc.org/lp/pages/3971



http://faculty.une.edu/cas/gchstman/seven/#language



Indicator E1-3.2: Analyze the meaning of words by using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.)




In order to analyze, students break information into parts and explore understandings and relationships. In English language arts, students analyze words by examining roots and affixes to determine their meaning. For example, students may analyze the word democracy. After identifying the root demo- and understanding its meaning, students can determine the meaning of the entire word, democracy and its relationship to what is being studied.


Nearly 75 percent of the English language is derived from Greek and Latin roots. A study of these roots and affixes offers an effective tool for teachers to nurture students’ vocabulary development. A study of Greek and Latin roots and affixes provides students with an understanding of word parts so that they can determine the meaning of unfamiliar words. Etymology fosters an interest in how words and their meanings are developed. Instruction should begin fostering an interest in word exploration. The study of words should not be done merely by having students memorize lists of words. Rather, teachers should immerse students in rich oral and written language that promotes effective word study. Students must apply their knowledge of words and see connections to the world. The purpose of vocabulary instruction is to make students stronger readers and writers.

Academic texts have a large number of words that come from Greek and Latin roots. Learning new words in content areas often involves learning new concepts. Understanding key content vocabulary is a building block for understanding more advanced concepts.


The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for the study of Greek and Latin roots and affixes differ at each grade level.

What do students need to know before they can understand Greek and Latin roots and affixes?

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Students must have knowledge of word structure such as base words and affixes.

Students understand that prefixes, bases, and suffixes have meaning. When joined together, they create new words.

Students should understand that prefixes come at the beginning, bases come in the middle, and suffixes come at the end of words.

Students should begin to understand that meanings of words are often grounded in history.

Within the study of Greek and Latin roots and affixes, what have students been taught and what will they be taught in the future?

Words in bold indicate a change from grade to grade.

6-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes within texts.



E1-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes.




When teaching Greek and Latin roots and affixes, what connections, links, or ties can be made to other indicators?

Deliberate attempts were made to list root and affixes at grade levels where connections can be made to other content areas.

English Language Arts




E1-1.7 Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories.


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E1-3.4 Spell new words using Greek and Latin roots and affixes.

E1-4.2 Use compound sentences in a variety of types (including simple, compound, complex, and compound-complex.

E1-4.4 Use grammatical conventions of written Standard American English, including

subject-verb agreement,

pronoun-antecedent agreement,

agreement of nouns and their modifiers,

verb formation,

pronoun case,

formation of comparative and superlative adjectives and adverbs, and

idiomatic usage.

(See Instructional Appendix: Composite Writing Matrix.)

E1-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas.

E1-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, and visual works the information gathered from a variety of research sources.

E1-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.


Social Studies

GS-1.1 Explain the influence of Athenian government and philosophy on other civilizations including the importance of Plato’s Republic and the concepts of participatory government, citizenship, freedom, and justice. (H, P)

GS-1.2 Summarize the essential characteristics of Roman civilization and explain their impact today, including the influence of other civilizations on Rome’s development, the changes to Rome’s political system over time, the economic structure of Roman trade and labor, and factors contributing to the decline of the empire. (H, G, P, E)

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GS-1.3 Explain the rise and growth of Christianity during the classical era, including patterns of expansion across continents, the effects of diffusion on religious beliefs and traditions, and the influence of Christianity on culture and politics. (H, G)

GS-2.1 Explain the influence of the Byzantine Empire, including the role the Empire played in preserving Hellenistic (Greek) and learning. (H, G, P, E)

GS-2.5 Summarize the functions of feudalism and manorialism in medieval Europe, including the creation of nation-states as feudal institutions helped monarchies to centralize power and the evolution of the relationship between the secular states and Roman Catholic Church. (P, H)

GS-3.1 Compare the impact of the Renaissance and the Reformation on life in Europe, including changes in the status of women, the revolution in art and architecture, the causes and effects of divisions in religious affiliation, and the presence of social oppression and conflict. (H, P)

GS-3.3 Summarize the origins and contributions of the scientific revolution. (H)

GS-3.4 Explain the ways that Enlightenment ideas spread through Europe and their effect on European society, including the role of academies, salons, and publishing; the connection between the Enlightenment and the scientific revolution; and the political and cultural influence of thinkers such as John Locke, Voltaire, Jean-Jacques Rousseau, and Baron de Montesquieu. (H, G, P)

GS-4.2 Explain the economic and cultural impact of European involvement on other continents during the era of European expansion. (H, G, P, E)

USHC-2.1 Summarize the early development of representative government and political rights in the American colonies, including the influence of the British political system, the rule of law and the conflict between the colonial legislatures and the royal governors. (P, H)

USHC-2.5 Analyze underlying political philosophies, the fundamental principles, and the purposes of the United States Constitution and the Bill of Rights, including the ideas behind the separation of powers and the system of checks and balances and the influence of the Magna Carta, the English Bill of Rights, and the colonial charters. (P, H)

USHC-5.1 Summarize developments in business and industry, including the ascent of new industries, the rise of corporations through monopolies and corporate mergers, the role of industrial leaders such as John D. Rockefeller and Andrew Carnegie, the influence of business ideologies, and the increasing availability of consumer goods and the rising standard of living. (E, H)

USHC-5.3 Explain the transformation of America from an agrarian to an industrial economy, including the effects of mechanized farming, the role of American farmers in facing economic problems, and the rise of the Populist movement. (H, E, P)

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USHC-6.1 Analyze the development of American expansionism, including the change from isolationism to intervention, the rationales for imperialism based on Social Darwinism and expanding capitalism, and domestic tensions. (H, G, E)

USG-1.4 Compare the characteristics and the advantages and disadvantages of confederal, federal, and unitary systems, including how power is distributed, shared, and limited in these systems. (P)

USG-2.1 Summarize the basic principles of American democracy including popular sovereignty, the rule of law, the balance of power, the separation of powers, limited government, federalism, and representative government as expressed in the Declaration of Independence, the Federalist Papers, the Constitution, and the Bill of Rights. (P, H)

USG-2.2 Explain philosophical influences on the development of American government, including the philosophy and practices of the Greeks and the Romans; the ideals of the Judeo-Christian tradition; and the ideas of such European thinkers as John Locke, Charles de Montesquieu, Thomas Hobbes, Niccolò Machiavelli, and Jean-Jacques Rousseau. (P, H)

Science

PS-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument.

PS-2.1 Compare the subatomic particles (protons, neutrons, electrons) of an atom with regard to mass, location, and charge, and explain how these particles affect the properties of an atom (including identity, mass, volume, and reactivity).

PS-2.3 Explain the trends of the periodic table based on the elements’ valence electrons and atomic numbers.

PS-2.6 Compare fission and fusion (including the basic processes and the fact that both fission and fusion convert a fraction of the mass of interacting particles into energy and release a great amount of energy).

PS-2.7 Explain the consequences that the use of nuclear applications (including medical technologies, nuclear power plants, and nuclear weapons) can have.

PS-3.1 Distinguish chemical properties of matter (including reactivity) from physical properties of matter (including boiling point, freezing/melting point, density [with density calculations], solubility, viscosity, and conductivity).

PS-3.4 Classify matter as a pure substance (either an element or a compound) or as a mixture (either homogeneous or heterogeneous) on the basis of its structure and/or composition.

PS-4.6 Distinguish between chemical changes (including the formation of gas or reactivity with acids) and physical changes (including changes in size, shape, color, and/or phase).

PS-4.7 Summarize characteristics of balanced chemical equations (including conservation of mass and changes in energy in the form of heat—that is, exothermic or endothermic reactions).

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PS-5.1 Explain the relationship among distance, time, direction, and the velocity of an object.

PS-7.1 Illustrate ways that the energy of waves is transferred by interaction with matter (including transverse and longitudinal/compressional waves).

PS-7.2 Compare the nature and properties of transverse and longitudinal/compressional mechanical waves.

PS-7.3 Summarize characteristics of waves (including displacement, frequency, period, amplitude, wavelength, and velocity as well as the relationships among these characteristics).

B-2.2 Summarize the structures and functions of organelles found in a eukaryotic cell (including the nucleus, mitochondria, chloroplasts, lysosomes, vacuoles, ribosomes, endoplasmic reticulum [ER], Golgi apparatus, cilia, flagella, cell membrane, nuclear membrane, cell wall, and cytoplasm).

B-2.3 Compare the structures and organelles of prokaryotic and eukaryotic cells.

B-2.6 Summarize the characteristics of the cell cycle: interphase (called G1, S, G2); the phases of mitosis (called prophase, metaphase, anaphase, and telophase); and plant and animal cytokinesis.

B-3.3 Recognize the overall structure of adenosine triphosphate (ATP)—namely, adenine, the sugar ribose, and three phosphate groups—and summarize its function (including the ATP-ADP [adenosine diphosphate] cycle).

B-5.5 Exemplify scientific evidence in the fields of anatomy, embryology, biochemistry, and paleontology that underlies the theory of biological evolution.

B-6.1 Explain how the interrelationships among organisms (including predation, competition, parasitism, mutualism, and commensalism) generate stability within ecosystems.

B-6.2 Explain how populations are affected by limiting factors (including density-dependent, density-independent, abiotic, and biotic factors).

C-2.5 Compare alpha, beta, and gamma radiation in terms of mass, charge, penetrating power, and the release of these particles from the nucleus.

C-3.2 Interpret the names and formulas for ionic and covalent compounds.

C-4.3 Analyze the energy changes (endothermic or exothermic) associated with chemical reactions.

C-6.11 Use a variety of procedures for separating mixtures (including distillation, crystallization filtration, paper chromatography, and centrifuge).

P-2.1 Represent vector quantities (including displacement, velocity, acceleration, and force) and use vector addition.

P-2.10 Explain the relationships among speed, velocity, acceleration, and force in rotational systems.

P-5.1 Analyze the relationships among the properties of waves (including energy, frequency, amplitude, wavelength, period, phase, and speed).

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P-5.3 Analyze wave behaviors (including reflection, refraction, diffraction, and constructive and destructive interference).

P-8.3 Predict the resulting isotope of a given alpha, beta, or gamma emission.

P-8.4 Apply appropriate procedures to balance nuclear equations (including fusion, fission, alpha decay, beta decay, and electron capture).

P-10.1 Summarize the first and second laws of thermodynamics.

P-10.3 Exemplify the concept of entropy.

P-10.7 Apply the concepts of heat capacity, specific heat, and heat exchange to solve calorimetry problems.

ES-3.3 Summarize theory of plate tectonics (including the role of convection currents, the action at plate boundaries, and the scientific evidence for the theory).

ES-3.5 Analyze surface features of Earth in order to identify geologic processes (including weathering, erosion, deposition, and glaciation) that are likely to have been responsible for their formation.

ES-3.6 Explain how the dynamic nature of the rock cycle accounts for the interrelationships among igneous, sedimentary, and metamorphic rocks.

ES-4.2 Summarize the changes in Earth’s atmosphere over geologic time (including the importance of photosynthesizing organisms to the atmosphere).


Students should be taught and assessed using similar methods. Students need multiple opportunities and ways to demonstrate their knowledge of words. If vocabulary instruction is to be rich and authentic then the way in which we assess vocabulary must change. Ideally, teachers will observe students using vocabulary strategies in authentic contexts (i.e. reading conferences related to independent, shared or guided reading) to unlock the meaning of unfamiliar words. Assigning vocabulary words for students to match or complete the definitions does not provide the level of instruction required by this indicator. Students could be assigned an unfamiliar passage containing words derived from the Greek and/or Latin root s and affixes they have studied. As part of an assessment of the understanding of the passage, students could explain how they derived the meaning of unfamiliar words. There is no benefit from having students assessed using a piece of text that has already been discussed. That would be assessing remembering, rather than their ability to analyze words.

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Professional Texts

Allen, Janet. Words, Words, Words. Portland, ME: Stenhouse, 1999.

---. Yellow Brick Roads. Portland, ME: Stenhouse, 2000.

Bear, Donald, et al. Words Their Way. Upper Saddle River, NJ: Merrill, 2000.

Beck, Isabelle, Margaret McKeown, and Linda Kucan. Bringing Words to Life: Robust Vocabulary Instruction. New York: Gilford, 2002.

Beers, Kylene. When Kids Can’t Read What Teachers Can Do. Portsmouth, NH: Heinemann, 2003.

Newton, Rick, Newton Evangeline. A Little Latin and A Lot of English. Adolescent Literacy In Perspective. The Ohio Resource Center, 2005.

Rasinski, Tim, et al. Building Vocabulary from Word Roots. Huntington Beach, CA: Beach City Press, 2007.

Student Texts

There are many titles that teachers and students may select to better understand Greek and Latin roots. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts. http://scasl.pbwiki.com/ELA+Standards

Nonprint Materials

http://www.quia.com/jg/65969.html Baize, Sarah R. “Greek & Latin Roots Skills.” Quia Corportation. 10 June 2008.

http://www.geocities.com/CapeCanaveral/Hangar/7594/roots.html“Common Latin and Greek Roots and Terms.” 10 June 2008

http://english.glendale.cc.ca.us/roots.dict.htmlDoyle, Dennis. “Dictionary of Greek & Latin Roots.” Glendale College English Lab/Learning Center Pages. June 10, 2008

http://www.prefixsuffix.com/ “English Language Roots: Word Prefixes, Suffixes & Syllables.” 2008. PrefixSuffix.com. June 10, 2008

http://www.kent.k12.wa.us/ksd/MA/resources/greek_and_latin_roots/transition.html “Greek and Latin Roots.” Mattson Middle School. 10 June 2008.

http://www.factmonster.com/ipka/A0907017.html

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http://www.factmonster.com/ipka/A0907017.html

http://www.kent.k12.wa.us/ksd/MA/resources/greek_and_latin_roots/transition.html

http://www.prefixsuffix.com/

http://english.glendale.cc.ca.us/roots.dict.html

http://www.geocities.com/CapeCanaveral/Hangar/7594/roots.html

http://www.quia.com/jg/65969.html


“Latin and Greek Word Elements.” Pearson Education. 2007. 10 June. 2008.

http://www.class.uidaho.edu/luschnig/EWO/4.htm Luschnig, C. A. E. ”Adjective Forming Suffixes.” 2003. University of Idaho. June 10, 2008

http://students.washington.edu/nwk/clas205/suffixes.html Kohagen, Nathan. “Class 205 Autumn 2004 Notes - suffixes.” 2004. University of Washington. June 10, 2008

http://urbandreams.ousd.k12.ca.us/lessonplans/hyperverbicopia/contents.html O’Sullivan, R. “Digital Hyperverbicopia.” Oakland Unified School District. June 10, 2008

http://www.espindle.org/roots.html#up“Word Roots... your Quick Reference.” eSpindle Learning. 2005. 10 June 2008

http://www.scetv.org/education/streamlinesc/index.cfm Words. 2004. United Learning. ETV StreamlineSC. 12 June 2008

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http://www.scetv.org/education/streamlinesc/index.cfm

http://www.espindle.org/roots.html#up

http://urbandreams.ousd.k12.ca.us/lessonplans/hyperverbicopia/contents.html

http://students.washington.edu/nwk/clas205/suffixes.html

http://www.class.uidaho.edu/luschnig/EWO/4.htm



Indicator E1-3.3: Interpret euphemisms and connotations of words to understand the meaning of a given text.


Instructional appendixes are provided as the baseline expectations for instruction and are not intended to be all inclusive documents.


Interpret Change from one form of representation to another (e.g. clarify, paraphrase, represent, translate).

In order to demonstrate the ability to interpret connotations as a means of approaching a text, students might read two persuasive pieces on the same topic (for example, campaign speeches, advertisements, or essays that present opposing viewpoints), highlighting words that reveal whether the stance is positive or negative. To demonstrate the ability to interpret euphemisms, students might look at obituaries or at names of government agencies, making note of phrases that alter the reader’s perception through indirectness such as “senior citizens” and “passed on to his heavenly reward.”


Denotation refers to the literal meaning of a word as it might be recorded in a dictionary or other reference source. Connotation refers to qualities, attributes, and characteristics implied or suggested by the word. Euphemism refers to “a device in which indirectness replaces directness, usually to avoid giving offense” (Harmon 197).

The reader’s ability to determine bias and to interpret extended metaphors, oxymorons, puns, euphemisms, and idioms depends a great deal on his recognition of connotation. Because connotations often create emotional responses in an audience, writers and speakers use connotation to affect the reader’s perception of a given idea. For example, a friend’s clothing might be described as “trendy and free spirited” while an enemy might be described as “sloppy and unkempt.” Both sets of terms carry the same literal meaning but the connotations of the words have very different associations. The former phrase might be considered a euphemism because, in an attempt to avoid offense, it uses indirectness to communicate the idea that the person in question has less than formal attire.

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To meet the requirements of this indicator, students must know what information a word transmits (denotation) and must recognize additional meanings the word suggests (connotation). Further, students must understand that euphemisms, like connotations, may distort the reader’s perception by using phrases that avoid bluntness. Finally, students must be able to use knowledge of those implications to gain perspective about how the devices affect the text.

For example, in these lines from “The Highwayman,” Alfred Noyes uses connotation as reflected by the italicized words to create the metaphor that introduces setting and the mood it creates:

“The wind was a torrent of darkness among the gusty trees.

The moon was a ghostly galleon tossed upon cloudy seas.”

Other elements of sound, pattern, and figurative language are obvious in this passage but the reader may see the impact of connotation by replacing the italicized words with neutral ones (river or flood for torrent, windy for gusty, and swayed by for tossed upon).

Another example appears in this excerpt from Winifred M. Letts’ “The Spires of Oxford” in which she reflects on the sacrifices of war:

“God rest you, happy gentlemen,

Who laid your good lives down,

Who took the khaki and the gun

Instead of cap and gown.

God bring you to a fairer place

Than even Oxford town.”

The italicized euphemism (substituted for the more direct word “died”) allows the writer to maintain a benign, romantic depiction of the sacrifice of young men to war.

In both the poetry texts, replacing the italicized words with ones that carry no charged attributes changes the meanings of the passages, proving the potential impact of both connotations and euphemisms.


The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for connotation differ at each grade level.

What do students need to know before they can interpret connotations?

Students need to be able to compare (note similarities in) and contrast (note differences between) words.

Students need to know that relationships among word meanings (including synonyms, antonyms, and homonyms) affect how readers think about an idea.

Students need to know the difference between the literal meaning of a word (denotation) and the implied meaning of a word (connotation).

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Students need to know that both euphemisms and idioms use word connotations to create meanings beyond the literal and that such constructions affect the reader’s experience with a text.

The teacher can provide a variety of experiences in reading (advertisements), writing (slogans), listening (speeches), and speaking (oral presentations) that demonstrate to students that they are already familiar with the connotative meanings of words.

Students in later grades will gather information about cultural or historic sources of the implied attributes present in some connotations.

Within connotation, what have students been taught and what will they be taught in the future?


1-3.5 Understand the relationship between two or more words (including synonyms, antonyms, and homonyms).

2-3.4 Identify idioms in context.

2-3.5 Recognize synonyms, antonyms, and homonyms in context.

3-3.3 Interpret the meaning of idioms encountered in texts.

3-3.5 Use context clues to determine the relationship between two or more words (including synonyms, antonyms, and homonyms).

4-3.3 Interpret the meaning of idioms encountered in texts.

5-3.3 Interpret the meaning of idioms and euphemisms encountered in texts.


6-3.4 Distinguish between the denotation and the connotation of a given word.

7-3.4 Interpret the connotations of words to understand the meaning of a given text.


8-3.4 Interpret the connotations of words to understand the meaning of a given text.


E2-3.3 Interpret euphemisms and the connotations of words to understand the meaning of a given text.

E3-3.3 Explain how American history and culture have influenced the use and development of the English language.

E4-3.3 Explain how British history and culture have influenced the use and development of the English language.

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When teaching connotations, what connections, links, or ties can be made to other indicators?

Students in English 1 will use connotations as they interact with other indicators such as:


E1-1.2 Analyze the impact of point of view on literary texts.


E1-1.5 Analyze the effect of an author’s craft (including tone and the use of imagery, symbolism, irony, and allusion) on the meaning of literary texts.

E1-1.6 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts.

E1-1.7 Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories).








Students should be taught and assessed using similar methods. In this indicator, the verb is “interpret;” students should be challenged to construct meaning from word connotations and from euphemisms and to demonstrate how implied meanings contribute to the overall meaning of the text. When it is time for assessment, students should be asked to show what they have learned in the same way they were taught. In either the learning or the assessing, students should not be given a list of terms to match with definitions because this does not allow them the opportunity to interpret.

Students learn the different types of implied meanings when they use connotative words and euphemisms, not when they are asked to memorize definitions out of context. If students have the opportunity to read and write with an expectation of understanding, analyzing, interpreting, and using connotations and euphemisms, then assessment should also focus on these levels of thinking.

Students in English 1 respond well to showing what they know. Teachers might give student pairs print advertisements and ask that they highlight words that carry either positive or negative connotations as ways of convincing consumers to adopt a behavior (such as buying something)

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or to avoid a behavior (such as smoking). Students should then paraphrase what the advertisement communicates, drawing attention to how ad designers use connotation to reach a goal.

To demonstrate command of the concept of euphemisms students might translate titles or lyrics of popular songs into euphemisms that might be acceptable to a nineteenth-century audience. Teachers will need to provide background information about the strictures of the Victorian era during which even table legs had to be obscured by skirts lest they bring to mind unacceptable ideas.

In order to be consistent with the indicator, the expectation of any assessment strategy is that students must demonstrate they can interpret word connotations and/or euphemisms to gain meaning from a text.


Professional Texts




---, Illuminating Texts. Portsmouth, NH: Heinemann, 2001.

Harmon, William and Hugh Holman. A Handbook to Literature, Ninth Edition. Upper Saddle River, NH: Prentice Hall, 2003.

Keene, Ellin Oliver and Susan Zimmerman. Mosaic of Thought. Portsmouth, NH: Heinemann, 2007.

Monseau, Virginia (ed.) and G. Salvner. Reading Their World: The Young Adult Novel in the Classroom. Portsmouth, NH: Heinemann, 2000.

Ray, Katie Wood. What You Know by Heart. Portsmouth, NH: Heinemann, 2002.

Rief, Linda. Seeking Diversity: Language Arts with Adolescents. Portsmouth, NH: Heinemann, 1992.

Robb, Laura. Teaching Reading in Middle School. New York: Scholastic, 2000.

---, Differentiating Reading Instruction. New York: Scholastic, 2008.

Stockland, Patricia M. (ed.). Poet’s Toolbox. Mankato, MN: Compass Point Books, 2004.

Tsujimoto, Joseph I. Teaching Poetry Writing to Adolescents. Urbana, IL: National Council of Teachers of English, 1988.

Student Texts

There are many titles that teachers and students may select to better understand connotations. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be

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used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts http://scasl.pbwiki.com/ELA%20Standards.

Nonprint Materials

http://teachingtoday.glencoe.com/lessonplans/connotation-in-propaganda


http://www2.scholastic.com/browse/lessonplan.jsp?id=389

http://www.readwritethink.org


http://www.write101.com/lethamcritique.htmhttp://www.instructorweb.com/lesson/connotationdenotation.asp




http://www.scetc.org/education/streamlinesc/index.cfm

http://www.field-trips.org/tours/

http://www.scetc.org

http://www.scetv.org/programs_a_to_z/index.cfm#w

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http://www.scetv.org/programs_a_to_z/index.cfm#w

http://www.scetc.org/

http://www.field-trips.org/tours/








ENGLISH 1Big Idea: WRITING

Developing Written Communication

Standard E1-4: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

Essential Question: How do people make meaning through written communication?



By the beginning of high school, students should have mastered the concepts listed below. Review and/or reteaching may be necessary.

Conventions of Grammar Mechanics of EditingParts of Speechnouns (common and proper nouns, singular and plural nouns, collective nouns, agreement of nouns and their modifiers)

pronouns (personal pronouns, nominative and objective-case pronouns, pronoun-antecedent agreement, indefinite pronouns, pronoun case)

verbs (past, present, and future verb tenses; past participles of commonly misused verbs; subject-verb agreement; consistent verb tenses; verb formation)

adverbs (adverbs of time, place, manner, and degree; irregular adverbs; formation of comparative and superlative adverbs)

adjectives (comparative and superlative

Capitalizationfirst word of a sentence; the names of people; the pronoun I; proper nouns; the initials of a person’s name; courtesy titles (for example, Mr. and Ms.); days of the week; months of the year; titles of books, poems, and songs; geographic names; holidays; historical and special events; titles of works of art; titles of publications; brand names; proper adjectives; names of organizations; names of ethnic and national groups; names of established religions and languages

Punctuationend punctuation (periods, exclamation points, question marks)

commas (to enclose appositives; to separate items in a series; in dates, addresses, and greetings and closings in letters; in

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adjectives, proper adjectives, irregular comparative and superlative adjectives, formation of comparative and superlative adjectives)

conjunctions (and, but, or, because, since, yet, until, although, while, neither, nor)

prepositions and prepositional phrases

interjections

Usage subject-verb

agreement subject-verb and

pronoun-antecedent agreement with collective nouns

main and subordinate clauses

idiomatic usage placement of modifiers shifts in construction

compound sentences; between main clauses; to separate introductory clauses and long introductory phrases from the main body of sentences)

periods in abbreviations

apostrophes (contractions, possessive nouns)

quotation marks (to show dialogue, in direct quotations, to indicate titles of short pieces within longer pieces, underlining or italics of titles of separately published works)

colons

hyphens

semicolons

ellipses

parentheses

Spelling(high-frequency words; three- and four-letter short-vowel words; words that do not fit regular spelling patterns; basic short-vowel, long-vowel, r- controlled, and consonant-blend patterns; misused homonyms; commonly confused words; words that have blends; contractions; compound words; words with orthographic patterns; words with suffixes and prefixes; multisyllabic words; commonly confused words; double consonant patterns; irregular vowel patterns in multisyllabic words; and words with Greek and Latin roots and affixes)

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Indicators:E1-4.1 Organize written works using prewriting techniques, discussions, graphic

organizers, models, and outlines.

E1-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).

E1-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).





verb formation,

pronoun case,


idiomatic usage.


E1-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.)

E1-4.6 Edit written pieces for correct use of Standard American English, including the reinforcement of the mechanics previously taught. (See Instructional Appendix: Composite Writing Matrix.)

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ENGLISH 1Big Idea: WRITING

Developing Written Communication

Help Page for Standard E1-4: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

No support documents attached.

Notes:Assessments



Technology

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ENGLISH1Big Idea: WRITING

Producing Written Communication in a Variety of Forms

Standard E1-5: The student will write for a variety of purposes and audiences.

Essential Question: How do people create meaning for a variety of purposes and audiences through written communication?


Indicators:E1-5.1 Create informational pieces (for example, letters of request, inquiry, or complaint)

that use language appropriate for the specific audience.


E1-5.3 Create descriptions for use in other modes of written works (for example, narrative, expository, and persuasive).


E1-5.5 Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language appropriate for the purpose and audience.

ENGLISH1

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Big Idea: WRITINGProducing Written Communication in a Variety of Forms

Help Page for Standard E1-5: The student will write for a variety of purposes and audiences.


Notes:Assessments



Technology

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Indicator E1-5.1: Create informational pieces (for example, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.



Create Put elements together to form a coherent or functional whole


Creating informational pieces of writing requires a different approach to composing. This type of writing is more authentic, is about knowledge that the writer has to share, gives information to explain realities or ideas, has a purpose that is related to a real-life situation, and is written for a specific audience. For example, students might create brochures on topics they are researching or on topics related to a unit of study or a piece of literature. Informational writing often relies on prompts of who, what, when, where, and how, provides facts and details, and develops those details rather than depending on general references. For example, in English 1, an informational writing assignment might ask students to write guidelines for a process, interview questions and summary, a memo to a “colleague,” or create a menu for a character in a piece of literature.


The level of difficulty of the writing increases at each grade level. Additionally, some areas of focus for informational writing differ at each grade level.

What do students need to know before they can understand informational writing?

• Students need to understand the process of writing.

• Students need to understand the difference between informational and creative writing.

• Students need to know the characteristics of informational writing. Regardless of the type of information the writer is sharing, the writing should (a) engage the reader by establishing a context, creating a speaker’s voice, and developing reader interest; (b) provide a central question about an issue or situation which becomes the thesis; (c) create an organizing structure appropriate to the purpose, audience, and context; (d)

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include appropriate facts and details; (e) exclude unnecessary details and inappropriate information; (f) use a variety of strategies, such as describing or analyzing the subject, narrating a relevant anecdote, providing examples; (g) draw from more than one source of information, such as books, newspapers, speakers; and (h) provide a sense of closure to the writing.

• Informational writing has a variety of purposes, audiences, perspectives, and structures (for example, pamphlets, diagrams, biographies).

• Informational writing is explanatory, based on reality, and relies on knowledge, facts, and details.

Within informational writing, what have students been taught and what will they be taught in the future?


K-5.1 Use symbols (drawings, letters, and words) to create written communications (for example, notes, messages, and lists) to inform a specific audience.

1-5.1 Create written communications (for example, thank you notes) for a specific audience.

2-5.1 Create written communications (for example, directions and instructions) to inform a specific audience.

3-5.1 Create written communications (for example, friendly letters that include a greeting, body, closing, and signature and invitations that include the time, date, and place of the event).

4-5.1 Create informational pieces (for example, postcards, flyers, letters, and e-mails) that use language appropriate for the specific audience.

5-5.1 Create informational pieces (for example, book reviews and newsletter articles) that use language appropriate for the specific audience.

6-5.1 Create informational pieces (for example, brochures, pamphlets, and reports) that use language appropriate for the specific audience.

7-5.1 Create informational pieces (for example, book, movie, or product reviews and news reports) that use language appropriate for a specific audience.

8-5.1 Create informational pieces (for example, reports and letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

E1-5.1 Create informational pieces (for example, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

E2-5.1 Create informational pieces (for example, résumés, memos, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

E3-5.1 Create informational pieces (for example, résumés, memos, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

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E4-5.1 Create clear and concise career-oriented and technical writings (for example, memos, business letters, résumés, technical reports, and information analyses).

When teaching informational writing, what connections, links, or ties can be made to other indicators and/or content areas?






E1-2.6 Analyze information from graphic features (for example, charts and graphs) in informational texts.



E1-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

E1-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).

E1-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).





verb formation,

pronoun case,


idiomatic usage.


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E1-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.)

E1-4.6 Edit written pieces for correct use of Standard American English, including the reinforcement of the mechanics previously taught. (See Instructional Appendix: Composite Writing Matrix.)

E1-6.1 Clarify and refine a research topic.

E1-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.

E1-6.3 Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.



E1-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

E1-6.7 Use a variety of print and electronic reference materials.



Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “create.” Therefore, students should be required to create a variety of informational writing throughout the year. Classroom assessment should be based on the domains and descriptors found on the South Carolina Extended Response Scoring Rubric found on the SCDE Web page under the Office of Assessment PASS Writing section.


Professional Texts

Calkins, Lucy and Pessah, Laurie. (2003). Nonfiction Writing: Procedures and Reports. Portsmouth, New Hampshire: Heinemann.

Fletcher, Ralph. (1993). What a Writer Needs. Portsmouth, New Hampshire: Heinemann.

Gallagher, Kelly. (2006). Teaching Adolescent Writers. Portland, ME: Stenhouse.

Koehler, Susan. (2007). Crafting Expository Papers. Gainesville, FL: Maupin House Publishing.

Portalupi, Joann and Fletcher, Ralph. (2001). Nonfiction Craft Lessons: Teaching

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Informational Writing K-8. Portland, Maine: Stenhouse Publishers.

Student Texts

There are many titles that teachers and students may select to better understand informational writing. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts. http://scasl.pbwiki.com/ELA+Standards

Nonprint Materials

http://www.readwritethink.orghttp://www.readwritethink.org/lessons/lesson_viewasp?id=419http://www.readwritethink.org/lessons/lesson_viewasp?id=1002http://www.readwritethink.org/lessons/lesson_viewasp?id=5390

http://www.teachersfirst.comhttp://www.webenglishteacher.com/expwriting.html

http://www.ncpublicschools.org/curriculum/languagearts/secondary/writingacross

http://www.learnnc.org/topics/writing/exemplars/09/informational/intro.htmlThis is an excellent site with actual student writing rated as low, medium, and high, with comments from the reader of the writing.

http://public.doe.k12.ga.us/DMGetDocument.aspx/Grade%204%20-%20Unit%202%20Informational%20Writing.pdf?p=6CC6799F8C1371F68773D2636631F3434099A192773C357B05E6F1F2C0A2A969&Type=D

http://wgu.educommons.net/liberal-arts/rhetorical-and-critical-writing-after-11-1-2008/a61.html

http://archive.metrostate.edu/writingcenter/clues/inform.html

For additional Internet sources, use the following search terms:• Informational writing• Expository writing

Instructional Matriceshttp://ed.sc.gov/agency/offices/matrices

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http://ed.sc.gov/agency/offices/matrices

http://archive.metrostate.edu/writingcenter/clues/inform.html

http://wgu.educommons.net/liberal-arts/rhetorical-and-critical-writing-after-11-1-2008/a61.html




http://www.learnnc.org/topics/writing/exemplars/09/informational/intro.html

http://www.ncpublicschools.org/curriculum/languagearts/secondary/writingacross

http://www.webenglishteacher.com/expwriting.html

http://www.teachersfirst.com/

http://www.readwritethink.org/lessons/lesson_viewasp?id=5390







Indicator E1-5.4: Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and firsthand accounts).



Create Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure.


Persuasive writing is a form of writing whose purpose is to convince or to prove or refute a point of view or issue.

Reading and writing are intimately related. The material that students read will influence their writing, so they must be immersed in the kinds of texts they are asked to create. As students read persuasive texts and note the techniques used by authors, they can incorporate those same techniques in their own writing.

In preparation for writing their own editorials, essays, and speeches, students in English 1 should study numerous examples of these genres. They should study speeches in both written and oral formats. They should analyze how various authors handle the important elements of persuasive writing and compare effective and ineffective examples. Research skills are required as students gather concrete evidence to support their positions in persuasive writing. Students will need a familiarity with interview techniques in order to incorporate firsthand accounts, and they may need help in using statistical data as well.


As students progress through the grade levels, the writing topics and the sophistication of the compositions will become more challenging to the learner. Additionally, areas of focus for creating persuasive writing will differ at some grade levels.

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What do students need to know before they can create persuasive writing?

One of the most complex and challenging projects that students will face is that of writing persuasive papers. To be successful, students must draw upon prior learning in the areas of reading, writing, and research. Skills that students will draw upon include:

reading informational texts

discerning cause and effect

drawing conclusions

making inferences

writing for various purposes and audiences

awareness of author’s craft

central idea, thesis, supporting evidence, and how these

elements work together

importance of adequate supporting evidence

discriminating between fact and opinion

awareness of author’s bias

evaluating resource material for reliability and validity

creating a logical argument

comparing differences among several types of persuasive writings

all aspects of Standard 4: pre-writing, organizing ideas,

using sentence variety, structuring sentences effectively,

correctness of grammar and mechanics, revising, and editing

Within persuasive writing, what have students been taught and what will they be taught in the future?


6-5.4 Create persuasive writings (for example, print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience.

7-5.4 Create persuasive pieces (for example, letters to the editor or essays) that include a stated position with supporting evidence for a specific audience.

8-5.4 Create persuasive pieces (for example, editorials, essays, or speeches) that support a clearly stated position with concrete evidence.


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E4-5.4 Create persuasive writings (for example, editorials, essays, speeches, or reports) that address a specific audience and use logical arguments supported by facts or expert opinions.

When teaching persuasive writing, what connections, links, or ties can be made to other indicators and/or content areas?

Students in English 1 demonstrate their knowledge of persuasive writing skills through the application of the following indicators:




E1-4 The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English. (all indicators)


E1-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, and organizing information.

Cross-Curricular Connections

Social Studies

Students draw conclusions, interpret and analyze texts, and create persuasive writing.

Students analyze and create propaganda.

Math

Students study statistics and probability.

Students interpret data and statistics.

Science

Students interpret data and statistics.

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Students should be taught and assessed using similar methods. Therefore, students should be assessed on their ability to apply the persuasive writing skills they have been taught. This can be accomplished in a variety of ways, including reading and analyzing various types of persuasive writing, propaganda techniques, and advertisements. Students should have direct instruction on persuasive writing skills and be given numerous opportunities to create pieces of persuasive writing.

Strategies to assist students with creating persuasive writing and which can be used as formative and/or summative assessments include:

Creating a variety of types of persuasive writing

Writing editorials, essays, and speeches

Determining qualities of excellence in editorials, essays, and speeches

Developing charts specifying the traits of a variety of types of persuasive writing

Designing rubrics for evaluating various types of persuasive writing

Evaluating pieces of professionally-produced persuasive writing (cold texts)

Showing results of teacher-evaluated pieces of student- produced persuasive writing using the Extended Response Rubric


Professional Texts


Atwell, Nancie. In the Middle: New Understandings About Writing, Reading, and Learning. Portsmouth, NH: Boynton/Cook, 1998.

Beers, Kylene. When Kids Can’t Read, What Teachers Can Do. Portsmouth, NH: Heinemann, 2003.

Burke, Jim. The English Teacher’s Companion: A Complete Guide to Classroom, Curriculum, and the Profession. Portsmouth, NH: Heinemann, 1999.

Culham, Ruth. 6+1 Traits of Writing: The Complete Guide Grades 3 and Up. NY, NY: Scholastic, 2003

Daniels, Harvey and Steven Zemelman. Subjects Matter: Every Teacher’s Guide to Content-Area Reading. Portsmouth, NH: Heinemann, 2004.

Feathers, Karen M. Informational Texts: Reading and Learning. Toronto: Pippin, 2004.

Fletcher, Ralph and Joann Portalupi. Nonfiction Craft Lessons: Teaching Information Writing K-8. Portland, ME: Stenhouse, 2001.

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Harvey, Stephanie. Nonfiction Matters: Reading, Writing, and Research in Grades 3-8. Portland, ME: Stenhouse, 1998.

Harvey, Stephanie and Anne Goudvis. Strategies That Work: Teaching Comprehension to Enhance Understanding. Portland, ME: Stenhouse, 2007.

Ray, Katie Wood. What You Know by Heart: How to Develop Curriculum for Your Writing Workshop. Portsmouth, NH: Heinemann, 2002.

Ray, Katie Wood. The Writing Workshop: Working Through the Hard Parts (And They’re All Hard Parts). Urbana, IL: NCTE Publication, 2001

Student Texts

There are many titles that teachers and students may select to better understand persuasive writing. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read-alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts:

http://scasl.pbwiki.com/ELA%20Standards.

Nonprint Materials

http://www.readwritethink.orghttp://www.learnnc.orghttp://www.lpb.org

http://www.lpb.org/education/classroom/itv/litlearn/http://www.readingquest.org

http://www.readingquest.org/strat/http://scholastic.com

http://scholastic.com/newszone/http://timeforkids.com

http://timeforkids.com/TFK/http://www.scetc.org

http://www.scetc.org/education/streamlinesc/index.cfmhttp://www.ciconline.org

http://www.ciconline.org/englishhttp://www.carolhurst.com

http://www.carolhurst.com/titles/6th.htmlhttp://literacynet.org

http://literacynet.org/cnnsf/archives.htmlhttp://www.iclasses.org

http://www.iclasses.org/assets/literature/index.cfm http://www.unitedstreaming.com

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http://www.unitedstreaming.com/


http://www.iclasses.org/

http://literacynet.org/cnnsf/archives.html

http://literacynet.org/

http://www.carolhurst.com/titles/6th.html

http://www.carolhurst.com/


http://www.ciconline.org/


http://www.scetc.org/

http://timeforkids.com/TFK/

http://timeforkids.com/

http://scholastic.com/newszone/

http://scholastic.com/

http://www.readingquest.org/strat/

http://www.readingquest.org/

http://www.lpb.org/education/classroom/itv/litlearn/

http://www.lpb.org/




ENGLISH1Big Idea: RESEARCHING

Applying the Skills of Inquiry and Oral Communication

Standard E1-6: The student will access and use information from a variety of sources.

Essential Question: How do people discover meaning through inquiry and communication?


Indicators:E1-6.1 Clarify and refine a research topic.








ENGLISH1

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Big Idea: RESEARCHINGApplying the Skills of Inquiry and Oral Communication

Help Page for Standard E1-6: The student will access and use information from a variety of sources.


Notes:Assessments




Technology



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Standard E1-6: The student will access and use information from a variety of sources .

Indicator E1-6.1: Clarify and refine a research topic.



Clarify Changing from one form of representation to another

For example, students will need to clarify (translate, interpret, paraphrase) a research topic to refine (narrow or widen) the scope of the research. Most problem-solving research models suggest that students restate the research topic as a question that the student requires information to answer.


A research topic is the subject matter that requires the student to access and use information. Students will need to clarify (translate, interpret, paraphrase) a research topic to refine (narrow or widen) the scope of the research. Most problem-solving research models suggest that students restate the research topic as a question the student requires information to answer.


The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for clarifying and refining a research topic (such as subject matter) differ at each grade level.

What do students need to know before they can understand clarifying and researching a topic?

Students need to know how to generate how and why questions to clarify the research topic.

Students need to know how to generate a topic for inquiry.

Students should be familiar with clarifying and refining a research topic. However, some students may need additional instruction and practice with developing questions to narrow and focus a research topic.

Students need to know how to paraphrase (state in their own words) the research topic to demonstrate full understanding of the research problem.

Students may also need additional assistance with formulating questioning that leads them beyond basic how and why questions to questions that require higher order thinking skills.

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Within clarifying and refining a research topic, what have students been taught and what will they be taught in the future?


6-6.1 Clarify and refine a research topic.







When teaching clarifying and refining a research topic, what connections, links, or ties can be made to other indicators and/or content areas?




E.1-1.6 Create responses to literary texts through a variety of methods such as written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts.







E1-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

E1-4.6 Use grammatical conventions of written Standard American English including the reinforcement of conventions previously taught.

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E1-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, and visual works the information gathered from a variety of research sources.




Science

PS-1 The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

B-1 The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

C-1 The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

P-1 The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

ES-1 The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

Social Studies

F Ask geographic questions: Where is it located? Why is it there? What is significant about its location? How is its location related to that of other people, places, and environments?

T Plan and organize a geographic research project (e.g., specify a problem, pose a research question or hypothesis, identify data sources).

Classroom Assessments

Students should be taught and assessed using similar methods. This indicator addresses one part, and a critical part, of a larger whole in which students will ultimately participate. At this grade level, students should be assessed based upon that what the indicator is asking of them, in this case clarifying and refining a topic for research. The topics students choose to inquire about should become more complex, therefore the need to clarify and refine becomes more important. Students must learn and expand upon the foundational components of the research process before demonstrating their knowledge of the total process in later grades.

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Because the research topic is the foundation upon which the student builds the overall research project, the teacher should assess the student’s research topic for clarity and refinement and prompt the student as needed to revise the topic before proceeding with research. Conferencing with the student as well as providing specific written feedback is an excellent way to assess this indicator.

Students might also keep a research journal or log. The student should spend a few minutes each day to reflect on his list of topics and the types of questions and the search strategies needed to gather the most relevant information. The journal or log serves as both a self-assessment mechanism as well as a tool for use for assessing classroom performance.


Professional Texts

Buzzeo, Toni. Collaborating to Meet Standards: Teacher/Librarian Partnerships for 7-12. Worthington, OH: Linworth Publishing Co., 2002.

Hackman, Mary H. Library Information Skills and the High School English Program. 2nd ed. Englewood, CO: Libraries Unlimited, Inc., 1999.

Johnson, Doug. Learning Right From Wrong in the Digital Age: An Ethics Guide for Parents, Teachers, Librarians, and Others Who Care About Computer-Using Young People. Worthington, OH: Linworth Publishing Co., 2003.

Koechlin, Carol, and Sandi Zwaan. Build Your Own Information Literate School. Salt Lake City: Hi Willow Research and Publishing, 2003.

Koechlin, Carol, and Sandi Zwaan. Info Tasks for Successful Learning. Portland, ME: Pembroke Publishers, 2001.

Loertscher, David V., and Blanche Wools. Information Literacy. 2nd ed. San Jose, CA: Hi Willow Research and Publishing, 2002.

Loertscher, David V., Carol Koechlin, and Sandi Zwaan. Ban Those Bird Units: 15 Models for Teaching and Learning in Information-Rich and Technology-Rich Environments. Salt Lake City: Hi Willow Research & Publishing, 2005.

Ryan, Jenny, and Steph Capra. Information Literacy Toolkit. Chicago: American Library Association, 2001.

Stanley, Deborah B. Practical Steps to the Research Process for High School. Englewood, CO: Libraries Unlimited, Inc., 1999.

Thompson, Helen M, and Susan A. Henley. Fostering Information Literacy: Connecting National Standards, Goals 2000, and the SCANS Report. Englewood, CO: Libraries Unlimited, Inc., 2000.

Valenza, Joyce Kasman. Power Research Tools: Learning Activities and Posters. Chicago: American Library Association, 2003.

Volkman, John D. Cruising Through Research: Library Skills for Young Adults. Englewood, CO: Libraries Unlimited, 1998.

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Whitley, Peggy, Catherine Olson, and Susan Goodwin. 98 Jumpstarts to Research: Topic Guidelines for Finding Information on Current Issues. Englewood, CO: Libraries Unlimited, 2001.

Student Texts

There are many titles that teachers and students may select to better understand clarifying and refining a research topic. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts. http://scasl.pbwiki.com/ELA+Standards.

Nonprint Materials

Alewine, Martha. “The Simple Four: An Information Problem-Solving Model.” School Library Media Services, South Carolina Department of Education. 9 Sept 2007.

http://martha.alewine.googlepages.com/thesimplefour

“Changing the Questions.” Springfield Township High School. 6 Sept 2007 http://www.sdst.org/shs/library/questions.html

“Detailed Explanation of an "Essential Question".” Bellingham Public Schools. 6 Sept 2007.

http://wwwgen.bham.wednet.edu/probsol2.htm

Discovering Language Arts: Research Skills (Grades 9-12). 2007. United Learning. ETV StreamlineSC. 12 June 2008 http://www.scetv.org/education/streamlinesc/index.cfm

“Information Studies: K-12.” Ontario Library Association. 6 Sept 2007. http://www.accessola.com/action/positions/info_studies/html/

Jansen, Barbara A. “Questioning Strategies.” 2006. St. Andrews Episcopal School. 6 Sept 2007.

http://library.sasaustin.org/questioning.php

McKenzie, Jamie. “Framing Essential Questions.” Sept. 1996. From Now On.Org. 6 Sept 2007

http://www.fno.org/sept96/questions.html

Whelan, Debra Lau. "Making Research Count." School Library Journal (Nov. 2002). 9 Sept. 2007 http://www.schoollibraryjournal.com/index.asp?layout=article


Standard E1-6: The student will access and use information from a variety of sources .

Indicator E1-6.7: Use a variety of print and electronic reference materials.

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http://www.schoollibraryjournal.com/index.asp?layout=article

http://www.fno.org/sept96/questions.html

http://library.sasaustin.org/questioning.php

http://www.accessola.com/action/positions/info_studies/html/

http://www.scetv.org/education/streamlinesc/index.cfm

http://wwwgen.bham.wednet.edu/probsol2.htm

http://www.sdst.org/shs/library/questions.html





Use Applying a procedure to an unfamiliar task


Students will use an effective search strategy to locate reference sources and information within those sources to meet the requirements of the research project.


The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for the accessing and using information from a variety of sources differ at each grade level.

What do students need to know before they can understand how to access and use information from a variety of sources?

Students need to be aware of the benefits and disadvantages of the various types of print and electronic reference materials so that they can select the most appropriate reference material(s) for the information needed.

Students should be able to determine the best sources of information to meet their information needs.

Students should be familiar with a variety of electronic reference sources as well as many types of print sources.

Students may also need to include personal interviews and communications, audio recordings, and audiovisual recordings as part of their strategy for locating information.

Students should be familiar with all locations and sources locating information sources, including the library media center, electronic pathfinders, and search engines.

Students should be able to evaluate all information sources using criteria such as currency, authority, accuracy, relevancy, objectivity, and purpose of publication.

Within accessing and using information from a variety of sources, what have students been taught and what will they be taught in the future?


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3-6.2 Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, and thesauri) and nonprint sources (for example, pictures, photographs, video, and television) to access information.

4-6.2 and 5-6.2

Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, thesauri, newspapers, and almanacs) and nonprint sources to access information.

6-6.7, 7-6.7, 8-6.7, E1-6.7, E2-6.7, E3-6.7, and E4-6.7

Use a variety of print and electronic reference materials.

When teaching using a variety of print and electronic reference materials, what connections, links, or ties can be made to other indicators and/or content areas?



E1-2.3 Analyze informational texts for author bias (including, word choice, the exclusion and inclusion of particular information, and unsupported opinions). [For example, when doing a compare/contrast research project, students will evaluate the methods the author of the information sources used to support his/her opinion]






Science

PS-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas and dimensional analysis), graphs, models, and/or technology.

B-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics, graphs, models, and/or technology.

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C-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas, scientific notation, and dimensional analysis), graphs, models, and/or technology.

P-1.5 Organize and interpret the data from a controlled scientific investigation by using (including calculations in scientific notation, formulas, and dimensional analysis), graphs, tables, models, diagrams, and/or technology.

ES-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics (including calculations in scientific notation, formulas, and dimensional analysis), graphs, tables, models, diagrams, and/or technology.

Social Studies Literacy Elements

Interpret calendars, time lines, maps, charts, tables, graphs, flow charts, diagrams, photographs, paintings, cartoons, architectural drawings, documents, letters, censuses, and other artifacts.

Consider multiple perspectives of documents and stories.

Locate, gather, and process information from a variety of primary and secondary sources including maps.

Interpret information obtained from maps, aerial photographs, satellite-produced images, and geographic information systems.

Interpret and synthesize information obtained from a variety of sources—graphs, charts, tables, diagrams, texts, photographs, documents, and interviews.


Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “use.” As this indicator addresses one part of an overall approach to research, the student’s ability to use a variety of print and electronic reference materials should only be assessed as part of the overall research process and not in isolation. Students should be evaluated on their rationale for selecting a particular source. Each source should be evaluated for a variety of criteria including currency, authority, relevancy, accuracy, objectivity, and purpose of publication.

One criterion in a scoring rubric for a research assignment might evaluate the variety of print and electronic reference materials cited to the topic or overall project. However, because the reference materials used by the student provide the information needed to address the topic or inquiry, the teacher should offer some ongoing evaluation of the student’s use of reference materials as a part of the research process. For example, the teacher might prompt the student to vary the types of print and electronic sources and to select those materials most likely to provide the information most appropriate for the research project. Conferencing with the student or written feedback from the teacher would be a good means of assessing this indicator during the research.

An additional form of assessment might be a research journal/log. Students would reflect on their use of sources each day and note their success and frustrations with each type of source. This journal would be both a self-assessment for students and an assessment for the classroom

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performance. A research log would help the teacher identify issues with plagiarism prior to the final evaluation.


Professional Texts

Buzzeo, Toni. Collaborating to Meet Standards: Teacher/Librarian Partnerships for

7-12. Worthington, OH: Linworth Publishing Co., 2002.

Hackman, Mary H. Library Information Skills and the High School English Program.

2nd ed. Englewood, CO: Libraries Unlimited, Inc., 1999.

Johnson, Doug. Learning Right From Wrong in the Digital Age: An Ethics Guide for

Parents, Teachers, Librarians, and Others Who Care About Computer-Using

Young People. Worthington, OH: Linworth Publishing Co., 2003.

Koechlin, Carol, and Sandi Zwaan. Build Your Own Information Literate School. Salt

Lake City: Hi Willow Research and Publishing, 2003.

Koechlin, Carol, and Sandi Zwaan. Info Tasks for Successful Learning. Portland, ME:

Pembroke Publishers, 2001.

Loertscher, David V., and Blanche Wools. Information Literacy. 2nd ed. San Jose,

CA: Hi Willow Research and Publishing, 2002.

Loertscher, David V., Carol Koechlin, and Sandi Zwaan. Ban Those Bird Units: 15

Models for Teaching and Learning in Information-Rich and Technology-Rich

Environments. Salt Lake City: Hi Willow Research & Publishing, 2005.

Ryan, Jenny, and Steph Capra. Information Literacy Toolkit. Chicago: American

Library Association, 2001.

Stanley, Deborah B. Practical Steps to the Research Process for High School.

Englewood, CO: Libraries Unlimited, Inc., 1999.

Thompson, Helen M, and Susan A. Henley. Fostering Information Literacy:

Connecting National Standards, Goals 2000, and the SCANS Report.

Englewood, CO: Libraries Unlimited, Inc., 2000.

Valenza, Joyce Kasman. Power Research Tools: Learning Activities and Posters.

Chicago: American Library Association, 2003.

Volkman, John D. Cruising Through Research: Library Skills for Young Adults.

Englewood, CO: Libraries Unlimited, 1998.

Whitley, Peggy, Catherine Olson, and Susan Goodwin. 98 Jumpstarts to Research:

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Topic Guidelines for Finding Information on Current Issues. Englewood, CO:

Libraries Unlimited, 2001.

Student Texts

There are many titles that teachers and students may select to better understand using a variety of print and electronic reference materials. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts. http://scasl.pbwiki.com/ELA+Standards.

Nonprint Materials

Alewine, Martha. “The Simple Four: An Information Problem-Solving Model.” School Library Media Services, South Carolina Department of Education. 9 Sept 2007.

http://martha.alewine.googlepages.com/thesimplefour.

“Choose the Best Search for Your Information Need.” 21 July 2007. NoodleTools Inc. 09 Sept 2007.http://www.noodletools.com/debbie/literacies/information/5locate/adviceengine.html.

“Evaluating Sources of Information.” 2004. Purdue University. 09 Sept 2007. http://owl.english.purdue.edu/workshops/hypertext/EvalSrcW/index.html.

NetFiles #301: Research Applications. United Learning. 2000. unitedstreaming. 11 September 2007.http://www.unitedstreaming.com/.

Schrock, Kathy. “Critical Evaluation Surveys and Resources.” 2007. Discovery Education. 09 Sept 2007. http://school.discoveryeducation.com/schrockguide/eval.html.

Smith, Alistair. “Evaluation of Information Sources.” 19 Oct 2006. Victoria University of Wellington. 09 Sept 2007. http://www.vuw.ac.nz/staff/alastair_smith/evaln/evaln.htm

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http://www.vuw.ac.nz/staff/alastair_smith/evaln/evaln.htm

http://school.discoveryeducation.com/schrockguide/eval.html

http://www.unitedstreaming.com/

http://owl.english.purdue.edu/workshops/hypertext/EvalSrcW/index.html

http://www.noodletools.com/debbie/literacies/information/5locate/%0Badviceengine.html

http://www.noodletools.com/debbie/literacies/information/5locate/%0Badviceengine.html



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